iRubric: GCU Discussion Grading Rubric

Student shows respect for members of the class, both in speech and manner, and for the method of shared inquiry and peer discussion. Does not dominate discussion. Student challenges ideas respectfully, encourages and supports others to do the same.

Student shows respect for members of the class and for the method of shared inquiry and peer discussion. Participates regularly in the discussion but occasionally has difficulty accepting challenges to his/her ideas or maintaining respectful attitude when challenging others’ ideas.

Student shows little respect for the class or the process as evidenced by speech and manner

Student shows a lack of respect for members of the group and the discussion process. Often disengages from the process. When contributing, can be argumentative or dismissive of others’ ideas. Not appropriate for a graduate student.

Arguments or positions are reasonable and supported with evidence from the readings. Often deepens the conversation by going beyond the text, recognizing implications and extensions of the text. Provides analysis of complex ideas that help deepen the inquiry and further the conversation.

Arguments or positions are reasonable and mostly supported by evidence from the readings. In general, the comments and ideas contribute to the group’s understanding of the material and concepts.

Contributions to the discussion are more often based on opinion or unclear views than on reasoned arguments or positions based on the readings. Comments or questions suggest a difficulty in following complex lines of argument or student’s arguments are convoluted and difficult to follow.

Comments are frequently without substantiation that others are unable to critique or even follow them. No considered graduate level work.

Student has carefully read and understood the readings as evidenced by oral contributions; familiarity with main ideas, supporting evidence and secondary points. Comes to discussion prepared with questions and critiques of the readings.

Student has read and understood the readings as evidenced by written contributions. The work demonstrates a grasp of the main ideas and evidence but sometimes interpretations are questionable. Comes to discussion prepared with questions.

Student has read the material, but comments often indicate that he/she didn’t read or think carefully about it, or misunderstood or forgot many points. Class conduct suggests inconsistent commitment to preparation

Student either is unable to adequately understand and interpret the material or has frequently come to discussion unprepared, as indicated by serious errors or an inability to answer basic questions or contribute to discussion.

Answers questions according to assigned timeframe, allowing adequate time for others to read and reply to discussion. Answers instructor queries with follow up answer before the week is completed.

Usually gets questions answered on time, replies to the instructor’s follow up questions. Replies to other students before the week is concluded.

Does not get initial postings online before the posted due date, doesn’t have a reply to instructor’s query. May have late submissions

Initial posts are not submitted on time, inadequate number of replies, does not reply to instructor queries.