University of Virginia Teaching Resource Center


*IV. Evaluating Students' Work*

Class Participation

In many disciplines, students' classroom activities help them learn and demonstrate their mastery of such skills as analyzing, summarizing, evaluating, supporting opinion, and developing logical arguments. If a discussion section is part of a larger course, participation grades must be a significant part of the course grade if students are to take section work seriously (see "Preparing a Course"). Yet grading class participation can be difficult. To avert misunderstandings, share with students your evaluation method based on standards as objective as possible. This sample scale comes from a course based on the case method:

0	Absent
1	Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion.
2	Demonstrates adequate participation: knows basiccase or reading facts, but does not show evidenceof trying to interpret them. Offers straightforward information. Does not offer to contribute to discussion, but contributes to a moderate degree when called on.
3	Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case materials (more than just facts). Contributes well to discussion in an ongoing way: responds to other students’ points, questions others in a constructive way, offers and supports suggestions.
4	Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material. Offers analysis, synthesis, and evaluation of material, e.g. puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to the cooperative argument-building, etc.

(Adapted from Maznevski, 1996.)

As with other aspects of their progress, students need to know how you rate their participation. Some students worry unnecessarily and need reassurance that they are doing well. Others need to know what to do to improve. (For details about individual problems, see "Interacting with Students.") Give students their participation grades about a month into the semester, and suggest improvements. A form such as the following one will be helpful:

Your participation grade in class so far: _____

To improve this grade, follow the suggestions checked below:
___ Come to all classes.
___ Volunteer when you have a chance.
___ Show that you have prepared the text or lesson well by offering good questions or comments.
___ Push yourself by trying to say something more difficult, analytical, or imaginative than usual.
___ Comment via e-mail in a more detailed and analytical way.
___ Try to move the discussion forward by responding to your colleagues' ideas.

(from Barnett, "Whose Course,"p. 95)

Finally, take into account different personalities and learning styles. Students who are less verbally adept may need to begin by answering factual questions, learning from you and other students how to express and defend opinions. Your most successful discussion classes are not necessarily those in which all students perform admirably; you also want to see students improve their discussion skills.

I firmly believe that learning is a communal activity. In the undergraduate classroom especially, interaction is vital. Students learn best when they engage in genuine conversation, both among themselves and with the instructor.

—Stephen Arata, English