FORM 5
Graduate Student Discussion/Participation Rubric
Whole Class Discussions
Participation:
answering
questions
Participation:
asking questions
Listening
Distinguished (3 pts)
Comments display an
excellent
understanding of the
question by...
...affirming statements
and citing relevant
research or...
...asking a new related
question or, ...making
an oppositional
statement supported
by personal experience
or related research.
Proficient/Average (2 pts)
Comments answer questions
and integrate broader
subject areas; making
reference to earlier
discussion or introducing a
new, relevant topic
Reflects on current
discussion, choosing
appropriate
time/opportunity to
raise the rigor/impact
of discussion.
Closely follows discussion,
criticizing the topic as it is
developed
Asks probing questions,
reflecting critical evaluation
of subject matter; integrates
topics, identifies new
relationships
Poor (1 pt)
Comments answer
questions posed,
using proper
terminology; little
or no integration
with broader
topics
Asks for
clarification of
presentation
when necessary;
asks simple
questions about
topic
Follows
discussion,
volunteers
answers when
asked
Unacceptable (0 pt)
Comments are
vague; improper
use of terminology;
failure to answer
questions
Poor (1 pt)
Following along
with activities,
paying enough
attention to
understand and
explain outcome;
little direct
contribution
Focusing on
rigorous
completion of
activity: probes
beyond the
obvious
Taking thorough
notes and asking a
few clarifying
questions of
group members
Unacceptable (0 pt)
Not prepared for
discussion,
“winging it”
Asks for
explanation of
trivial points
Barely follows
discussion, unable
to follow logic of
presentation
Small Group Discussions
Distinguished (3 pts)
Completing activity
incorporates outside
research expertise,
provides personal
perspective
Proficient/Average (2 pts)
Fully engaged in group
activity, contributing to
completion of tasks
Participation:
asking questions
Contribution adds new
perspective to course
material; value added
to activity
Using activity to create new
knowledge rather than just
report what is already
known; identifying “aha
moments”
Listening
Able to modify the
activity in response to
group dynamics
Hearing and incorporating
other students’ points of
view into activity tasks
Participation:
answering
questions
Superficial
completion of
activity, little or no
thought required
Little or no ability
to comprehend the
contributions of
others