Rubric for Assessing Student Effort and Class Participation

Unsatisfactory Developing Proficient Exemplary

Readiness for Learning Often unprepared for class with

required class materials.

Sometimes prepared for class

with required class materials. .

Usually prepared for class with

required class materials.

Always prepared for class with

required class materials.

Attendance/promptness Student is late to class more

than once a week and/or has

poor attendance of classes.

Student is late to class more than

once every two weeks and/or has

missed a number of classes.

Student is late to class once

every two weeks and regularly

attends classes.

Student is always prompt and

regularly attends classes.

Contributions to a

productive learning

environment

Student almost always displays

disruptive behavior during

class.

Group dynamic and level of

discussion are harmed by the

student’s presence.

Student occasionally displays

disruptive behavior during class.

Group dynamic and level of

discussion are occasionally better

(never worse) because of the

student’s presence.

Student rarely displays

disruptive behavior during class.

Group dynamic and level of

discussion are often better

because of the student’s

presence.

Student almost never displays

disruptive behavior during class.

Group dynamic and level of

discussion are consistently better

because of the student’s presence.

Frequency of

participation

in class

Student does not initiate

contributions & needs teacher

to solicit input.

Or makes Too frequent

responses: dominates

discussion, not allowing others

to contribute.

Comments occasionally or a bit

too much or at times that break

the flow of the discussion.

Sometimes talks over others.

Contributes regularly to

discussions, and allows others

their turns to share their

comments as well.

Frequency of comments is optimal

(just right: neither too frequent so as

to dominate, nor so little that there is

no contribution). Steps in when there

are silences to move discussion along

but keeps quiet when this allows

others to contribute. Sensitive to when

to comment

Contributions to class

discussions

Comments are uninformative,

lacking in appropriate

terminology. Heavy reliance on

opinion & personal taste,

e.g., “I love it”, “I hate it”,

“It’s bad” etc.

Comments are sometimes

constructive, with occasional

signs of insight. Student does not

use appropriate terminology;

comments not always relevant to

the discussion.

Comments mostly insightful &

constructive; mostly uses

appropriate terminology.

Occasionally comments are too

general or not relevant to the

discussion.

Comments always insightful &

constructive; uses appropriate

terminology. Comments balanced

between general impressions, opinions

& specific, thoughtful criticisms or

contributions.

Demonstrated

Listening

Skills

Does not listen to others;

regularly talks while others

speak or does not pay attention

while others speak; detracts

from discussion; sleeps, etc.

Student is often inattentive and

needs reminder of focus of class.

Occasionally makes disruptive

comments while others are

speaking.

Student is mostly attentive when

others present ideas, materials,

as indicated by comments that

reflect & build on others’

remarks. Occasionally needs

encouragement or reminder from

teacher of focus of comment.

Student listens attentively when others

present materials, perspectives,

as indicated by comments that build

on others’ remarks, i.e., student hears

what others say & contributes to the

dialogue.

Commitment to

Completing Assigned

Work

Assignments are late,

incomplete, or not turned in at

all. Missed work not made up

without reminders.

Assignments reflect average work

and minimal effort. Not all

missed work made up without

reminders.

Completes all class assignments;

occasionally adds something

extra. Effort is made to turn in

all work on time.

Class assignments indicate

considerable care and attention.

Exceptional effort is made to turn in

all work on time.