Debate .edu
|Discussion Rubric Sample I |
Online Discussion Guidelines
You will be expected to participate in the class online discussion forum every week. This will include reading assignments and participating actively in asynchronous online discussions. You will be required to respond to the discussion question and respond two other student's postings each week. A quality messages is one in which you cite the book and other resources as requested. The instructor will assign discussion questions or topics to discuss for each week.
Each response posted by participants must clearly tie back to the reading materials and/or course content. Students are encouraged to discuss personal or professional experiences. Participants should be able to make their arguments, describe experiences, or discuss alternative perspectives within the context of the reading materials. Therefore, each comment should explicitly connect with some aspect of the readings.
Guidelines: For the online discussion forums, each response should be no more than three paragraphs or one computer screen. It may be helpful to create an outline or to plan responses before writing them. Jotting down some notes or writing responses on a word processor may assist participants in including all of the important points. When replying to messages, participants MUST refer to the topic or paragraph they are replying to by either including the quote or referring to the topic in the message.
|Original Post |Feedback Post #1 |Feedback Post #2 |
|4 Points: Response clearly addressed questions asked| | |
|and utilized information (readings, previous class | | |
|discussions) that was addressed in some aspect of | | |
|the class, examples were pertinent and matched with | | |
|the content. Response showed original thought and | | |
|creative application and was not just reiterated | | |
|from the book or other materials. | | |
|3 Points: Response mostly addressed questions asked |3 Points: Thought-provoking response in |3 Points: Thought-provoking response in either |
|and utilized at least some information (reading, |either agreement or disagreement, with |agreement or disagreement, with clearly stated |
|previous class discussions) that was addressed in |clearly stated rationale citing course |rationale citing course resources. |
|some aspect of the class, and examples were |resources. | |
|pertinent and matched with the content. Response | | |
|showed some original thought and creative | | |
|application although some seemed reiterated from the| | |
|book or other materials. | | |
Discussion Rubric Sample I – pg 2
|2 Point: Response somewhat addressed questions asked|2 Points: Good response in either |2 Points: Good response in either agreement or |
|and utilized at least some information (research, |agreement or disagreement, with rationale |disagreement, with rationale citing course |
|reading, previous class discussions) that was |citing course resources. |resources. |
|addressed in some aspect of the class. Examples were| | |
|marginally connected to the content. Response showed| | |
|little original thought. | | |
|1 Points: Response did not address questions asked. |1 Point: Somewhat interesting response in |1 Point: Somewhat interesting response in |
|Little or no class information (readings, previous |either agreement or disagreement, with |either agreement or disagreement, with some |
|class discussions) was addressed and had few or poor|some rationale, but little connection to |rationale, but little connection to unit topic.|
|examples. |unit topic. | |
|0 Points: Not submitted on time or does not provide |0 Points: Not submitted on time or does |0 Points: Not submitted on time or does not |
|a clear response using course resources. |not provide a clear response using course |provide a clear response using course |
| |resources. |resources. |
|Discussion Posts (based on above rubric) |Points possible |Points earned |
|Initial Post |4 | |
|1st response Post: |3 | |
|2nd response Post |3 | |
|TOTAL |10 | |
Instructor feedback
|Discussion Rubric Sample 2: Debate |
Directions
|For this performance assessment you will participate in a debate with a peer about [TOPIC]. The debate will be performed before an audience of|
|classmates. |
| |
|PREPARATION |
|1. Begin by studying the history of the problem to be debated. State the point of view you will advocate. Decide the relevant issues you |
|intend to present. Determine which arguments you will use as evidence to support your point. |
|2. Gather facts and figures, details, examples, quotations, and specifics as evidence to support your arguments. You must cite every reference|
|used, including web sites. This list must be turned in via the dropbox. (You must use at least three sources.) |
|3. Try to identify the major arguments your opponents are likely to use. Then find data with which to rebut these arguments. |
| |
|DEBATE FORMAT |
|1. The debate will begin with each learner posting three to four paragraphs to present his/her point of view, arguments, or supporting |
|evidence. |
