Assessing Effectiveness of Student Participation
  in Online Discussions

 

Category

1. Drifting

2. Moving in the Right Direction

3. Valuable Performance

4. Our Goal (with due allowance for finitude

POINTS

Contribution to the Learning Community

Does not make effort to participate in learning community as it develops; seems indifferent

Occasionally makes meaningful reflection on group's efforts; marginal effort to become involved with group

Often presents reflections that become central to the group’s discussion; interacts freely and encourages others

Consistently presents creative reflections on topic; aware of needs of community; frequently prompts further discussion of topic

 

Relevance of Post

Posts topics which do not relate to the discussion content; makes irrelevant remarks

Occasionally posts off topic; most posts offer no further insight into the topic

Posts are related to discussion topic; makes some connections with readings

Posts consistently are related to discussion topic; brings readings into discussion; cites additional references related to topic;

 

Expression Within the Post

Does not express opinions or ideas clearly; no connection to topic

Unclear connection to topic evidenced in minimal expression of opinions or ideas

Opinions and ideas are stately clearly with occasional lack of connection to topic

Expresses opinions and ideas in a clear and concise manner with obvious connection to topic

 

Delivery of Post

Utilizes poor spelling and grammar in most posts; posts appear "hasty"

Errors in spelling and grammar evidenced in several posts

Few grammatical or spelling errors are noted in posts

Consistently uses grammatically correct posts with rare misspellings

 

Promptness and Initiative

Does not respond to most postings; rarely participates freely

Responds to most postings several days after initial discussion; limited initiative

Responds promptly to most postings; requires occasional prompting to post

Responds promptly to postings; demonstrates good self-initiative

 

 

Adapted from  “If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions” by Susan Edelstein and Jason Edward [http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html] and [http://www.elearnmag.org/subpage/sub_page.cfm?section=4&list_item=3&page=3].  It in turn comes from California State University at Hayward (EDUI 6707).