Discussion Rubric

PHY 312 -- Teaching Physics from the Historical Perspective
Illinois State University Physics Department
Physics Teacher Education Program
Carl J. Wenning, Program Coordinator

Course Objective Assessed:

(4) The student will lead discussions of assigned readings in a way that reflects reverence for learning and seriousness of personal and professional purpose.

Discussion Leader: Peer Evaluator: ______

Criterion / Assessment

Good (3 pts)

Fair (2 pts)

Poor/Unaccept (1-0 pts)

Score

Goal Statement Leader gives a clear, concise statement of discussion goal at start of discussion IF appropriate. Leader gives statement of discussion goal at outset, but is unclear; students express some degree of confusion. Leader gives inadequate or fails to give any statement of discussion goal at outset, or gives later in discussion.

Initiation of Discussion Leader begins with a short, concise statement of the problem being discussed; avoids an introductory lecture. Leader begins with rambling problem statement; has a tendency to lecture at the outset. Leader begins discussion with a long lecture, and to some extents tends to solve the problem for students by self.

Student Participation Leader calls on males and females, gifted and challenged with equity; verbally encourages all to participate; uses appropriate wait time suitable for engagement of all students; maintains appropriate control over group behavior. Leader tends to show some degree of bias; tends to call on one or two students in exclusion of others; makes limited effort to engage all students equally; poor application of wait time suitable for engagement of all students. Leader clearly biased toward one class of students; does not make effort to engage all students equally; looses control over group behavior.

Student Contributions Leader serves primarily as a facilitator of discussion among students; provides minimum direction as needed. Leader sometimes facilitates discussion among students; sometime lectures to an unreasonable extent. Leader dominates discussion; more akin to a lecture than a discussion.

Questioning skills:

-- Wait Time Leader always uses adequate and appropriate wait time to encourage at least one student to respond. Leader sometimes uses adequate and appropriate wait time to encourage at least one student to respond. Leader does not employ wait time or does not do so effectively; tends to answer own questions.

-- Responding to Students Leader responds well to students who provide input; acknowledges and thanks with sincerity. Leader only periodically or non-uniformly acknowledges contributions provided by students, or uses only such statements as okay, yes, etc. Leader fails to acknowledge in any reasonable and consistent way contributions made by students.

-- Question Types Leader uses a wide variety of question types; uses questions that directly bear on the expressed goal; avoids rhetorical questions;manages to have students think and talk critically about topic. Leader uses a limited variety of question types; limited applicability of questions to goal attainment; some use of rhetorical questions. Leader uses a very limited variety of question types; some showing a degree of inapplicability to goal attainment; does not achieve any reasonable depth of discussion.

-- Question Shifting Leader begins discussion with divergent questions and moves toward convergent questions near the end of the discussion. Leader's choice of questions somewhat erratic, but tend to move from divergent to convergent as discussion continues. Leader does not exhibit any concern for type of questions asked either at beginning or conclusion.

-- Question Reflection Leader reflects student questions appropriately, answering only those questions posed by students that relate to needed facts or procedures. Leader both reflects and answers questions for students that are germane to discussion, at times thinking for the students when they need to be doing so. Leader fails to return questions to students that are germane to discussion, in essence thinking for the students when they need to be doing so.

Time on Topic Leader ensures that students spend time on topic; discourages deviation from topic; appropriately deflects inappropriate lines of discussion. Leader generally maintains control over the discussion, but from time to time allows it to deviate from goal due to inappropriate student input. Leader allows discussion to deviate significantly or completely from stated goal.

Pacing Leader moves discussion along at an appropriate pace as reflected by progress toward goal and student attitudes and body language. Leader moves discussion along at a slower pace than necessary to achieve goal as reflect by student attitudes and body language. Leader moves discussion along at a snail's pace; students clearly bored as reflected in their attitudes and body language.

Atmosphere Leader maintains a friendly, collaborative atmosphere; all students appear free to participate without recrimination. Leader tends to maintain an reasonable atmosphere for discussion, but sometimes fails to control criticisms or witticisms of others. Leader fails to maintain atmosphere conducive to successful discussion; students are offended by witticisms of others.

Closure Leader helps students to arrive at a meaningful conclusion to the discussion, restating the original problem or goal, and having students explain its solution or achievement; uses appropriate questioning to ensure attainment of goal. Leader tends to do his or her own summary; concludes discussion early and quickly due to a lack of time; does a minimal job to determine whether or not educational goal has been attained. Leader does not achieve any form of closure, or does so very inadequately; runs out of time; does not assess to determine whether or not students have achieved educational goal.

Discussion Type Leader uses discussion type appropriate to attainment of expressed goal. Leader uses discussion type not particularly germane to attainment of expressed goal. Leader uses discussion type clearly at odds with attaining discussion goal.

Elaboration of Procedures Leader gives clear statement of appropriate procedures at outset for type of discussion chosen. Leader gives statement of procedures unclearly or incorrectly for discussion type chosen. Leader gives no statement of procedures of any sort at outset.