|2. A rebuttal post of at least two paragraphs will follow. |
| |
|ASSESSMENT |
|The debates will be assessed using the scoring guide. Submit a sheet citing all of the references you used in preparing your debate via the |
|dropbox. |
Directions to Evaluator
|This assessment can be completed as a team or small group assignment. You might compile a list of resources for learners to use in |
|researching their topics. |
Discussion Rubric Sample 2: Debate – pg 2
Debate
Scoring Standard
|You must achieve a rating of at least "1" or "yes" on each criterion to demonstrate competence. |
Rating Scale
0 Little effort put forth, incomplete, poor organization
1 Adequate, mostly complete, fairly organized
2 Thorough, complete, high quality, well organized
Scoring Guide
|Criteria |Ratings |
|1. you state your position |2 1 0 |
|2. you present complete, relevant evidence needed to support the |2 1 0 |
|position | |
|3. you present accurate information |2 1 0 |
|4. you present the information in an organized manner |2 1 0 |
|5. your rebuttal is specific to arguments made by the opposing side |2 1 0 |
|6. you use relevant evidence in the rebuttal |2 1 0 |
|7. you cite all references appropriately |2 1 0 |
|8. you show respect for the opposing side throughout the debate |yes no |
Total Points ____________
Grade____________
Comments:
|Discussion Rubric Sample 3 |
Directions
|For this performance assessment you will make a post to the discussion board on [TOPIC]. |
| |
|Follow these directions when completing your post. [DIRECTIONS] |
Directions to Evaluator
|This performance assessment is designed to provide a generic scoring guide for a discussion post. Customize the directions and scoring guide |
|to fit your specific assessment. |
Discussion Post
Scoring Standard
|You must achieve a rating of at least "2" on each criterion to demonstrate competence. |
Rating Scale
0 Work is missing, incorrect, or incomplete
1 Work does not meet criterion
2 Work meets criterion at a basic level of competence
3 Work meets and exceeds criterion
Scoring Guide
|Criteria |Ratings |
|1. Discussion Post fulfills a clear purpose |3 2 1 0 |
|2. Discussion Post reflects accurate analysis of the target audience |3 2 1 0 |
|3. Discussion Post shows evidence of logical critical thinking |3 2 1 0 |
|4. Discussion Post follows an effective organizational plan |3 2 1 0 |
|5. Discussion Post follows prescribed format, meeting criteria for |3 2 1 0 |
|all components | |
|6. Discussion Post exhibits correct and appropriate grammar, |3 2 1 0 |
|punctuation, spelling, syntax, and word usage | |
Total Points ____________
Grade____________
Comments:
|Discussion Rubric Sample 4 |
Directions
|PREPARATION |
|The purpose of this discussion is to encourage reflection and sharing of your different knowledge and experiences. For that reason there will|
|be a scheduled, assessed on-line discussion via the Discussion Board in this course. |
| |
|ASSESSMENT |
|Using the included Scoring Guide, I will assess your contribution by inspecting: |
|The frequency of your reading of the discussion |
|The quality of your contributions, based on facilitation of discussion, insight, contribution to knowledge, etc. |
|The frequency of your contributions |
|Using the included Scoring Guide |
Discussion Sample I - General Discussion
Scoring Standard
|You must achieve a total of at least 12 points. |
Rating Scale
Frequency of Reading
0 Little or no reading of discussion
1 Read 1 time / week
2 Read 2 times / week
3 Read 3 times / week
4 Read 4 times / week
5 Read 5 times / week or more
Quality of postings
0 Did not contribute
1 Made 1 or 2 postings, of poor quality
2 Made a few valid contributions
3 Made a few good contributions
4 Made several good contributions
5 Made several good contributions and one or more outstanding contribution
Discussion Rubric Sample 4: Debate – pg 2
Attribution of references
0 Cut and paste or absent contributions
1 Used ideas/ words of others without attribution
2 Sources generally referenced
3 Clear referencing of all sources
4 Clear referencing of all sources, some relevant
5 Clear referencing of well-chosen and highly relevant sources
Evidence of collaboration / facilitation skills
0 None
1 Little or no recognition of contributions of others
2 Basic recognition of contributions of others
3 Some evidence of links to contributions of others
4 Skill shown in weaving contributions into general discussion or following up on contributions of others
5 Skill shown in weaving contributions into general discussion, following up on contributions of others
Scoring Guide
|Criteria |Ratings |
|1. Frequency of Reading |0 1 2 3 4 5 |
|2. Quality of Postings |0 1 2 3 4 5 |
|3. Attribution of References |0 1 2 3 4 5 |
|4. Evidence of Collaboration / Facilitation Skills |0 1 2 3 4 5 |
Total Points ____________
Grade____________
Comments:
|Discussion Rubric Sample 5 |
Directions
|PREPARATION |
|Weekly discussion topics have been established based on the content for each unit. Additional guidelines for discussion posts will be included|
|in the discussion topic itself. |
