for Class Participation
participation in discussions will help you remember and assimilate
what you learn. It will also help you apply what you have learned
to new situations. By sharing your ideas with your peers, you learn
to articulate your thoughts and get others to think about and expand
on them. Imagine the power that lies in thinking together! In listening
to peers, you hear many different ways of interpreting and applying
class material which will help you to integrate the information.
is graded on a scale from 0 (lowest) through 4 (highest), using
the criteria below. The criteria focus on what you demonstrate and
do not presume to guess at what you know but do not demonstrate.
This is because what you offer to the class is what you and others
learn from. I expect the average level of participation to satisfy
the criteria for a "3".
Tries to respond when called on but does not offer much.
Demonstrates very infrequent involvement in discussion.
adequate preparation: knows reading facts, but does not show
evidence of trying to interpret or analyze them.
Offers straightforward information (e.g., straight from reading),
without elaboration or very infrequently (perhaps once a class).
Does not offer to contribute to discussion, but contributes
to a moderate degree when called on.
Demonstrates sporadic involvement.
good preparation: knows reading facts well, has thought through
implications of them.
Offers interpretations and analysis of readings (more than just
facts) to class.
Contributes well to discussion in an ongoing way: responds to
other students' points, thinks through own points, questions
others in a constructive way, offers and supports suggestions
that may be counter to the majority opinion.
Demonstrates consistent ongoing involvement.
excellent preparation: exceptional ideas and comments, relating
them to readings and other material (e.g., course material,
other classes, discussions, experiences, etc.).
Offers analysis, synthesis, and evaluation of readings, e.g.,
puts together pieces of the discussion to develop new approaches
that take the class further.
Contributes in a very significant way to ongoing discussion:
keeps analysis focused, responds very thoughtfully to other
students' comments, contributes to the cooperative argument-building,
suggests alternative ways of approaching material and helps
class analyze which approaches are appropriate, etc.
Demonstrates ongoing very active involvement.
(Adapted from Martha L. Maznevski, Grading Class Participation. Teaching Concerns.
A newsletter for Faculty and TAs. Teaching Resource Center, 1996)