Online Teaching & Technology Blog

Center for Online Learning, Research and Service @ Illinois Springfield

Category: Grades

Examples of Rubrics

3 Point Discussion Rubric (from Carrie Levin, UIS)

Import this 3 Point Rubric into your course from Canvas Commons.

Criteria
Meets Expectations

1 Point
Developing

0.5 Points
Below Expectations

0.25 Points
No Post

0 Points
Initial Post – Original thought or contribution
Well-developed ideas, including introduction of new ideas; stimulates discussion. No mechanical issues.
Ideas are mostly well-developed, but new ideas are not introduced into the discussion or ideas do not stimulate discussion. Mechanical issues may exist.
Partially developed ideas; sometimes stimulates discussion. Mechanical issues exist.
No Post
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.
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.
No Post
Response #1
Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems.
Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist.
Response posting provides little content beyond agreeing with initial posting.
No Response
Response #2
Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems.
Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist.
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.

CriteriaExemplary
(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 CommunityDiscussion 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.

CriteriaExcellent
(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 PostAppropriate 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 CommunityPost 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).
MechanicsWriting 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.

CriteriaProvocative
(20 points)
Substantial
(15 points)
Superficial
(10 points)
Incorrect
(5 points)
No Marks
(0 points)
ContributionsResponse goes beyond simply answering the prompt; attempts to stimulate further thought & discussionResponse provides most of the content required by the prompt, but does not require further analysis of the subjectResponse provides obvious information without further analysis of the concept; lacks depth of knowledge or reasoningResponse does not accurately address the prompt; rambling and/or without consistencyNo response provided to the prompt within the associated timeframe

Assessing Individual Contributions to Group Work

How do I assess individual contributions?

Use technology. Promote the use of tools that capture individual contributions through versioning. Examples of tools provided by UIS:

Implement peer evaluation. Allow group members to evaluation one another and themselves and incorporate this evaluation into the final grades for the group project.

View Your Official Class Roster

The official system of record for your class list is the Enterprise Self-Service system. This is also the system where students register and drop courses and instructors enter midterm and final grades.

  1. Go to the Enterprise Self-Service system.
  2. Click on UIS.
  3. Login with your UIS NetID and Password. This is the same information that you use to log into UIS Canvas.
  4. Click on the Faculty & Advisor Services tab across the top of the page.
  5. Then click on the Faculty Services link.
  6. Click on Class List – Summary to view your class roster in a condensed format.
  7. Select the desired Term from the drop down menu and click Submit.
  8. Select the desired CRN (course reference number) from the drop down menu and click Submit.
  9. To view a class list for another section that you are teaching, click on Select a Term & CRN or Select a CRN from the bottom of the page.