Department of Communication

Class Participation Scoring Guide

  1. Students always take a voluntary, thoughtful, and active role in their own learning, challenging themselves on a daily basis.  Through participation 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, and the thoroughness of their work demonstrates the high regard they hold for learning.
  2. 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.  They listen respectfully to their classmates and are willing to share ideas as a result of having completed assignments.  Though never causing disruption to the class, these students do not always demonstrate a consistent commitment to make the most out of our class time each and every day.
  3. 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.  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.
  4. 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.  As a result of assignments being sometimes incomplete or missing, they may not be prepared to answer thoughtfully with detail or substance.  These students need regular reminders to stay on task, and a conference with the teacher and parent(s) is required to re-establish the expectations for participation.
  5. 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.  These students 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) is required to re-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 guide.

Faculty Seminar

Attend biweekly meetings to discuss strategies for integrating oral and written communication into your courses. Faculty who attend the seminar are awarded a stipend of $1,000. Apply for next term’s faculty seminar.