| Superb (A) 4 | Excellent (B) 3 | Very Good (C) 2 | Needs Work (F) 0-1 | |
|---|---|---|---|---|
| Timely | At least one posting for every assignment posted when the thread is still alive and flowing. | Most contributions are made when the thread is still alive and flowing so the majority of students can profit from the information. | Typically one of the last to respond to an active thread. | Message posted after most students have finished participating in the thread. |
| Collaborative & Significant | Positive responses to the work of others with pertinent and original insights. No attempt to dominate conversation. Multiple postings on same topic contribute to the flow of conversation. | Responds to the work of others. Comments are usually informative and/or original. Multiple postings that contribute to the flow of conversation. | Seems unaware or uninterested in responding to others without being prompted. May dominate conversation or denigrate others’ point of view. Only one posting per assignment. | Offers inadequate responses to the comments of others; short or without new ideas. Posting does not advance the substance of the conversation. One or fewer postings per assignment. |
| Scholarly | Includes analysis or synthesis of course materials, own experience, and/or colleagues postings. Includes citations to external materials of high academic quality (e.g., peer-reviewed). Thoughtful, academic and stimulating. Pertinent to the assigned topic and also brief. | Usually includes analysis or synthesis of course materials, own experience and/or colleagues postings. Pertinent to the assigned topic and represents original thoughts. | Significant amount material copied from course materials or outside sources without condensing through analysis or synthesis. Long and includes off-topic material. | No evidence of cognitive processing of course material or analyzing own experience through the lens of course materials. Posting isn’t directly relevant to assignment. |
| Clarity, Grammar, Spelling | No errors. Statements always comprehensible. | A few errors that do not impede understanding. | Some errors that may impede understanding. | More than four errors that impede understanding. |
Citation
Austin, B. A. (2008). Northern Arizona University, Center for Science Teaching and Learning.
