Discussion Rubric

Discussion Rubric/Criteria
TED 8100

This rubric is designed to show the requirements for acceptable discussion responses. You may utilize it to develop an understanding of what the instructors are looking for in a particular discussion. Since points will vary within the weekly discussions, this is only a guide to what each level of response will require.

Learning Outcome Exemplary
(all points) Accomplished
(most of the points) Developing
(minimal points)

Communicates Ideas

The learner communicates ideas eloquently and thoroughly.

Specific examples from the activity/resource are provided to support his/her ideas and opinions.

The learner is able to provide additional resources or applications of the discussion topic.

The learner communicates ideas, opinions, and conclusions clearly and completely.

Specific examples from the activity/resource are provided to support his/her ideas and opinions.

The learner communicates ideas well, but fails to provide evidence to support his/her ideas, opinions, and conclusions.

Understanding of the Activity

The learner’s contribution to the discussion board demonstrates a thorough understanding of the concept being presented, be it remote sensing, NASA imagery, Data Slate, or Agriculture.

The learner’s contribution to the discussion board demonstrates an understanding of the concept being presented.

The learner’s contribution to the discussion board demonstrates a developing understanding, but further explanation and exploration is needed.

Peer Review

The learner provides meaningful feedback on other’s ideas.

Comments include how the idea could be enhanced, how the idea might be applied to a different content area, or personal experience.

The learner’s response encourages other group members to share ideas.

The learner provides meaningful feedback on other’s ideas.

Comments include personal reactions and/or experience.

The learner’s response encourages other group members to share ideas.

The learner provides comments on other’s ideas, but not specific feedback. The learner’s response discourages other group members to share ideas.

Mechanics of Messages

The learner’s response has an obvious logical/sequential organization.

The message has been edited for grammar and spelling.

The student contributes to the discussion board regularly and on a timely basis.

The learner’s response has an obvious logical/sequential organization.

The message has been edited for grammar and spelling.

The learner’s response lacks organization.

The message has not been edited for grammar and spelling.

Learning Outcome	Exemplary (all points)	Accomplished (most of the points)	Developing (minimal points)
Communicates Ideas	The learner communicates ideas eloquently and thoroughly. Specific examples from the activity/resource are provided to support his/her ideas and opinions. The learner is able to provide additional resources or applications of the discussion topic.	The learner communicates ideas, opinions, and conclusions clearly and completely. Specific examples from the activity/resource are provided to support his/her ideas and opinions.	The learner communicates ideas well, but fails to provide evidence to support his/her ideas, opinions, and conclusions.
Understanding of the Activity	The learner’s contribution to the discussion board demonstrates a thorough understanding of the concept being presented, be it remote sensing, NASA imagery, Data Slate, or Agriculture.	The learner’s contribution to the discussion board demonstrates an understanding of the concept being presented.	The learner’s contribution to the discussion board demonstrates a developing understanding, but further explanation and exploration is needed.
Peer Review	The learner provides meaningful feedback on other’s ideas. Comments include how the idea could be enhanced, how the idea might be applied to a different content area, or personal experience. The learner’s response encourages other group members to share ideas.	The learner provides meaningful feedback on other’s ideas. Comments include personal reactions and/or experience. The learner’s response encourages other group members to share ideas.	The learner provides comments on other’s ideas, but not specific feedback. The learner’s response discourages other group members to share ideas.
Mechanics of Messages	The learner’s response has an obvious logical/sequential organization. The message has been edited for grammar and spelling. The student contributes to the discussion board regularly and on a timely basis.	The learner’s response has an obvious logical/sequential organization. The message has been edited for grammar and spelling.	The learner’s response lacks organization. The message has not been edited for grammar and spelling.