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Discussion Board Expectations
|Criteria |Exceeds Expectation |Meets Expectation |Does Not Meet Expectation |
|Relevance |Posting responds directly to the |Posting responds directly to |Posting does not respond |
| |discussion question and includes |the discussion question |directly to the discussion |
| |pertinent, connected or applicable | |question |
| |information | | |
|Use of Examples |Posting makes thoughtful references |Posting includes at least one|Posting does not include any|
| |to previous or current session |reference to session material|references to session |
| |material and/ or relevant personal |and/ or relevant personal |material or relevant |
| |experiences |experiences |personal experiences |
|Contribution to Learning |Posting offers critical analysis of a|Posting engages with ideas |Posting does not critically |
|Community |key theme or existing post(s) which |from the session or the |engage with key ideas from |
| |deepens or extends the conversation |perspectives of fellow |the session or the |
| | |participants and makes a |perspectives of fellow |
| | |positive contribution to the |participants |
| | |conversation | |
|Comprehension |It is evident from the posting that |It is evident from the |It is not evident from the |
| |the participant understands the |posting that the participant |posting that the participant|
| |discussion question and the key ideas|understands the discussion |understands either the |
| |from the session material. In |question and the general |discussion question or the |
| |addition, the participant employs |ideas referenced in the |ideas referenced in the |
| |higher order thinking skills |session material |session material |
| |(analysis, synthesis, evaluation) | | |
| |when responding to the discussion | | |
| |question | | |
|Written Quality |Posting has a coherent structure and |Posting has a coherent |Posting does not have a |
| |the flow of the writing is easily |structure and the flow of the|coherent structure and the |
| |understood. Posting is grammatically |writing is easily understood.|flow of the writing is hard |
| |correct with no spelling errors |Posting has only one or two |to follow. Posting has |
| | |grammatical or spelling |multiple grammatical or |
| | |errors |spelling errors |
|Timeliness |Two or more postings are made on at |Two or more postings are made|Two or more postings are |
| |least two different days; at least |on only one day; at least one|made on only one day; |
| |one posting is made early enough in |posting is made early enough |postings are late in the |
| |the discussion period to allow time |in the discussion period to |discussion period and may |
| |for others to read and respond |allow time for others to read|not allow time for others to|
| | |and respond |read and respond |
|Tone |Posting has a positive, supportive |Posting has elements of a |Posting is negative or flat |
| |and professional tone |positive, supportive or |in tone |
| | |professional tone | |
Ideas for strengthening the discussion
|When introducing a new thought/concept/introduction, be sure to start by adding a new thread. |
|The subject line is important. When starting a new thread, make sure to create a subject line that both clues in the reader |
|and catches the eye of your audience. |
|When replying to a note, leave the "re:" portion of the subject line, but feel free to edit the subject line to express how |
|you are extending the conversation. This way everyone can get a quick glance at the direction of the conversation within a |
|thread without actually opening each posting. |
|Make a habit of replying to more people than required in the assignments. As experienced online learners know, the goal is to |
|advance the knowledge of the group and this comes from active conversation. |
|Post your initial ideas early in the session and come back frequently to read and respond to colleagues' ideas. |
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