| |
|ASSESSMENT |
|Your discussion posts will be assessed using the included scoring guide. |
|Discussion postings that meet all criteria for a grade level will receive the highest points possible at that level. Postings that meet mixed|
|levels of criteria will receive a score within the point range of the appropriate levels. |
|Participation in discussion activities can only be measured by the date on the discussion posting. For example, participating 3 times during |
|the week is measured by postings on 3 different days; there may actually be 5-6 postings, but participation only occurred 3 times during the |
|week. |
Scoring Standard
|You must achieve at least a "1" rating in all categories to pass. All scores above "0" will be averaged for your final discussion grade. |
4 = A 3 = B 2 = C 1 = D 0 = F
Rating Scale
Participation
4 Learner has participated 3 or more times during the week and have posted outstanding information
3 Learner has participated at least 2 times during the week and have posted proficient information
2 Learner has participated at least 1 time during the week and have posted basic information
1 Learner has participated at least 1 time during the week and have posted information that was below expectations
0 Learner has not participated at least 1 time during the week
Timeliness
4 Postings are made in time for others to read and respond and at lest one posting was made within the first 24 hours
3 Postings are made in time for others to read and respond
2 Postings may not all be made in time for others to read and respond
1 Most postings are not made in time for others to read and respond
0 No postings are made, or postings are not made in time for others to read and respond
Discussion Rubric Sample 5 – pg 2
Insight
4 Postings deliver information that is full of thought, insight, and analysis
3 Postings deliver information that shows that thought, insight, and analysis have taken place
2 Postings are generally competent, but the actual information they deliver seems thin and commonplace
1 Postings are rudimentary and superficial; there is no evidence of insight or analysis
0 No postings are made
Connections
4 Postings make connections to previous or current content or to real-life situations
3 Postings make connections to previous or current content or to real-life situations, but the connections are not really clear or are too obvious
2 Postings make limited, if any, connections, and those art often cast in the form of vague generalities
1 Postings are not connected to previous or current content, or relevant real-life situations
0 No postings are made
Ideas
4 Postings contain rich and fully developed new ideas, connections, or applications
3 Postings contain new ideas, connections, or applications, but they may lack depth and/or detail
2 Postings contain few, if any, new ideas or applications; often are a rehashing or summary of other comments
1 Postings may be completely off topic
0 No postings are made
Scoring Guide
|Criteria |Ratings |
|1. Discussion posts indicate regular participation |4 3 2 1 0 |
|2. Discussion posts are made in a timely manner |4 3 2 1 0 |
|3. Discussion posts demonstrate insight into the topic |4 3 2 1 0 |
|4. Discussion posts Make connections to content matter or relevant |4 3 2 1 0 |
|real-life situations | |
|5. Discussion posts present new ideas, connections, or applications |4 3 2 1 0 |
Total Points ____________
Grade____________
Comments:
|Discussion Rubric Sample 6 |
Directions
|This scoring guide will be used to assess your participation in the discussion forum. Your instructor will evaluate your participation [NUMBER|
|OF TIMES] during the semester. |
Scoring Standard
|You must achieve an average rating of "2" on all categories |
Rating Scale
0 No posting
1 Weak, unacceptable
2 Acceptable
3 Outstanding
Scoring Guide
|Criteria |Ratings |
|1. Discussion post is focused on the topic |0 1 2 3 |
|2. Discussion post contains organized ideas/thoughts |0 1 2 3 |
|3. Learner shows evidence of critical thinking in the discussion post|0 1 2 3 |
|4. Discussion post correlates to assigned readings |0 1 2 3 |
|5. Learner uses outside resources/ citations in the discussion post |0 1 2 3 |
|6. Learner demonstrates thoughtfulness in discussion post |0 1 2 3 |
|interactions | |
|7. Learner responds to others |0 1 2 3 |
|8. Discussion post demonstrates use of correct grammar / mechanics |0 1 2 3 |
|9. Discussion post is made in a timely manner according to the course|0 1 2 3 |
|schedule | |
Total Points ____________
Grade____________
Comments:
Discussion Rubric Sample 7
3 Online Discussions
You will be expected to participate in the class online discussion forum every week. This will include reading assignments and participating actively in asynchronous online discussions. You will be required to post two to four (exact number will be noted in each module) quality messages per week. A quality messages is one in which you cite the book and other resources as requested. The instructor will assign discussion questions or topics to discuss for each module.