Copyright 2000 Illinois State University Physics Teacher Education Program
TOTAL:

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Return to PHY 312 Student Tasks/Assignments

Criterion / Assessment	Good (3 pts)	Fair (2 pts)	Poor/Unaccept (1-0 pts)	Score
Goal Statement	Leader gives a clear, concise statement of discussion goal at start of discussion IF appropriate.	Leader gives statement of discussion goal at outset, but is unclear; students express some degree of confusion.	Leader gives inadequate or fails to give any statement of discussion goal at outset, or gives later in discussion.
Initiation of Discussion	Leader begins with a short, concise statement of the problem being discussed; avoids an introductory lecture.	Leader begins with rambling problem statement; has a tendency to lecture at the outset.	Leader begins discussion with a long lecture, and to some extents tends to solve the problem for students by self.
Student Participation	Leader calls on males and females, gifted and challenged with equity; verbally encourages all to participate; uses appropriate wait time suitable for engagement of all students; maintains appropriate control over group behavior.	Leader tends to show some degree of bias; tends to call on one or two students in exclusion of others; makes limited effort to engage all students equally; poor application of wait time suitable for engagement of all students.	Leader clearly biased toward one class of students; does not make effort to engage all students equally; looses control over group behavior.
Student Contributions	Leader serves primarily as a facilitator of discussion among students; provides minimum direction as needed.	Leader sometimes facilitates discussion among students; sometime lectures to an unreasonable extent.	Leader dominates discussion; more akin to a lecture than a discussion.
Questioning skills:
-- Wait Time	Leader always uses adequate and appropriate wait time to encourage at least one student to respond.	Leader sometimes uses adequate and appropriate wait time to encourage at least one student to respond.	Leader does not employ wait time or does not do so effectively; tends to answer own questions.
-- Responding to Students	Leader responds well to students who provide input; acknowledges and thanks with sincerity.	Leader only periodically or non-uniformly acknowledges contributions provided by students, or uses only such statements as okay, yes, etc.	Leader fails to acknowledge in any reasonable and consistent way contributions made by students.
-- Question Types	Leader uses a wide variety of question types; uses questions that directly bear on the expressed goal; avoids rhetorical questions;manages to have students think and talk critically about topic.	Leader uses a limited variety of question types; limited applicability of questions to goal attainment; some use of rhetorical questions.	Leader uses a very limited variety of question types; some showing a degree of inapplicability to goal attainment; does not achieve any reasonable depth of discussion.
-- Question Shifting	Leader begins discussion with divergent questions and moves toward convergent questions near the end of the discussion.	Leader's choice of questions somewhat erratic, but tend to move from divergent to convergent as discussion continues.	Leader does not exhibit any concern for type of questions asked either at beginning or conclusion.
-- Question Reflection	Leader reflects student questions appropriately, answering only those questions posed by students that relate to needed facts or procedures.	Leader both reflects and answers questions for students that are germane to discussion, at times thinking for the students when they need to be doing so.	Leader fails to return questions to students that are germane to discussion, in essence thinking for the students when they need to be doing so.
Time on Topic	Leader ensures that students spend time on topic; discourages deviation from topic; appropriately deflects inappropriate lines of discussion.	Leader generally maintains control over the discussion, but from time to time allows it to deviate from goal due to inappropriate student input.	Leader allows discussion to deviate significantly or completely from stated goal.
Pacing	Leader moves discussion along at an appropriate pace as reflected by progress toward goal and student attitudes and body language.	Leader moves discussion along at a slower pace than necessary to achieve goal as reflect by student attitudes and body language.	Leader moves discussion along at a snail's pace; students clearly bored as reflected in their attitudes and body language.
Atmosphere	Leader maintains a friendly, collaborative atmosphere; all students appear free to participate without recrimination.	Leader tends to maintain an reasonable atmosphere for discussion, but sometimes fails to control criticisms or witticisms of others.	Leader fails to maintain atmosphere conducive to successful discussion; students are offended by witticisms of others.
Closure	Leader helps students to arrive at a meaningful conclusion to the discussion, restating the original problem or goal, and having students explain its solution or achievement; uses appropriate questioning to ensure attainment of goal.	Leader tends to do his or her own summary; concludes discussion early and quickly due to a lack of time; does a minimal job to determine whether or not educational goal has been attained.	Leader does not achieve any form of closure, or does so very inadequately; runs out of time; does not assess to determine whether or not students have achieved educational goal.
Discussion Type	Leader uses discussion type appropriate to attainment of expressed goal.	Leader uses discussion type not particularly germane to attainment of expressed goal.	Leader uses discussion type clearly at odds with attaining discussion goal.
Elaboration of Procedures	Leader gives clear statement of appropriate procedures at outset for type of discussion chosen.	Leader gives statement of procedures unclearly or incorrectly for discussion type chosen.	Leader gives no statement of procedures of any sort at outset.
Copyright 2000 Illinois State University Physics Teacher Education Program			TOTAL: