Sample Rubric for Grading Online Conference Participation


Stella Porto
Program Director
Graduate School of Management and Technology
Published: 0 2004

Category: » Learning-objects

Created by Dr. Stella Porto, adapted in part from a variety of Internet resources. Presented at UMUC Graduate School Workshop, Feb. 28, 2004.

Criteria Poor Good Excellent
Significance Student's contributions do not add any richness to the conversation. The contributions repeat what others have said, and thus are not integrated in the thread of conversation. The contributions are not in student's own words, but merely copy information on sites. A good number of the student's interventions are meaningful. In most cases, the contributions are well connected to the thread of conversation. The student in some cases asks good questions and initiates good threads. The majority of the student's posts are meaningful, no copies, integrated with the thread of discussion and adds to the learning experience. The student asks very good questions or makes important comments that generate good conversation in the class.
Timeliness The student posts messages after the sessions are complete, and thus the information cannot be useful to others. It can in fact be distracting and annoying, because the sessions are over. The student most of the time makes contributions when then threads are alive and worthy. People can still profit from the information. The student always posts his/her contributions when the threads are still alive and flowing.
Frequency Students comes less than 40% of the available sessions. Student participates in between 40% and 80% of the available sessions. Student participates in more than 80% of the available sessions.
Intensity In sessions where the student participates, his/her participation is kept to a minimum, very strict (i.e., one contribution in the whole session). Student never takes any initiative in significant discussion. In the sessions where the student participates, his/her participation is medium, with avg ___ contributions per session. Student sometimes takes inititaative in class discussion In the sessions where the student participates, his/her contributions are numerous. Student frequently has a leading role of taking initiative in classroom discussions.  
Collaborative Student is not felt to be present in a collaborative way in the class. In some situations, the student has tried to be collaborative Student is clearly collaborative with others in the class in many situations (bringing new information useful to others, clarifying doubts, answering questions, promoting high spirits, promoting his/her peers.)

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