iRubric: Animation de la discussion rubric

The student showed an intimate knowledge of the readings, as well as of their context. It is obvious that the student created an outline, so that the facilitation would be well structured and organized. The student was capable of responding to the majority of clarifying questions both on the readings and on their context.

The student showed basic familiarity with the readings and their context. The facilitation had structure, but the facilitation would have benefitted from more organization. The student was able to respond to only some of the clarifying questions from classmates.

The student showed basic knowledge of the readings and their context. The facilitation lacked structure or organization. The student struggled to answer clarifying questions from classmates.

The student showed little to no knowledge of the readings and their context. The facilitation was disorganized and/or random. The student was not capable of answering clarifying questions from classmates.

The student presented clearly the context and other necessary elements for the understanding of the readings.

The student presented some context and basic elements for the understanding of the readings.

The student presented little or only superficial context for the understanding of the readings.

The student presented no context for the readings and perhaps inhibited the understanding of the text through their lack of knowledge or misinformation.

The student posed clear but nuanced questions that elicited good reflection, as well as interpretation of the text.

The student posed questions, but they were sometimes too basic or superficial to elicit good reflection.

The student posed few questions, and/or the student's questions were most of the time too basic or superficial to elicit good reflection.

The student posed few or no questions to elicit discussion.

Few or no grammatical errors; student uses transition words and other communicative strategies to express ideas; pronunciation is clear and accurate

Some errors in sentence structure and grammar but presentation is still understandable; pronunciation shows some errors but does not obscure comprehension; student needs to use more transition words to link ideas

Multiple errors in sentence structure and grammar; pronunciation is marked by fundamental errors that obscure comprehensibility of presentation; no use of transition words to link ideas

Little effort and attention to grammar or pronunciation; frequent use of English; pronunciation errors renders presentation incomprehensible