SAMPLE DISCUSSION RUBRICS

FROM : HIGHLINE COMMUNITY COLLEGE

Above Standard Below standard

10 - 15 points
Initial Posting
This excellent posting reflected that the student read
and understood the assigned material, referring
specifically to assigned reading or related research.
The posting has a clear purpose: to inform, persuade,
or raise an interesting question. It may also provoke
conversation or offer an opposing view of the devil's
advocate.
When appropriate, the posting refers to outside
sources in supporting its arguments.
The post meets the word requirement of 150 to 350
words and there are no are no proofing or spelling
errors.
Post is made early in the assignment period, giving
fellow group members plenty of time to reply.
0 - 10
Initial Posting
This posting does not reflect that the student did or
understood the reading. This posting could have been
made without the student doing any reading or
research at all.
The posting has no apparent purpose other than
meeting the assignment requirement. It does not
move the conversation forward or offer a reasoned
opposing opinion.
The posting fails to make appropriate reference to
outside materials in supporting any arguments.
There are one or more proofing errors.
Post is made at the last minute or late.

Replies Replies
Replies are substantive and reflect that the student Replies lack substance and do not reflect any reading
read and thought about the assigned reading and or thought about the reading or additional sources.
additional sources posted by the person they are
The reply does not move the conversation forward or
replying to.
answer a question presented.
The reply moves the conversation forward or makes a
Postings are made late on the day the assignment is
reply to a question asked in response to their own
due so that it is difficult for others to respond.
posting.
Replies are made over several days rather than all
crammed into the due dates.

http://id.highline.edu/online/online.discussions.php
 FROM : CONCORDIA UNIVERSITY

Application/
Peer
Score Knowledge Understanding Writing skills Analysis
responsiveness

Demonstrates an
Grasps inner
exceptional ability
Outstanding Excellent relationship of
to analyze and
Comprehensive, ability to grasp mechanics, concepts,
synthesize student
5 in-depth and concepts and sentence Excellent use of a
work, asks
wide ranging Relate theory to structure, and wide range of
meaningful
practice organization supporting
extending
material
questions

Demonstrates the
ability to analyze Demonstrates
High level of
and synthesize, good ability to
ability to Significant
independent analyze other
Up to date and conceptualize mechanics,
4 analysis, student work, and
relevant essential ideas structure and
good use of a ask meaningful
and relate theory organization
range of extending
to practice
supportive questions.
material

Some Informed Some ability to

Some ability to
grammatical commentary with meaningfully
conceptualize
Relevant but not lapses, uses some evidence of comment on
3 essential ideas
comprehensive emotional genuine analysis; other student
and relate theory
response in lieu of some supportive work and ask
to practice
relevant points materials used bridging questions

Lack of ability to
Limited ability to
Some comment on
Limited superficial draw out Poor grammar,
observations, other students
2 knowledge/respo concepts and weak communi-
some supportive work and ask
nse relate theory to cation
evidence used meaningful
practice
questions

Demonstrates
Lacks evidence of poor ability to
Minimal
Little Lack of clarity, critical analysis, comment on
awareness that
1 relevance/some poor presentation poor use of other student
external concepts
accuracy of thinking supportive work, asks no
exist
evidence meaningful
questions

http://www2.csp.edu/SCS/Faculty_page/class.template_selfp.doc
 FROM : NORTHERN ARIZONA UNIVERSITY
Criteria Unsatisfactory
Does not submit at least
one initial response early in
Quantity and the session and/or does
Timeliness not submit at least two
peer responses closer to
the end of the session.
Does not submit posts that
are in complete sentences
or two or more of the
Spelling and
complete sentences are
mechanics
grammatically incorrect
and have greater than 2
spelling errors.
Demonstrates Post and responses show
knowledge and little evidence of
understanding of knowledge and
content and understanding of course
applicability to content and applicability
professional practice to professional practice.
Posts do not attempt to
elicit responses and
reflections from other
Generates learning learners and/or responses
within the do not build upon the
community ideas of other learners to
take the discussion
deeper.
http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/disc1.php
Satisfactory
Submits at least one initial
response early in the
session, and at least two
peer responses closer to
the end of the session.
Submits posts that have
one or more
grammatically incorrect
sentences and two
spelling errors.
Post and responses show
evidence of knowledge
and understanding of
course content and
applicability to
professional practice.
Posts attempt to elicit
responses and reflections
from other learners and
responses build upon the
ideas of other learners to
take the discussion
deeper.
Exemplary
Submits one initial response
early in the session and two or
more thoughtful peer
responses early in the session,
and more than two peer
responses closer to the end of
the session.
Submits posts that contain
grammatically correct
sentences without any
spelling errors.
Post and responses show
evidence of knowledge and
understanding of course
content and applicability to
professional practice, and
include other resources that
extend the learning of the
community.
Posts elicit responses and
reflections from other learners
and responses build upon
and integrate multiple views
from other learners to take
the discussion deeper.
 FROM : UNIVERSITY OF WISCONSIN - STOUT

