6
Student comes to class prepared, contributes readily to the conversation but
doesn’t dominate it. Student makes thoughtful contributions that advance
the conversation, shows interest in and respect for others’ views, and
participates actively in small groups.
5
Student makes thoughtful contributions that advance the conversation, when called
upon, and contributes occasionally without prompting. Student comes to class
prepared, shows interest in and respect for others’ views, and participates
actively in small groups. A 5 score may also be appropriate to an active participant
whose contributions are less developed or cogent than those of a 6 but still
advance the conversation.
4
Student comes to class prepared, but does not voluntarily contribute to discussions
and gives abbreviated answers when called upon. Student shows interest in the
discussion, listens attentively, participates in small groups, and takes good
notes. Or, student, more than occasionally, misses class or comes to class unprepared
but is otherwise a 5 or 6. Or, student participates in discussion, but in a
problematic way. Such a student may dominate discussions, make rambling or tangential
contributions, continually interrupt with digressive questions, or bluff when
unprepared.
3
Student does not voluntarily contribute to discussions and gives only minimal
answers when called upon. Student shows interest in the discussion and listens
attentively. Or, student often misses class or comes to class unprepared but
behaves as a 5 or 6 when present and prepared.
2
Student often misses class or comes to class unprepared. Student seems on the
margins of the class and sometimes has a negative effect on the participation
of others.
1
Student often misses class or comes to class unprepared. Student has a negative
effect on the participation of others. Student may be actually disruptive, radiating
negative energy via hostile or bored body language, or be overtly rude.
Note.
Preparation can be measured by quizzes, by brief writing assignments at the
start of class, by completion of out-of-class journal entries or other homework,
or by evidence from direct questioning.
This is adapted from Bean, John C. and Dean Peterson. “Grading
Classroom Participation”