Eberly Center for Teaching Excellence
| Component | Exemplary (90%- 100%) | Proficient (80%-90%) | Developing (70%-80%) | Unacceptable (>70%) |
|---|---|---|---|---|
|
Frequency of participation in class |
Student initiates contributions more than once in each recitation. |
Student initiates contribution once in each recitation. |
Student initiates contribution at least in half of the recitations |
Student does not initiate contribution & needs instructor to solicit input. |
|
Quality of comments |
Comments always insightful & constructive; uses appropriate terminology. Comments balanced between general impressions, opinions & specific, thoughtful criticisms or contributions. |
Comments mostly insightful & constructive; mostly uses appropriate terminology. Occasionally comments are too general or not relevant to the discussion. |
Comments are sometimes constructive, with occasional signs of insight. Student does not use appropriate terminology; comments not always relevant to the discussion. |
Comments are uninformative, lacking in appropriate terminology. Heavy reliance on opinion & personal taste, e.g., 鈥淚 love it鈥, 鈥淚 hate it鈥, 鈥淚t鈥檚 bad鈥 etc. |
|
Listening Skills |
Student listens attentively when others present materials, perspectives, as indicated by comments that build on others鈥 remarks, i.e., student hears what others say & contributes to the dialogue. |
Student is mostly attentive when others present ideas, materials, as indicated by comments that reflect & build on others鈥 remarks. Occasionally needs encouragement or reminder from T.A of focus of comment. |
Student is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking. |
Does not listen to others; regularly talks while others speak or does not pay attention while others speak; detracts from discussion; sleeps, etc. |