This is what I use (points are just an estimate... please change for each course)

Excellent (26-30 points)

 The student posts response to discussion on time and includes all the components required to answer the question.

 The student interacts with other students, providing constructive feedback, new perspectives and asking thought provoking questions. All interactions are courteous and well written.

 The student demonstrates an in depth understanding of the subject matter and supports ideas with examples from the reading or from related personal experiences.

Sufficient (21-25 points)

 The student posts response on time and includes most of the components required to answer the question.

 The student interacts with other students and provides feedback. All interactions are courteous and well written.

 The student demonstrates an in-depth understanding of the subject matter.

Minimal (1-20 points)

 The student posts response on time but does not respond to the elements required to answer the question.

 The posted responses do not enhance discussion or provide good feedback to other students.

 The student demonstrates minimal understanding of the subject matter.

I adapted the rubric below from a fellow instructor when I worked at Northern Arizona University. I've since modified it to fit my EN2150 classes. I hope you find it helpful! 

 Virginia Russell’s Discussion/Participation Grading Rubric

When I facilitate my discussion forums for EN2150, I monitor student discussions but don’t address every single post. Sometimes  I will insert a comment or share an idea or concept. If the discussion is between two or more students and seems to be getting away from the main points of the discussion, I will intervene, or steer the comments in a direction that leads to a deeper student learning. Although I don’t usually answer questions unless directly  addressed to me, I will play “Devil’s advocate” on occasion just to keep things interesting. I check the discussion forum daily each week and at least once during the weekend. In addition, to the initial discussion question I post a daily “Optional Discussion Starter.” These are questions that relate to something in the weekly reading and can earn the student participation points when answered substantively. I also post weekly “mini-lessons” where students can participate and earn participation points.

• I also post a  message weekly (on Monday) in the discussion forum. (See below for an example)

Hello Class!  Welcome to Week One Discussion Forum

Each discussion week I will respond to your Discussion Questions as well as post some additional Discussion Starters to encourage discussion and help you get your participation credit.  Please submit your 75-150 word responses by clicking "reply" to the specific DQ or DS you are responding to.  Also, remember that BOTH DQs and participation posts must be at least 75 words!

In order to get your full participation points, you must respond (substantively) two times and your DQ responses count toward this total.  Please remember that you must respond to at least two DQs!
Thank you!

 

Discussion Participation Rubric

Criteria	Unsatisfactory	Satisfactory	Exemplary
Quantity and Timeliness	Does not submit at least one initial response by Wednesday’s session and/or does not submit at least two peer responses closer to the end of the session. 1.5 point	Submits at least one initial response by Wednesday’s session, and at least two peer responses closer to the end of the session. 5 points	Submits one initial response by Wednesday’s session, and two or more thoughtful peer responses early in the session, and more than two peer responses closer to the end of the session. 6 points
Spelling and mechanics	Does not submit posts in complete sentences.  Or two or more of the complete sentences are grammatically incorrect and have greater than 5 spelling errors. 1.5 point	Submits posts that have one or more grammatically incorrect sentences and two spelling errors. 5 points	Submits posts that contain grammatically correct sentences without any spelling errors.   6 points
Demonstrates knowledge and understanding of content	Post(s) and responses show little evidence of knowledge and understanding of course content and applicability to professional practice.   1.5 point	Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice.   5 points	Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice, and include other resources that extend the learning of the community. 6 points
Generates interaction within the community	Posts make no attempt to elicit responses and reflections from other learners and/or responses do not build upon the ideas of other learners to take the discussion deeper. 1.5 point	Posts attempt to elicit responses and reflections from other learners and responses build upon the ideas of other learners to take the discussion deeper. 5 points	Posts elicit responses and reflections from other learners and responses build upon and integrate multiple views from other learners to take the discussion deeper. 6 points

Total Possible Points: 50 points

 

 

Obviously points will vary as will the specific details of the assignment and the language used in the rubric, but here is a general version of what I use as a guide.

 

Failure Poor Average Good Excellent
Student does not complete any part of the assignment or does not seem   to recognize the nature of the assignment.   Follow up post do not address the topic.	Student has presented ***** in a way that somewhat addresses the   assignment, but does not fully grasp the concepts ***** as required for the   learning objectives.   Follow up posts are somewhat related, but do not reflect clear   understanding.	Student has presented ***** in a way that addresses the assignment   and is able to grasp the concepts ***** as required for the learning   objectives.   Follow up post indicate a grasp of the fundamentals discussed.	Student has presented ***** in a way that addresses the assignment   and is able to identify and analyze the concepts of ***** as required for the   learning objectives.   Follow up post add to the discussion.	Student has presented ***** in a way that addresses the assignment   and is able to identify and analyze the concepts of ***** at a higher level   that other students might benefit from.   Follow up post add to the discussion and provide insight that other   students may benefit from.

@Virginia Russell  re: rubric

I liked the Rubric you presented, but I was puzzled by the total possible points score being reported to be 50. Will you please explain that to me as I am thinking of incorporating your rubric for "discussion" activities. I counted the total possible to be only 24 points.

Thanks for providing clarification,

Barb Davis

Thank you to those who commented on this question. I found the information to be very helpful.

This is a rubric I've been using and refining over the years. Its intended for an online graduat business class. It has some basic elelemnts from EL106, but it also has some course specific items. Hope this is another option you can use to formulate a set of rubrics that meets your comfort levels/

I think the this was very helpful for Online Learning.