Criteria Unsatisfactory Limited Proficient Exemplary

Discussion postings
display an excellent
Discussion postings understanding of the
show little or no Discussion postings required readings and
evidence that readings repeat and summarize underlying concepts
were completed or basic, correct Discussion postings including correct use of
understood. information, but do not display an terminology.
link readings to outside understanding of the
Postings are largely Postings integrate an
references, relevant required readings and
Critical Analysis personal opinions or outside resource, or
research and do not underlying concepts
feelings, or without relevant research, to
consider alternative including correct use of
supporting statements support important
perspectives or terminology and
from the readings, points.
connections between proper citation.
outside resources,
ideas. Well-edited quotes are
relevant research, or
cited appropriately.
specific real-life Sources are not cited.
application. No more than 10% of
the posting is a direct
quotation.
Discussion postings
Discussion postings
actively stimulate and
sometimes contribute Discussion postings
sustain further
to ongoing contribute to the class'
Discussion postings do discussion by building
conversations as ongoing conversations
not contribute to on peers' responses
evidenced by affirming as evidenced by
ongoing conversations including building a
statements or affirming statements or
or respond to peers' focused argument
references to relevant references to relevant
postings. around a specific issue
Participation as research or, asking research or, asking
or asking a new related
There are no replies to related questions or, related questions or,
a Member of question or making an
questions or comments. making an oppositional making an oppositional
the Learning oppositional statement
statement supported statement supported
Community Discussion postings are supported by personal
by any personal by any personal
at midpoint or later in experience or related
experience or related experience or related
the module or research.
research. research.
contributions are only Discussion postings are
posted on the last day Discussion postings Discussion postings
distributed throughout
of the module. respond to most respond to most
the module's time
postings of peers postings of peers within
frame. Consistently
several days after the a 48 hour period.
responds to postings of
initial discussion.
peers within 24 hours.
Written interactions on
Written interactions on the discussion board
Written interactions on Some of the written
the discussion board show respect and
the discussion board interactions on the
show respect and sensitivity to peers'
show disrespect for the discussion board show
interest in the gender, cultural and
viewpoints of others. respect and interest in
viewpoints of others. linguistic background,
the viewpoints of
Professional Written responses sexual orientation,
others. Written responses are
Communication contain numerous political and religious
and Etiquette Written responses largely free of beliefs.
grammatical, spelling
include some grammatical, spelling
or punctuation errors. Written responses are
grammatical, spelling or punctuation errors.
The style of writing does free of grammatical,
or punctuation errors The style of writing
not facilitate effective spelling or punctuation
that distract the generally facilitates
communication. errors. The style of
reader. communication. writing facilitates
communication.

http://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html
 FROM : GEORGIA VIRTUAL TECHNICAL CONNECTION

Somewhat
Outcome Not Acceptable Acceptable Highly Acceptable
Acceptable

The student did not The student

The student did not
successfully post the The student was slightly successfully posted the
successfully post the
assignment by the due late with assignment assignment on or
Assignment assignment by the due
date and did not post and/or was before the stated due
Submission & adhere to the length
date or did not adhere
somewhat short with date; adhered to the
Length to the length criteria as
criteria as outlined in outlined assignment length criteria as
outlined in the
the assignment length. outlined in assignment
assignment guidelines.
guidelines. guidelines.

The students was able The student properly

The student was The student was
to successfully post the posts assignment in
unsuccessful in posting unable to post the
assignment in the correct location,
assignment in the assignment in the
proper location, but responds to or sends
proper location, was proper location, or had
Use of Technology had slight difficulties. appropriate email
unable to respond to difficulty in
There may also have correspondence, and
or send email or responding/sending
been difficulties with opens/sends
properly address email messages
email and attachments as
attachments. and/or attachments.
attachments. necessary.

