Posted: September 8th, 2023

Promoting Meaningful Exchange of Ideas

Undergraduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions
For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

Write a post of 1 to 2 paragraphs.
In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:

Reply to at least two classmates outside of your own initial post thread.
In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
In Modules Two through Eight, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
Criteria Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) Develops an initial post with a point of view or idea using adequate organization and detail (85%) Develops an initial post with a point of view or idea but with some gaps in organization and detail (55%) Does not develop an initial post with an organized point of view or idea (0%) 40
Timeliness N/A Submits initial post on time (100%) Submits initial post one day late (55%) Submits initial post two or more days late (0%) 10
Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%) Provides relevant response posts with some explanation and detail (85%) Provides somewhat relevant response posts with some explanation and detail (55%) Provides response posts that are generic with little explanation or detail (0%) 30
Writing (Mechanics) Writes posts that are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) Writes posts that are easily understood using proper citation methods where applicable with few errors in citations (85%) Writes posts that are understandable using proper citation methods where applicable with a number of errors in citations (55%) Writes posts that others are not able to understand and does not use proper citation methods where applicable (0%) 20
Total: 100%

Undergraduate Discussion Rubric: Promoting Meaningful Exchange of Ideas
Active participation in online discussions is integral to learning and knowledge-building in undergraduate courses. When thoughtfully designed and facilitated, discussions offer students opportunities to connect with course concepts on a deeper level through exchanging perspectives with peers (Moore, Bartkovich, Fetzner, & Ison, 2003). This rubric aims to provide guidance for participating in discussions in a way that maximizes these benefits.
Comprehension and Organization (40%)
Initial posts should demonstrate comprehension of required readings or media by presenting a clear, well-organized viewpoint on the discussion topic or question. Using specific examples or details from course materials helps validate one’s perspective (Kearney & Perkins, 2014).
Timeliness (10%)

Meeting deadlines allows for a productive discussion by giving others time to engage. While flexibility is important, consistent timeliness respects others’ schedules (Dennen, 2005).
Engagement (30%)
Follow-up posts that build on others’ ideas through questions, agreements, or counterarguments encourage deeper discussion. Comments like “I agree” add little value unless accompanied by an explanation relating the post to one’s own analysis or experience (Arend, 2009).
Writing Mechanics (20%)
Clarity of expression and correct citation of sources, whether paraphrased or quoted, uphold academic integrity and make a contribution accessible to all (APA, 2020; MLA, 2021).
When used to guide participation, this rubric can help students get the most learning value from online discussions. Proper application requires balance—being comprehensive without overwhelming peers, and discussion rather than just Assessment (Dennen, 2005; Moore et al., 2003). With practice and feedback, online discussions can foster collaborative knowledge-building for years to come.
Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6(1), 1-23.
Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148.
Kearney, M. W., & Perkins, T. (2014). Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self- and Peer-Assessment for Learning) model. Journal of University Teaching and Learning Practice, 11(3), 1-1
Moore, M. G., Bartkovich, J., Fetzner, M., & Ison, S. (2003). Success in cyberspace: Student retention in online courses. The Journal, 31(7), 64-69.

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