Contribution/Discussion Rubric
| Criterion | A 90-100 Excellent Sophisticated |
B 80-89 Good Competent |
C 70-79 Acceptable Adequate |
D 60-69 Unacceptable Inadequate |
F 0-59 Not Yet Competent
|
| Pre-Class Preparation--Intentionality | Student comes to class thoroughly prepared, having closely read all required assignments and reviewed all web pages, as per the syllabus. Comes to class with the intention of participating, contributing, offering some useful observation or making some revealing remark for the benefit of the class. Student deliberately seeks out opportunities to contribute during class. | Student comes to class prepared, having read all required assignments and reviewed all web pages, as per the syllabus. Comes to class with the intention of participating, contributing, offering some useful observation or making some revealing remark for the benefit of the class. | Student comes to class prepared, having merely reviewed or skimmed all assigned readings. Comes to class with no particular intention or focus. Just coasting, not intentional. Not highly motivated. | Student comes to class partly prepared or only superficially prepared. Has not read the assignment and comes to class without any intention of engaging the texts, ideas, or fellow students. | Student is unprepared. Has no intention other than to be present rather than absent, occupy space, and deprive others in the class of oxygen. |
| Degree of Participation in Discussion | Participates in class discussions and workshops actively, regularly, and enthusiastically. Takes on a leadership roll in drawing out other students, in the spirit of truly engaging in the exchange of ideas and opinions. | Participates actively and regularly, although to a lesser degree. Helps to maintain discussion by drawing others into the conversation. Is sometimes quiet but always focused, participating with body language if not always with words | Participates seldom. Is not always focused and is easily distracted by side conversations. Appears disengaged or bored. Obviously not committed to learning or sharing | Seldom or never actively participates. Appears distracted, confused, uninterested, bored, disengaged. Distracts other with side conversations and pointless chatter. Obstructs rather than fosters the learning of others. | Student is present in body only. Says nothing, contributed nothing, obviously doesn't care about course. Militantly ignorant. Distracted and distracting. |
| Quality of Contribution | Contributions are creative, perceptive, insightful, and imaginative. Connections between and among the texts and disciplines are thoughtful and show a significant effort to understand, engage, and apply the concepts of the course. Is always kind, generous, and respectful in classroom activities. | Contributions are occasionally creative, perceptive, insightful, and imaginative. Connections between and among the texts and disciplines are sometimes thoughtful and show an effort to understand, engage, and apply the concepts of the course. Is always kind, generous, and respectful in classroom activities | Contributions are rarely creative, perceptive, insightful, and imaginative. Connections between and among texts and disciplines are rarely revealing. Sometimes talks just for the sake of talking. Is easily distracted or veers from the topic of discussion. Is sometimes rude, abrasive, and confrontational. | Contributions are weak. Often makes irrelevant points, changes subject, or totally loses the focus of the discussion. Tries to hide lack of preparation behind idle chatter. Is often rude, abrasive, and confrontational. | Contribution HAS no measurable quality because there is none. The student, again, is present in body only and contributes only with his or her "presence." |