The student used more The student used The student used The student used no
than 5 incomplete between 3-5 between 2-4 more than 1
sentences and/or incomplete sentences incomplete sentences incomplete sentence
more than 6 and/or between 4-6 and/or 3- 5 and/or 2 or more
Grammar/Spelling misspelled/improperly misspelled/improperly Misspelled /improperly misspelled/improperly
used words while used word while used words while used words while
completing the completing the completing the completing the
assignment. assignment. assignment. assignment.

The student was not The student always

The student did not The student was
respectful to others on communicated
communicate somewhat insensitive
more than one effectively and
Online Etiquette respectfully to others
occasion while
to others while
respectfully with others
while participating in participating in online
participating in online during online course
online course activities. course activities.
course activities. activities.

The student’s
The student has
comments are The student’s
The student’s difficulty making
somewhat connected comments are clearly
comments are not comments that are
to assigned readings connected to
clearly connected to clearly connected to
and/or other course assigned readings,
assigned readings, assigned readings or
Quality other course materials; other course materials;
materials; usually other course materials;
addresses all required addresses all required
does not address all frequently does not
elements in the elements in the
required elements in address all required
assignment; somewhat assignment; thoughtful
the assignment. elements in the
thoughtful and and reflective posts.
assignment.
reflective posts.

http://www.gvtc.org/Portals/34/Rubric%20for%20Discussion%20Forum%20Participation%20III%20%28JSCC%29.pdf
 FROM : INTEL ® TEACH ESSENTIALS ONLINE
Dimensions Exceeds
Discussion promotes sophisticated
use of content
Posts demonstrate participants’
mastery of content knowledge. This
is evidenced by extensive use of
Content concepts and terminology across
knowledge most or all posts/threads.
Examples depict understanding of
concepts and are clear and
accurate. Posts engage concepts
critically.
Posts connect to the assignment/
previous posts by addressing most
or all its components, and linking to
course material or topics learned.
Posts draw insightful links between
Connection course content and professional
practice, with a detailed explanation
of participants’ own professional
practice.
Discussion across the posts serves
Collaboration to build new ideas or stimulate
further insight.
Participants show high initiative by
posting replies or comments within
2-3 days.
Participants invite responses from
colleagues, and engage in
Timeliness
meaningful interaction in the
discussions.
Discussion comes to a close by a
deadline (e.g., discussion finished
by end of that Module).
Overall participants follow online
conventions, extend courtesy
towards fellow participants by being
respectful, polite and adopting a
Conventions positive tone in posts.
Participants compliment and provide
constructive feedback to previous
posts.
ftp://download.intel.com/education/Common/en/Resources/Evaulation/EO/EO_eval_resource_site/Discussion_Rubric.doc
Meets
Discussion promotes basic use of
content
Posts demonstrate participants’
adequate understanding of content
knowledge. This is evidenced by use
of concepts and terminology across
some posts/threads.
Examples depict understanding of
concepts and are clear and
accurate.
Posts connect to the
assignment/previous posts by
addressing some of its components.
Relevant course topics are
mentioned with connections to
course material or topics learned
with some details/ elaboration.
Posts draw links between course
content and participants’ own
professional practice, with some
elaboration still needed.
Posts mostly point to areas of
agreement or disagreement and
asking clarification questions about
previous posts.
Participants show some initiative by
posting replies or comments within 1
week.
Participants invite responses from
colleagues.
Discussion comes to a close by
deadline.
Overall participants follow online
conventions, extend courtesy
towards fellow participants by being
respectful, polite and adopting a
positive tone in posts.
Requires additional support
Discussion promotes uncertain or
misguided use of concepts
Posts demonstrate participants have
not fully grasped content
knowledge. This is evidenced with
little or no use of concepts and
terminology across threads.
Examples are correct with some
details.
Posts do not connect to the
assignment/previous posts and
address few or no components of
the assignment/previous post.
Relevant course topics are
mentioned with very few
connections to course material or
topics learned, or with no details or
elaboration.
The participants rarely or never
mention own professional practice.
Posts are disjointed
Participants show little or no
initiative by posting replies or
comments after more than 1 week.
Participants suggest few or no ideas
that encourage responses.
Discussion among participants
begins late or not at all (e.g., only
facilitator’s prompt present at the
time the module is over).
Overall, participants do not always
follow online conventions, do not
extend courtesy towards fellow
participants, make curt responses or
use overly critical tone in posts.
Participants often do not
acknowledge previous posts.