3 Point Discussion Rubric (from Carrie Levin, UIS)
Import this 3 Point Rubric into your course from Canvas Commons.
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Criteria
| Meets Expectations 1 Point | Developing 0.5 Points | Below Expectations 0.25 Points | No Post 0 Points |
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| Initial Post – Original thought or contribution |
Well-developed ideas, including introduction of new ideas; stimulates discussion. No mechanical issues.
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Ideas are mostly well-developed, but new ideas are not introduced into the discussion or ideas do not stimulate discussion. Mechanical issues may exist.
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Partially developed ideas; sometimes stimulates discussion. Mechanical issues exist.
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No Post
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Initial Post – Development of thought
| Clear evidence of critical thinking – application, analysis, synthesis, and evaluation of topic content. Posting is characterized by clarity of argument, depth of insight into issues, originality of treatment, and relevance to course content. Posting provides clear references to assigned readings and articulate responses to discussion questions, sometimes including unusual insights. |
Some critical thinking is evident, but could be improved with more application, analysis, synthesis, and evaluation of topic content. Posting tends to address peripheral issues. could be improved with stronger analysis and more creative thought, such as in-depth critique and application of assigned readings, Some references to assigned readings are made, but overall, questions are addressed indirectly.
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Little evidence of critical thinking; could be improved with application, analysis, synthesis, and evaluation of topic content. Posting needs more analysis and creative thought, such as in-depth critique and application of assigned readings.
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No Post
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Response #1
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Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems.
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Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist.
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Response posting provides little content beyond agreeing with initial posting.
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No Response
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Response #2
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Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems.
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Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist.
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Response posting provides little content beyond agreeing with initial posting.
| No Response |
20 Point Rubric (Joan Vandervale, UW Stout)
Import this 20 Point Rubric into your course from Canvas Commons.
| Criteria | Exemplary (4 points) | Proficient (3 points) | Limited (2 points) | Unsatisfactory (1 point) | None (0 points) |
| Critical Analysis (Understanding of Readings and Outside References) | Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation. | Discussion postings display an understanding of the required readings and underlying concepts including correct use of terminology and proper citation. | Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited. | Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea,” without supporting statements with concepts from the readings, outside resources, relevant research, or specific real-life application. | No post |
| Participation in the Learning Community | Discussion postings actively stimulate and sustain further discussion by building on peers’ responses including 1) building a focused argument around a specific issue or 2) asking a new related question or 3) making an oppositional statement supported by personal experience or related research. | Discussion postings contribute to the class’ ongoing conversations as evidenced by 1) affirming statements or references to relevant research or, 2) asking related questions or, 3) making an oppositional statement supported by any personal experience or related research. | Discussion postings sometimes contribute to ongoing conversations as evidenced by 1) affirming statements or references to relevant research or, 2) asking related questions or, 3) making an oppositional statement supported by any personal experience or related research. | Discussion postings do not contribute to ongoing conversations or respond to peers’ postings. There is no evidence of replies to questions. | No post |
| Timeliness | Discussion postings are distributed throughout the module (not posted all on one day or only at the beginning or only on the last day of the module). | Discussion postings respond to most postings of peers within a 48 hour period. | Discussion postings respond to most postings of peers several days after the initial discussion. | Discussion postings are at midpoint or later in the module or contributions are only posted on the last day of the module. | No post |
| Etiquette in Dialogue with Peers | Written interactions on the discussion board show respect and sensitivity to peers’ gender, cultural and linguistic background, sexual orientation, political and religious beliefs. | Written interactions on the discussion board show respect and interest in the viewpoints of others. | Some of the written interactions on the discussion board show respect and interest in the viewpoints of others. | Written interactions on the discussion board show disrespect for the viewpoints of others. | No post |
| Quality of Writing and Proofreading | Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication. | Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. | Written responses include some grammatical, spelling or punctuation errors that distract the reader. | Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. | No post |
16 Point Discussion Rubric (U Iowa)
Import this 16 Point Rubric into your course from Canvas Commons.
| Criteria | Excellent (4 points) | Good (3 points) | Fair (2 points) | Poor (0 points) |
| Relevance of Post | Posting thoroughly answers the discussion prompts and demonstrates understanding of material with well-developed ideas. Posting integrates assigned content and makes strong connections to practice. | Posting addresses most of the prompt(s) and demonstrates mild understanding of material with well-developed ideas. Posting references assigned content and may not make connections to practice. | Posting fails to address all components of the prompt. Makes short or irrelevant remarks. Posting lacks connection to practice. | No posting. |
| Quality of Post | Appropriate comments: thoughtful, reflective, and respectful of other’s postings. | Appropriate comments and responds respectfully to other’s postings. | Responds, but with minimum effort. (e.g. “I agree with Pat”) | No posting |
| Contribution to Learning Community | Post meaningful questions to the community; attempts to motivate the group discussion; presents creative approaches to topic. | Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely. | Minimum effort is made to participate in learning community as it develops. | No feedback provided to fellow student(s). |
| Mechanics | Writing is free of grammatical, spelling, or punctuation errors. | Writing includes less than 5 grammatical, spelling, or punctuation errors. | Writing includes 4-5 grammatical, spelling, or punctuation errors. | Writing contains more than 5 grammatical, spelling or punctuation errors. |
Simple Online Discussion Rubric (UCF)
Import this Simple Online Discussion Rubric into your course from Canvas Commons.
| Criteria | Provocative (20 points) | Substantial (15 points) | Superficial (10 points) | Incorrect (5 points) | No Marks (0 points) |
| Contributions | Response goes beyond simply answering the prompt; attempts to stimulate further thought & discussion | Response provides most of the content required by the prompt, but does not require further analysis of the subject | Response provides obvious information without further analysis of the concept; lacks depth of knowledge or reasoning | Response does not accurately address the prompt; rambling and/or without consistency | No response provided to the prompt within the associated timeframe |