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I think it is possible to convey the importance of the discussion without having an all or nothing grading scheme. Indeed, when there are high stakes assignments in classes, studies show that tends to lead to more plagiarism. So you might get more engaged and authentic work if you grade based on the quality of the interactions and increased the chance that they would get at least some credit for their efforts.
In my discussions (worth 30% of the grade) I give about 50% of the credit for simply making the minimum posts (1 main post and 3 replies on at least 3 different days). The remaining credit is based on the quality of their interactions, which I judge based on a fairly simple rubric (pasted below).
Additionally, I provide model posts from students in previous quarters, so students have a clear idea of what good work looks like. I also post announcements pointing out quality posts (I do in in announcements because I do not generally participate in the discussion board).
In the first two weeks of the class, I give very detailed feedback individually on each student’s post. This is a lot of work, but by week 3, everyone knows what is expected and grading is a breeze for the rest of the quarter.
Discussion Rubric:
SCORE:
INITIAL POSTING (15 points):
* This posting reflected that the student read and understood the assigned material, referring specifically to assigned reading or related research - Yes
* The posting has a clear purpose: to inform, persuade, or raise an interesting question. It may also provoke conversation or offer an opposing view of the devil's advocate - Yes
* The posting refers to outside sources in supporting its arguments - Yes
* The post answered the question presented, meets the word requirement of 150 to 350 words, is timely and has no proofing or spelling errors - Yes
REPLIES: (15 points, 3 x 5 posts)
* Replies are substantive and reflect that the student read and thought about the student’s post, the assigned reading and any additional sources posted by the person they are replying to - Yes
* The reply moves the conversation forward or makes a reply to a question asked in response to their own posting - Yes
* Replies are timely and posted on a variety of days – Yes
Overall (points deducted if missing)
* Posts are made on 3 or more days
* Student replies to some of the replies to the initial post
I like this rubric, Stephanie. I may begin to adapt this for some of the online courses I am working on.
ReplyDeleteHave you ever tried using student-facilitated discussion forums? If so, what are your thoughts?
I guess it depends on what you mean by student facilitated. I don't participate in the discussions, so in that way the students facilitate them. If problems arise, let the students take the first crack at solving them and they generally do a lovely job.
ReplyDeleteIn some classes, like American Government, I let the students generate the questions and sort themselves according to the question they are interested in answering. This is probably more along the lines of what you are thinking.
I regularly find myself surprised at the amazing things students do if we just stand back and let them do it.
my students never use threads-- any ideas?
ReplyDeleteLove this rubric as well. Very clear and thorough! Thanks - again - for sharing!!
ReplyDeleteAs an alternative to assessing the quality and quantity of posts, which can be time-consuming and tedious, here's an option that was passed along by an excellent colleague of mine that has worked well for myself and others. In this case, the instructor does NOT grade individual posts or even discussions; instead, the students themselves reflect on their contributions and propose their grade. Of course, the instructor makes the final call on points awarded!
Here's how it works:
Students are told at the start of the quarter that discussion participation is required, and are provided with detailed guidelines (similar to those above) that describe what constitutes satisfactory "participation" in said discussions. They are advised to monitor themselves so that they can complete one or more reflection papers about their participation.
The reflection asks that the student copy and paste the post they feel was their strongest and the post that they feel was their weakest and to explain why they chose each. They conclude with the grade they think they have earned and an explanation of why.
Helen, workhorse that she is, does this each week, another colleague does this at the end of every two-week module and in my class, which has more small group activities and less general discussion work, we do this at mid-point and then again in the end of the quarter. You could even do it for select discussions I suppose.
Instructors who have tried this report feeling better able to facilitate the discussion and more fluid in their own responses. Of course, this process also guides students towards self-awareness, responsibility and self-direction.
Just another tool for the tool belt perhaps...
Mary S.