Each response posted by participants must clearly tie back to the reading materials and/or course content. Students are encouraged to discuss personal or professional experiences. Participants should be able to make their arguments, describe experiences, or discuss alternative perspectives within the context of the reading materials. Therefore, each comment should explicitly connect with some aspect of the readings.
Grading Criteria for Online Discussions
The grading of the online discussion activity will be based on your critical thinking demonstrated.
|Grading Criteria |Points |
|Critical Thinking (Demonstrate evidence of dynamic reorganization of knowledge in meaningful and usable ways) |5 |
| | |
|Analysis: Identify main ideas in readings; differentiate core ideas from supporting information; and detail and | |
|language demonstrate an understanding of the major concepts. (5 points) | |
| |5 |
|Evaluation: Assess information for its reliability and usefulness; discriminate between relevant and irrelevant | |
|information; determine how information can be applied in real-life; and recognize fallacies and errors in reasoning | |
|(vagueness, untruths, etc.). (5 points) | |
| |5 |
|Connection: Compare/contrast similarities and differences between concepts; infer unknown generalizations or | |
|principles from information or observations; use generalizations and principles to infer unstated conclusions about | |
|specific information or situations; identify causal relationships between events or objects. (5 points) | |
| |5 |
|For the online discussion forums, each response should be no more than three paragraphs or one computer screen. It | |
|may be helpful to create an outline or to plan responses before writing them. Jotting down some notes or writing | |
|responses on a word processor (e.g., MS Word) may assist participants in including all of the important points. When| |
|replying to messages, participants MUST refer to the topic or paragraph they are replying to by either including the| |
|quote or referring to the topic in the message. | |
|TOTAL PER MODULE |20 |
4
5
Discussion Rubric Sample 7 – pg 2
6
7 Online Discussions
The course is divided into modules during which specific readings are assigned. You will be expected to complete reading assignments and participate actively in online discussions.
You will be required to post at least three (quality) messages per week. For each online discussion module, two class members will be assigned specific roles to facilitate discussion and to summarize discussions. Roles will be assigned at the first class meeting for the entire semester. These roles include:
Facilitator: As the facilitator, you are responsible for initiating the discussion with one or two questions from the readings. As class members respond to your questions, the facilitator extends the discussion by posing new questions on issues that arise out of the discussion. Additionally, the facilitator may refer back to the readings to initiate discussion on another aspect of the topic. Facilitators are responsible for selecting discussion topics based on the readings, setting an agenda for the length of the discussion period, providing brief summaries during the discussion and initiating new topics, and keeping an active and involved discussion going throughout the specified online discussion dates.
Summarizer: As the presenter of the summary, you are responsible for summarizing the discussion and providing all members with a brief review of the main issues, key points that participants made, and any conclusions that the group made. This summary should be posted in the group’s conference on the last day of the module period and should be no more than two to three paragraphs in length.
Contributor: During online discussions, you are required to respond to questions posted by your group members, as well as review and comment on the responses of others through the Blackboard Discussion Board indicating the name of your group. These online discussions will provide an opportunity for you to analyze some of the main concepts in the readings and other current literature and extend your knowledge through interaction with your group.
