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Humanities Class Participation Rubric

                  

  Class Participation Rubric:

COMMON CORE STATE STANDARDS:

CC.11-12.SL.1  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

CC.11-12.SL.1.a  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 

CC.11-12.SL.1.b  Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. 

CC.11-12.SL.1.c  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 

CC.11-12.SL.1.a  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 

CC.11-12.SL.6  Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.) 

 5 (A Range):  Students always take a voluntary, thoughtful, and active role in their own                                   learning, challenging themselves on a daily basis.  Through preparation and inquiry, they consistently demonstrate a genuine desire to learn and share ideas with the teacher and their classmates.  They initiate discussions, ask significant questions, and act as leaders within the group.  They are willing to take risks, to assert an opinion and support it, and to listen actively to others. These students are always well prepared to contribute to the class as a result of having thoughtfully completed assignments on time.  The thoroughness of their work demonstrates the high regard they hold for learning.  They are consistently prepared for class; specifically, they come to class everyday with appropriate texts, notebooks, handouts, and writing implements. 

 

4 (B Range):   Students consistently take an active role in their own learning.  They                                          participate regularly in class discussions and frequently volunteer their ideas, ask thoughtful questions, and defend opinions specifically.  They listen respectfully to their classmates and are willing to share ideas as a result of having completed assignments on time.  Though never causing a disruption to the class, these students do not always demonstrate a consistent commitment to make the most of our class each and every day.  They are, however, consistently prepared for class with appropriate texts, notebook, handouts, and writing implements.

 

3 (C Range):     Students sometimes take an active role in their own learning, sharing relevant ideas and asking appropriate questions.  Although reluctant to take risks, they contribute regularly to class discussions.  These students listen to their classmates and respect their opinions.  As a result of having completed assignments, these students are prepared to answer questions when called upon (either orally or on written DIRT quizzes).  They may need occasional reminders to stay on task, to make the most of our class time, and to increase their level of commitment to the course.  They are for the most part prepared for class with appropriate texts, notebook, handouts, and writing implements.

 

2 (D Range):  Students occasionally take an active role in their own learning.  They participate and ask questions infrequently.  They hesitate to share their ideas or to take risks, and they may not always listen to or respect the opinions of others. These students usually participate only when called upon or engage in side conversations that are distracting or simply rude.   As a result of assignments being sometimes incomplete, late, or missing, they may not be prepared to answer thoughtfully with detail or substance.  These students need regular reminders to stay on task.  They are often unprepared for class and organization is lacking.  A conference with the teacher and parent(s)/guardian(s) is required to re-establish the expectations for participation.

 

1 (F Range):   Students rarely take an active role in their own learning.  They often do not participate and rarely share ideas or ask questions.  These students display poor listening skills, and they may be intolerant of the opinions of others.  As a result of being unprepared for or disengaged from class, these students often refuse to offer ideas even when called upon.  Students often come unprepared for class without appropriate texts, notebook, and writing implements. Often they are more of a liability than an asset to the overall progress of the class, and a conference with the grade-level administrator and parent(s)/guardian(s) is required to establish classroom expectations and identify clear consequences for inappropriate participation.

Note:  Each unexcused absence from class automatically results in being lowered one step on the participation scoring grade.  

     Class participation grades are assessed approximately every two weeks.  This means that four class participation grades are averaged during every quarter; therefore, every student is provided ample opportunity to improve.  Improvements, when dramatic, will be double counted in order for students to learn the value of trying to do better.  It doesn't matter so much where you start as it does where you finish.

     Parents should be aware that class participation assessment has a daily impact on student work ethic, which, when encouraged and supported at home, will ensure your child's success within any career choice.  After all, most careers demand that the individual be prompt, respectful, focused, responsible, and prepared.