English 111
Class participation grading criteria
Adapted from “Grading Class Participation.” Martha L. Maznevski, Assistant Professor, McIntire School of Commerce. University of Virginia. http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.htm
These are the criteria I will use when evaluating class participation. Participation may take different forms—discussions; small group work; debates, games and contests; and so on.
“Text” refers to the primary literary source—a particular play, novel, story or poem.
Grade / Criteria0 / Absent.
1 / Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion. Asks questions rarely if at all.
2 / Demonstrates adequate preparation: knows basic information about the text, but does not show evidence of trying to interpret or analyze it (i.e. stays at Level One—who, what, where, when). Offers straightforward information (e.g., straight from the text), with little or no elaboration. Does not offer to contribute to discussion, but contributes to a moderate degree when called on. Asks questions occasionally. Demonstrates sporadic involvement.
3 / Demonstrates good preparation: knows text well, has thought through implications or deeper significance (i.e. incorporates both Level One and Level Two—who, what, where, when and why). Offers interpretations and analysis of the text (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Asks questions that enhance understanding of the text. Demonstrates consistent ongoing involvement.
4 / Demonstrates excellent preparation: has analyzed the text exceptionally well, relating it to other material (e.g., lectures, background readings, discussions, personal experiences, etc.). Offers analysis, synthesis, and evaluation of the text, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Interpretation considers Levels One, Two and Three (who, what, where, when, why and how). Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Asks questions that create deeper insight into the text. Demonstrates ongoing very active involvement.