NOTE: Each response must clearly tie back to the reading materials and/or course content. Participants post comments in a variety of different formats. Some introduce scholarly references from other sources to support or highlight their perspectives. Others discuss personal experiences, while still others bring in professional experiences. Any of these formats are acceptable, but each response must refer back to a point or points in the material. Participants should be able to make their arguments, describe experiences, or discuss alternative perspectives within the context of the material. Therefore, each comment should explicitly connect with some aspect of the readings.
Helpful hints for posting:
1. Use names
2. Repeat what others say to indicate understanding (online empathy?)
3. Admit trouble or lack of understanding, if that is the case
4. Ask questions
5. Sign your posting
8
Discussion Rubric Sample 7 – pg 3
Grading Criteria for Online Discussions
|Online Discussions Criteria |Points |
|Role Playing (Requirements of assigned role are filled) |1 |
| | |
|Facilitator: Select discussion topics, set an agenda, and keep an active and involved discussion. Demonstrate correct use of | |
|grammar, spelling, and punctuation. Cite authors using APA format. For the synchronous discussion, facilitator must post an | |
|agenda two days before discussion. | |
| | |
|Summarizer: Provide brief review of main issues, key points, and conclusions by due date. Demonstrate correct use of grammar,| |
|spelling, and punctuation. Cite authors using correct APA format. | |
| | |
|Contributor: Respond to questions posted by facilitator, review and comment on the responses of others, post messages in the | |
|appropriate location in Blackboard, demonstrate correct use of grammar, spelling, and punctuation, and cite authors using | |
|correct APA format. | |
| | |
|For the online discussions, each response should be no more than three paragraphs or one computer screen. It may be helpful | |
|to create an outline or to plan your responses before you write them. Jot down some notes or write your responses on a word | |
|processor (e.g., MS Word), so that you can be sure to include all of the important points you want to make. When replying to| |
|messages, you must refer to the topic or paragraph you are replying to by either including the quote or referring to the | |
|topic in the message. | |
| | |
|NOTE: Facilitators and summarizers are also expected to participate in the discussion as contributors. | |
|Critical Thinking (Demonstrate evidence of dynamic reorganization of knowledge in meaningful and usable ways) |2 |
| | |
|Analysis: Identify main ideas in readings; differentiate core ideas from supporting information; and detail and language | |
|demonstrate an understanding of the major concepts. | |
| | |
|Evaluation: Assess information for its reliability and usefulness; discriminate between relevant and irrelevant information; | |
|determine how information can be applied in real-life; and recognize fallacies and errors in reasoning (vagueness, untruths, | |
|etc.). | |
| | |
|Connection: Compare/contrast similarities and differences between concepts; infer unknown generalizations or principles from | |
|information or observations; use generalizations and principles to infer unstated conclusions about specific information or | |
|situations; identify causal relationships between events or objects. | |
|Creative Thinking (Go beyond accepted knowledge to generate new knowledge) |2 |
| | |
|Synthesis: Think analogically (create and use metaphors and analogies to make information more understandable); summarize | |
|main ideas in one’s own words; and plan a process (step-by-step procedure for accomplishing activity). | |
| | |
|Imagination: Generate many ideas; predict events or actions that are caused by a set of conditions; and speculate about | |
|interesting possibilities; create mental images. | |
| | |
|Elaboration: Expand on information by adding details, examples, or other information; modify, refine, or change ideas for | |
|different purposes; extend ideas by applying them in a different context; shift categories of thinking by assuming a | |
|different point of view; and reinforce general ideas by giving examples. | |
|Total Points (5 points per discussion; 30 points total) |5 |
Discussion (simple) Rubric Sample 8
Discussion 2: Due on XXX by midnight
Within your team, each person should answer the provided question(s) by XX and respond to at least two of your teammates by XX using the guidelines below.
You will be graded in the following manner: The total number of points for this entire forum is 6 points (This includes your original posts and your response posts).
* 2 points for incorporating the readings and personal experience where it applies.
* 2 points for posts that extend or deepen the discussion by introducing a new idea or adding new insight when responding to at least two of your teammates' responses.
* 2 points for completing both your initial post and response posts by the deadlines.
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