Rubric for Assessing Student Effort and Class Participation

Unsatisfactory Readiness for Learning Attendance/promptness Contributions to a productive learning environment

Often unprepared for class with required class materials. Student is late to class more than once a week and/or has poor attendance of classes. Student almost always displays disruptive behavior during class. Group dynamic and level of discussion are harmed by the students presence. Student does not initiate contributions & needs teacher to solicit input. Or makes Too frequent responses: dominates discussion, not allowing others to contribute. Comments are uninformative, lacking in appropriate terminology. Heavy reliance on opinion & personal taste, e.g., I love it, I hate it, Its bad etc. Does not listen to others; regularly talks while others speak or does not pay attention while others speak; detracts from discussion; sleeps, etc.

Developing
Sometimes prepared for class with required class materials. . Student is late to class more than once every two weeks and/or has missed a number of classes. Student occasionally displays disruptive behavior during class. Group dynamic and level of discussion are occasionally better (never worse) because of the students presence. Comments occasionally or a bit too much or at times that break the flow of the discussion. Sometimes talks over others.

Proficient
Usually prepared for class with required class materials. Student is late to class once every two weeks and regularly attends classes. Student rarely displays disruptive behavior during class. Group dynamic and level of discussion are often better because of the students presence. Contributes regularly to discussions, and allows others their turns to share their comments as well.

Exemplary
Always prepared for class with required class materials. Student is always prompt and regularly attends classes. Student almost never displays disruptive behavior during class. Group dynamic and level of discussion are consistently better because of the students presence. Frequency of comments is optimal (just right: neither too frequent so as to dominate, nor so little that there is no contribution). Steps in when there are silences to move discussion along but keeps quiet when this allows others to contribute. Sensitive to when to comment Comments always insightful & constructive; uses appropriate terminology. Comments balanced between general impressions, opinions & specific, thoughtful criticisms or contributions. Student listens attentively when others present materials, perspectives, as indicated by comments that build on others remarks, i.e., student hears what others say & contributes to the dialogue. Class assignments indicate considerable care and attention. Exceptional effort is made to turn in all work on time.

Frequency of participation in class

Contributions to class discussions

Demonstrated Listening Skills

Comments are sometimes constructive, with occasional signs of insight. Student does not use appropriate terminology; comments not always relevant to the discussion. Student is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking.

Commitment to Completing Assigned Work

Assignments are late, incomplete, or not turned in at all. Missed work not made up without reminders.

Assignments reflect average work and minimal effort. Not all missed work made up without reminders.

Comments mostly insightful & constructive; mostly uses appropriate terminology. Occasionally comments are too general or not relevant to the discussion. Student is mostly attentive when others present ideas, materials, as indicated by comments that reflect & build on others remarks. Occasionally needs encouragement or reminder from teacher of focus of comment. Completes all class assignments; occasionally adds something extra. Effort is made to turn in all work on time.