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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).