Class Discussion Rubric 2

Class Discussion Rubric 2

Microsoft Word – acs08 discussion rubric.doc

Leadership Learning Community

If you wish to be heard, first learn to listen. If you seek to lead others, first learn to
lead yourself. Rev. Peter Donohue O.S.A., President, Villanova University
Augustine and Culture Seminar
Traditions in Conversation, Fall 2008,
Rubrics for Evaluating Papers
Strong worki

Quality of

Impact on

Frequency of

Needs development

Actively and respectfully
listens to peers and instructor
Arrives fully prepared with
all assignments completed,
and notes on reading,
observations, questions

Sometimes displays lack of
Projects lack of interest or
interest in comments of others disrespect for others

Sometimes arrives
unprepared or with only
superficial preparation

Exhibits little evidence of
having read or thought
about assigned material

Comments are relevant and
reflect understanding of:
assigned text(s); previous
remarks of other students;
and insights about assigned
Comments frequently help
move seminar conversation

Comments sometimes
irrelevant, betray lack of
preparation, or indicate
lack of attention to
previous remarks of other
Comments sometimes
advance the conversation,
but sometimes do little to
move it forward
Sometimes participates but
at other times is “tuned

Comments reflect little
understanding of either the
assignment or previous
remarks in seminar

Actively participates at
appropriate times



Comments do not advance
the conversation or are
actively harmful to it
Seldom participates and is
generally not engaged

Class participation deserving of an A grade will be strong in most categories; Participation that is strong in some categories but
needs development in others will receive a B; a grade of C reflects a need for development in most categories; D work is typically
unsatisfactory in several categories; and F work, unsatisfactory in nearly all.

John Immerwahr, Copyright License: