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Template for assessing online contributions
| - 40% | 40- 49% | 50 - 59% | 60 - 69 % | 70 +% | |
| Frequency | few contributions | small number of posts unevenly distributed | regular posts but uneven distribution (e.g. lots all on Friday) | regular posts evenly distributed - quite a few early postings | daily posts, with plenty of early contributions |
| Length or Quantity of information | totally inappropriate length for topic under discussion | too much/too little information given - the purpose is difficult to understand | slightly too much/too little - the purpose/meaning gets lost at times | most of the postings have an appropriate amount of information in them. but this is not consistent | appropriate amount for nature of arguments articulated |
| Netiquette & encouragement of others | no regard for ground rules of internet use or thought to how others will view posting | starting to show sensitivity to others in regards to posting and attempts to encourage others to join in | demonstrates awareness of good social interaction at times and is starting to use questioning skills to encourage engagement of others, but this is not consistent | demonstrates an awareness of good social interaction within an online environment & starts to further groups understanding | poses substantive questions aimed at furthering the group’s understanding; synthesizes other students’ responses, using good communication skills |
| Quality | repeats what has already been said | makes judgments without justification | starts to link facts and ideas within the discussion | builds on others’ responses to develop threads and offers new elements of information | articulates complex arguments supported by evidence and moves discussion forward |
| Relevance | never keeps to the topic under discussion or previous postings | occasionally keeps to either some of the main discussion or previous postings, but sometimes is off topic | keeps to the same discussion as previous postings, but not normally on the main theme under discussion | keeps to the main theme of the discussion but not normally to previous postings | keeps to both the main theme of the discussion and also to previous postings |
| References (inc. links and attachments) | no, or few references to additional sources | some use of references, but this is not consistent | occasionally provides additional resources for the group | frequently contributes either additional resources or substantiates views | always contributes references in a variety of means e.g. through attachments, substantiating views etc. |
emoddie |
Latest page update: made by emoddie
, Feb 28 2007, 6:41 AM EST
(about this update
About This Update
Edited by emoddie
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| Started By | Thread Subject | Replies | Last Post | ||
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| Rachel1 | Interesting template | 1 | Feb 26 2007, 12:20 PM EST by emoddie | ||
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Thread started: Feb 26 2007, 7:47 AM EST
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I was trying to think how I would use it for evaluation of student performance over a term as many of the categories are asking about individual posts while others are asking about general performance. I think I would need a check mark system and for the comments in the categories to become headings leaving me with space to work in the template. Then I would have a sheet for each student and check in each box while I read. Trouble is that when reading a thread with multiple entries by multiple students this system would be cumbersome, with flicking back and forth among forms taking my attention away from the content of the discussion and my ability to give clear feedback to students' individual responses. Nevertheless, I think the categories and levels are useful ways to think about online contribution and interaction indicators. Thanks for contributing this very thorough evaluation tool.
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| jupidu | Useful template | 0 | Feb 25 2007, 1:02 PM EST by jupidu | ||
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Thread started: Feb 25 2007, 1:02 PM EST
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I like this template, but I think it's also a lot of work to use it.
I can imagine to use it if a thread goes over 4 weeks and contains intense discussion threads. Jutta |
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