Skip to main content

- Username
- Password
forgot?

iRubric: Olivia White Participation Self Evaluation rubric

iRubric: Olivia White Participation Self Evaluation rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
Olivia White Participation Self Evaluation Esons Participation Rubric CORE 450 Class participation is based on several important ideas: 1. We construct knowledge and learn from each other, and if you don't speak, others don't learn from you--and vice versa; 2. The evaluation of your performance is based on evidence, what can be demonstrated and observed-- you need to show what you know; 3. The more noticeable you make yourself by your participation, the more memorable you are to others when they are trying to recall who you are and what you stand for. Rubric Code: Z23448C By Livwhite666 Ready to use Public Rubric Subject: Humanities Type: Reflection Grade Levels: Undergraduate

Participation
	Poor = D D: Set; Cannot be changed. 1 pts	Fair = C C: Set; Cannot be changed. 2 pts	Good = B B: Set; Cannot be changed. 3 pts	A Game A: Create criteria for your A game 4 pts	Evidence At the end of the semester provide evidence to support your score for each category. (N/A)
Class Attendance 20 %	Poor = D Missed 3 or more classes	Fair = C Missed 2 or more classes	Good = B Missed 1 or more classes	A Game Missed No classes always on time mentally present during class	Evidence My attendance for this class was 100%. The only class I missed would not count against my attendance because I was not yet enrolled in the course. I was punctual and thanks to zoom was even able to attend when I was ill.
Frequency of Participation 15 %	Poor = D does not contribute or alternately dominates discussion	Fair = C Irregularly participates, ONLY OCCASIONALLY	Good = B initiates questions and comments, regularly participates.	A Game I have severe social anxiety so for this requirement I am going to focus on virtual participation as well Participates in the activities and kahoots of presenting teams contributes to discussions and summary points posts resources in group forum	Evidence I made it a goal to try and speak or participate at least once per class. I think I achieved close to this, and spoke almost every class except for when I had the flu and no voice to use. I participated in every activity provided during the student lead presentations such as the kahoots, word associations, copyright activities, and sometimes end slide discussions, like sharing big picture opinions or the contents of my mason jar of trash.
Forum/Perusall Participation 20 %	Poor = D 1-2 Annotations Posted readings, personal experiences, news items, videos, articles, observations, etc.	Fair = C 3-4- Annotations. readings, personal experiences, news items, videos, articles, observations, etc.	Good = B 5-6 annotations, posted personal experiences, news items, videos, articles, observations, etc.	A Game Annotation on most articles links information to previous knowlage and and other related issues provides sources links to other helpful resources	Evidence Although I did not annotate on every resource, I have a few annotations done per chapter. I was sure how to use persuall for the first few classes because I missed the first class so there are no annotations there. I tried to provide connections in my annotations to other issues, as well as personal experince.
Team Participation out/in class 10 %	Poor = D Never met with group	Fair = C Met with group occasionally and occasionally offered input to group discussion.	Good = B Present for most group meetings and always contributed to discussion.	A Game Listen to team members and allow for organic distribution of presentation topic based on that persons interests contact group members outside of class time to prepare a meaningful presentation Integrate resources that are valid for both highly focused and broader topics.	Evidence Our group met outside of class to prepare for presentations and I attended. We divided work by individual interests and disciplines and provided each other feedback and suggestions for our individual portion so the presentations, as well as shared valuable resources. Im proud for advocating for myself as one of my teammates was rather difficult to work, dominating discussions and deleting others work.
Outside Of Class Participation 5 %	Poor = D Never participated in announced outside activities (films, lectures, relevant volunteer work,etc) outside of class time.	Fair = C Occasionally participated in announced outside activities (films, lectures, relevant volunteer work,etc) outside of class time.	Good = B Frequently participated in announced outside activities (films, lectures, relevant volunteer work,etc) outside of class time.	A Game Visiting the shelter picking trash if sanity (no biohazards) making daily changes in routine to be environmentally friendly spreading awareness socially	Evidence This class put sustainability at the forefront of my ind all semester. On top of standard out of class participation (I read all material, listened to the podcasts, and watch most of the films I also made a mission this semester to mind my own ecological footprint. Especially after the mason jar experiment i've made more sustainable swaps, and traded convenience for sustainability. I also participated in a few beach cleanups this semester as well as continued to eat a vegan diet.
Questioning 5 %	Poor = D Makes only statements, "(this is what you should do and how" Does not ask questions.	Fair = C Asks some questions but makes mostly statements, or leading questions. Already has an answer before asking a question.	Good = B Asks open ended questions. When statements are made they are mostly in response to a question. When beginning to make a statement, tries to re-frame the statement into a question.	A Game Asks questions that can lead to broader topics/ discussion Offers questions rather than opinions Listens to others questions and dives into other questions that they might inspire	Evidence I asked a lot of open ended questions during the final presentations to allow the presenter to provide a deeper line of information about their projects. I Also am not very good at starting conversation, so I often used question about a topic that was already being talked about, such as asking other students about the sustainable areas and system that exist within their own hometown communities.
Authenticity 5 %	Poor = D Makes statement or asks questions only based on what others want to hear. Relates to others as they want and not as self.	Fair = C Takes into consideration self (feelings, thoughts, opinions, etc,) but continues to only give feedback that conforms to the other.	Good = B Is beginning to be self-authoring, appearing to others as one appears to oneself.	A Game Provides evidence to statements made and questions asked. Speaks on topics that are morally significant to them, even if they are not in public favor. Is not afraid to respectfully disagree	Evidence I spoke about the sustainability of reducing animal product intake even though it is not a popular topic I used scientific and accredited sources in order to write all of my papers, and the used what I learned doing so to relate to topics in class
