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Discussion & Participation Rubric
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Discussions are an integral part of intellectual formation and deepen both spiritual and human formation. The communal process of discussions is a vital part of truly understanding the great ideas of a subject, rather than cramming onerous lists of information in memory. Great discussions depend on the virtue of the participants: fortitude in preparation, prudence and temperance in participation, charity and justice in listening.

Students will be assessed based on the following categorical standards: preparation, comprehension, relevance, and comportment. The grading scale reflects the extent to which students’ responses display exemplary virtue in their participation.  
 

SCALE CATEGORY STANDARD
A Excellent Student often volunteers to participate in the discussion.

Preparation: Student’s contribution clearly shows s/he has come fully prepared (reading text, knowing vocabulary).

Comprehension: Student’s response shows s/he has actively and critically engaged with the topic prior to discussion.

Relevance: Student’s contribution directly relates to the present discussion and adds new points to consider.

Comportment: Student’s decorum is respectful of authority and peers while respecting the nature/seriousness of the topic.
 
B Good Student occasionally volunteers to participate in the discussion.

Preparation: Student’s contribution shows s/he has attempted to prepare well.

Comprehension: Student’s response shows s/he has used some critical thinking abilities to consider the topic.

Relevance: Student’s contribution mostly relates to the present discussion.

Comportment: Student’s decorum is generally mindful of authority and peers and sensitive to the nature of the topic.
 
C Average Student rarely volunteers to participate in the discussion.

Preparation: Student’s contribution shows s/he skimmed preparation materials.

Comprehension: Student’s response shows an intermediate level of understanding of topic.

Relevance: Student’s contribution does not relate to the present discussion.

Comportment: Student’s decorum lacks mindfulness of authority or peers, or is insensitive to the nature of the topic.
 
D Poor Student only participates after being prompted.

Preparation: Student’s contribution shows no evidence of preparation.

Comprehension: Student’s response is at a basic, elementary level of understanding of the topic.

Relevance: Student’s contribution does not relate to the present discussion and distracts from the question at hand.

Comportment: Student’s decorum shows unintentional disordered responses toward authority, peers and/or the topic.
 

F
 

Unacceptable
 
Student does not participate, even when prompted.
 
 

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