Asynchronous Discussion Rubric
These guidelines are intended to assess your participation in online forums or social networks. Many instructors are moving to asynchronous discussions because it allows students to participate on their own time and can facilitate more of an in depth exploration of a topic. Online discussions also allow students to spend time thinking about a response and engaging with other students in a class.
The format will be up to the instructor, though common choices for asynchronous discussions would include facebook groups, bulletin boards or forums,pinterest, or email groups. The length of time any discussion runs can vary.
| Learning Outcome | Exemplary (4) | Accomplished (3) | Developing (2) | Beginning (1) |
| Frequency | Partipates 3-4 times throughout the week, evenly distributed | Participates 2-3 times during the week | Participates at least once a week | Some partipation is observed over the discussion period |
| Communicates ideas that show a higher level of thinking; see Bloom's Taxonomy (1) | The learner communicates ideas thoroughly. Specific examples from the activity/resource are provided to support his/her ideas and opinions; provides additional resources or applications of the discussion topic | The learner communicates ideas, opinions, and conclusions clearly and completely. Specific examples from the activity/resource are provided to support his/her ideas and opinions | The learner communicates ideas well, but fails to provide evidence to support his/her ideas, opinions, and conclusions | The learner communicates ideas, but fails to provide support. Ideas show lack of understanding or immaturity. |
| Understanding |
The learner’s overall contributions to the discussion demonstrate a thorough understanding of the topic. This section is graded on an overall collection of posts. |
The learner’s contribution to the discussion board demonstrates an understanding of the concept being presented. |
Contribution to the board demonstrates a developing understanding, but further explanation and exploration is needed. |
The learner’s contribution to the discussion board does not demonstrate understanding of the topic. |
| Peer Review |
The learner provides meaningful feedback on other’s ideas. Comments include how the idea could be enhanced, or how it might be applied to a different content area, or personal experience. The learner’s response encourages other group members to share ideas. |
The learner provides meaningful feedback on other’s ideas. Comments include personal reactions and/or experience. The learner’s response encourages other group members to share ideas. |
The learner provides comments on other’s ideas, but not specific feedback. Learner attempts to respond or to engage with others. |
The learner provides comments on other’s ideas, but not specific feedback. The learner’s response discourages other group members to share ideas. |
| Follow-Up Posting |
Demonstrates an analysis of other’s posts, extends meaningful discussion by building on the ideas of others |
Elaborates on existing posts with further comment and and/or observation |
Follow-up are shallow or consisting of 1-2 word response, showing little thought |
Posts no follow-ups, inappropriate comments, negative comments |
| Discussion Starter (2) |
You include ONE article of your own choice with a question designed to foster discussion with your classmates, the article and question are relevant to the topic and engage other readers. |
You posted one article with a question that is intended to spark discussion. Article is relevant, but may lack engagement. |
You did post your own article, but article was not only slightly relevant, outdated, or sources questionable |
Article was not relevant, outdated, or does not contain peer-reviewed science information (pseudoscience) |
| Mechanics of Messages |
The learner’s responses have an obvious logical/sequential organization; contributions are clear and concise, formatted in a readable style, free of grammar and spelling errors. |
The learner’s responses have obvious logical/sequential organization. The message has been edited for grammar and spelling. |
The learner’s responses lack organization. Messages not been edited for grammar and spelling, unorganized or may contain inappropriate content |
The learner’s responses were unorganized, inappropriate, contained grammar or other errors that interfered with understanding the message, may contain inappropriate content |
1) Examples of posts that demonstrate higher levels of thinking:
“Some common themes I see between these articles are …”
“This topic relates to my personal experiences in that …”
“This information can be compared to …”
Blooms Taxonomy Words
Judge, Test, Critique, Defend, Criticize ..... Evaluating Information
Compare, Contrast, Organize ....... Analyzing Information
Diagram, Chart, Apply, Solve ...... Applying information
2) Post a link to an article or video with a question intended to spark discussion over an idea presented. This is your discussion, so make sure to respond to those who post there and see how much engagement you can garner. *You are also responsible for responding to other people’s posts in the peer review section.