Preparation 5 %	Poor = D makes spontaneous but uninformed comments, obvious that required pre-reading not completed.	Fair = C Comments are informed but lack completeness of comprehensive preparation	Good = B has read assigned material and relates comments to it	A Game Has read material, commented on material, cited material, and made the effort to dive into resources outside of what is provided to gain a deeper understanding of the topic at hand and the implications that come with it.	Evidence Although I read all of the material provided as well as independent sources on time prior to class, I did not turn in each assignment on time. I had some issues uploading some, but others were delayed due to illness.
Originality/creativity 5 %	Poor = D restatement of readings or comments already offered	Fair = C Unconventional ideas but may not be well thought out or practical	Good = B presents novel view, different perspective, original approaches	A Game Outside of the box thinking when creating class activities Artifact is an original concept, unlike those that already exist	Evidence I think i was original in seeking out sources outside of what provided on persuall. My artifact idea was also original to me (only after proposing it did I dive into the world of ecodying and see others were doing similar things). The composition of my dyeing including the tye dye and ecoprint garments was entirely my own.
Articulation 2 %	Poor = D mispronunciation, poor use of words, poorly organized ideas	Fair = C Uses jargon, common expressions rather than appropriate technical terms	Good = B clear and organized use of language, expresses ideas fluently, visual supplements	A Game Uses vocabulary that is specialized to the topic at hand Demonstrates a clear understanding of the topic on which they are speaking MINIMAL STUTTERING	Evidence I used new vocab word I learned through this semester such as ecoprint, geothermal energy, hydrogen economy, and more all in context of how they relate to conservation of our natural environment Although I had a well sought out knowlage base of most everything I spoke about in class, I still sometimes have trouble articulating those ideas and facts in front of a large group of people, as it is anxiety inducing.
Presentation 2 %	Poor = D Speaks too softly for all to hear, addreses only the instructor, monotone, upspeak	Fair = C Inconsistent in presentation, needs reminding,variable style, mannerisms	Good = B eye contact, address all of class, audible volume, interest & inflection in voice	A Game Confidently displays slides with a sense of pride for the work that went into them Addresses the class directly Use of participation encouraging tools such as kahoot, word associations, and open ended questioning	Evidence I used tools such as word cloud, Kahoot, and open ended question to try and encourage class participation during my presentation on Cities, human ecosystems and transportation. I put a great deal of effort into finding visually stimulating resources for my slides such as photos and videos, as well as carefully selected facts that related to the topic.
Vocabulary 2 %	Poor = D Uses cliche's, mundane vocabulary, uses terms incorrectly	Fair = C Inconsistent in use of proper terms	Good = B demonstrates knowledge and accurate use of terms	A Game Actively seeks out new vocabulary demonstrates a comprehensive understanding of these new words	Evidence See Articulation evidence
Receptive 2 %	Poor = D defensive, demeans others' comments, talks over them, or disregards feedback	Fair = C Is respectful and listens, but does not apply feedback	Good = B accurately listens to and considers feedback from others	A Game Ultimately allows others to make their own decisions without interference, while still providing feedback where necessary Is not critical or judgmental of others even when in disagreement Consider the viewpoints of different opinions without dismissal based on prior thoughts.	Evidence I gave everyone in my project control over their own subdivision of the topic as well as encouraged others to choose topics that they felt most passionate about. I considered the opinions of others that I didn't necessarily agree with
Inclusion 2 %	Poor = D does not mention others or further develop ideas previously discussed	Fair = C Implies contributions of others and bases argument on previous contributions	Good = B builds on and relates to points made by other contributors,, harmonizes, summarizes, contrasts etc. When referring to others, uses their name.	A Game Gives credit to conversation proprietors Does not speak over others or take credit for a previously discussed point	Evidence Since Im not typically brave enough to be a conversation starter, I usually started my statements and questions in class with "going off of what **** was saying..." I tried to include the choices of me and my other teammates ideas during presentations even when they were being disregarded.
Rhetoric 2 %	Poor = D argues opinion or emotion without evidence	Fair = C Provides weak or inconsistent evidence or reasoning	Good = B gives evidence supporting assertions, argues logically, gives examples	A Game Provides both experience based and statistical evidence. Uses neutrally sourced resources to justify an opinion Presents assertions in a way that fosters further conversation	Evidence I used statistical evidence found in peer reviewed articles published by environmental agencies for projects like the papers on water quality, waste, and my final artifact.
Relevance & value 2 %	Poor = D tangential or pedantic	Fair = C Contributes on portions or segments, but misses the big picture	Good = B comments are pertinent to topic and add important facts and perspectives	A Game Provides facts that pertain to the topic being discussed Provides stories of personal observation and experience that enrich the discussion	Evidence Provided facts that are valuable to the topic.

Subjects:

Types:

Discuss this rubric

You may also be interested in:

More rubrics by this author

More Humanities rubrics

More Reflection rubrics

Do more with this rubric:

Preview

Preview

Preview this rubric.

Edit

Edit

Modify this rubric.

Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.

Categorize

Categorize

Add this rubric to multiple categories.

Bookmark

Bookmark

Bookmark this rubric for future reference.

Assess

Test run

Test run

Test this rubric or perform an ad-hoc assessment.

Grade

Grade

Build a gradebook to assess students.

Collaborate

Apply this rubric to any object and invite others to assess.

Share

Publish

Publish

Link, embed, and showcase your rubrics on your website.

Email

Email

Email this rubric to a friend.

Discuss

Discuss

Discuss this rubric with other members.

Do more with rubrics than ever imagined possible.

Only with iRubric^tm.

Copyright © 2024 Reazon Systems, Inc. All rights reserved.

n16