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1
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2
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3
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4
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Content Quality
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Discussion postings
show that readings were not completed or understood
at all. The comments are not relevant to the topic under
discussion at all or show great misunderstanding of
the topic under discussion. No further discussions are
stimulated by proposing alternative perspectives or
points of view.
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Discussion postings
show that readings were completed partially or were
not well-understood. The comments are not quite relevant
to the topic under discussion or show misunderstanding
of the topic under the discussion. No further discussions
are stimulated by proposing alternative perspectives
or points of view.
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Discussion postings
show evidence that readings were completed or well-understood.
Provides comments relevant to the topic under the discussion,
but does not stimulate any further discussions by proposing
alternative perspectives or points of view regarding
the topic.
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Discussion postings
show evidence that readings were completed or understood.
The comments relevant to the topic under the discussion
and stimulates further discussion by proposing alternative
perspectives or points of view regarding the topic.
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Writing Quality
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Written responses contain
numerous grammatical or spelling mistakes (more than
five) such that effective communication of ideas is
distracted.
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Written responses contain
few (ore than two but less than five) grammatical or
spelling mistakes, but the mistakes does not disturb
the flow and effectiveness of the communication.
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Written responses contain
two or fewer grammatical or spelling mistakes. The ideas
are communicated in an effective way.
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Written responses contain
no grammatical or spelling mistakes. The ideas are communicated
in an effective way.
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Forum Participation
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Rarely contributes
to the discussions with little effort to engage others
in constructive discussions. Even when prompt the contributions
are shallow and lack critical thinking component.
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Contributes are infrequent
and only as a result of considerable prompting. The
contributions are shallow and lack critical thinking
component.
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Contributes regularly
although usually in response to others,contribution
show some depth and critical thinking component in contributions.
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Contributes frequently
and pro pmts discussions as well as responding to others.
Contribution offer depth and critical thinking component.
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Preparation
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Student has not read
the article, or taken a stance on it.
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Student has skimmed
the article, or knows a bit about the topic, but has
not taken a stance.
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Student has read the
article, but has not taken a clear stance on it.
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Student has read the
article, has taken a clear stance on it.
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Posing Questions
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Student does not pose
any questions, nor does the student respond to any questions.
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Student poses a question,
but it is irrelevant or incoherent. Student responds
to one question.
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Student poses one relevant
question, and responds to more than one question.
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Student poses more
than one relevant question, and responds to more than
one question.
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Accommodating Others
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Student interrupts
other students, does not ask peers to clarify comments
or questions, and does not directly address anyone.
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Student interrupts
peers at least once, does not ask to clarify comments
or questions, and addresses someone directly once.
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Student does not interrupt
peers. Student does not ask to clarify comments or questions,
but directly addresses peers more than once.
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Student does not interrupt
others. Student asks others to clarify comments or questions,
and directly addresses peers more than once.
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Analyzing Logic
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Student does not recognize
peers' stance on the article.
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Student recognizes
peers' stance on the article, but when dissenting provides
no reasoning nor evidence.
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Student recognizes
peers' stance on the article, and when dissenting, gives
reasoning, but no evidence.
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Student analyzes peers'
stance on the article, and when dissenting, gives reasoning
and evidence for doing so.
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Appropriate and
Logical
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Speaker is often off
topic, and speaker's argument is incoherent. Speaker
does not use language appropriate for a class discussion.
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Speaker is occasionally
off topic, and speaker is occasionally illogical. Speaker
occasionally uses inappropriate language for a class
discussion.
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Speaker only ventures
off topic once or less, and presents logical arguments.
Speaker uses inappropriate language for a class discussion
once or less.
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Speaker does not get
off topic, and speaker presents logical arguments. Speaker
always uses language appropriate for a class discussion.
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Total---->
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