Study Guide
Discussion Rubric
Grading discussion is highly evaluative, which is a way of saying that there are so many factors and such a strong element of personal judgment, that there's no way for me to give you an exact guideline as to what distinguishes, for example, a B from a C. I can, however, provide some general parameters that should help you decide for yourself how to compose your messages. You should take this rubric in combination with the other Discussion guide pages.
| Superior | Average | Poor | |
|---|---|---|---|
| Analysis / Interpretation | The message uses historical sources, including outside as well as required reading. In addition, it demonstrates that the student has gained new understanding of the topic. | Some messages do analysis or interpretation well, but a significant number do not. This might either be because the analysis was not done well, or because it was not attempted (that is, was simply opinion or hearsay). | Messages generally show little evidence of historical analysis, consisting instead of opinion and feelings and impressions. |
| Scholarly Dialogue | All sources are cited. Argumentation is from the evidence. No ad hominem arguments. | Citations are sometimes missing, are incorrect, or are from a poor source (e.g., a K12 internet site or an encyclopedia). | Messages regularly lack any sort of citation. Arguments are from opinion, not from evidence. |
| Writing Skill | Sentences are clear and wording is unambiguous. Correct word choice, correct spelling, correct grammar. Writing style can still be conversational rather than formal. The writing does not have to be flawless, but it will be better than average writing. | Ordinary, good writing. Lapses are regular and patterned, but do not undermine the communication or the persuasiveness of the argument. | Grammar, spelling, and/or word choice errors are frequent enough that the sense of the message is lost or muddled. |
| Participation | Messages contribute to ongoing conversations, as replies to questions or comments, or as new questions or comments. Messages that originate a thread usually generate responses. Student does not start a topic or pose a question and then abandon it. | Some messages contribute to ongoing conversations, but others are disconnected. If the student starts a new thread, sometimes there is follow-up but sometimes there isn't. Student tries to further the class discussion but is not successful a significant number of times. Or, student posts a significant (though still a minority) number of messages that are off-the-cuff and do not contribute substantively. | Messages are unconnected with what others are saying, as if there is no conversation. No replies to other messages. Student never answers someone else's question. When student asks a question, there's no acknowledgment to any responses. |
Doing nothing is an F. Doing well under the required minimum, but more than nothing, is a D.