Scoring Rubric For Online Class Participation

FAR EASTERN UNIVERSITY INSTITUTE OF EDUCATION - TEACHER CERTIFICATE PROGRAM COURSE TITLE COURSE CODE TOPIC NO. ___ Title of the Topic: SCORING RUBRIC FOR ONLINE CLASS PARTICIPATION

To be filled up by the faculty.

Date

Student’s Name

Computation: (35% of the total class participation) The total points per topic will be averaged and converted to the following points: 4.0 – 3.8 3.7 – 3.5 3.4 – 3.0 2.9 – 2.5 2.4 – 2.0 1.9 – 1.5 1.4 – 1.0

= = = = = = =

100 90 85 75 60 50 F

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CRITERIA

Excellent (4)

Very Good (3)

Make a claim and give reasons supporting the claim

Student makes a claim and gives clear and accurate reasons to support it. He employs material from the unit of study in his claim and its support.

Student makes a claim and gives support, but he overlooked important reasons.

Student makes a claim but it is buried, confused, or unclear. He gives 1 or 2 reasons which don’t support the claim well or are confusing to his point.

Student did not make a claim or give convincing supporting reasons for his claim.

Organization and logic

Student organizes his writing in appropriate paragraph form. The input has a compelling opening, strong body, and logical conclusion. His works fits the unit of study in a logical way.

Student’s writing has a clear beginning, middle, and end. He generally uses the appropriate paragraph format. He occasionally stretches a point beyond the unit of study in an illogical way.

Student’s writing is usually organized but sometimes gets off topic. The work has several errors in paragraph format. The work is often lacking a connection to the unit of study.

Student’s writing is aimless and disorganized. Within the work, he frequently makes remarks that are not relevant to the unit of study.

Sentence fluency

Student’s sentences are clear, complete, and of different lengths or styles.

Student writes well-constructed but routine sentences. His writing does not have his own “signature” to it.

Student sentences are often awkward. Some run-ons and fragments are making his input unclear.

Many run-ons, fragments, and awkward phrasings make his input hard to read.

Student uses firstperson form, and he uses correct sentence structure, grammar, punctuation, and spelling.

Student’s spelling is correct on common words. Some errors in grammar and punctuation.

Frequent errors are distracting to the reader but do not interfere with the meaning of his input. His writing includes abbreviations.

Many errors in grammar, spelling, capitalization, and punctuation make his input hard to follow.

(“Fluid” writing)

Conventions

Good (2)

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Poor (1)