The rubric assesses students on their participation in small group discussions based on speaking and listening skills. Students are evaluated on a scale of 1 to 5 in areas such as taking appropriate turns, focusing on the task, asking probing questions, paraphrasing others, responding to prompts with their own insights, encouraging discussion, and acknowledging what others have said. Higher scores require active involvement through building on others' ideas, using body language and eye contact, and consistently demonstrating attention to the discussion topic. Lower scores are given for inconsistent participation, being easily distracted, not letting others speak, and providing no verbal or nonverbal feedback.

1. SMALL-GROUP DISCUSSION GRADING RUBRIC
Student Name: _______________________________________
Outcomes Demonstrated: Speaking and Listening
• Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences; communicate information and ideas effectively and clearly, and to
respond personally and critically; and interact with sensitivity and respect, considering the situation, audience, and purpose
• Student takes appropriate turns in conversation.
• The student remains focused on their task and does not disturb other groups or go into other conversations.
• The student uses appropriate language and active listening and speaking skills in the discussion
• Probing questions are asked of others by the student.
5 – Active Interest and Involvement ___
• Occasionally, the student paraphrases what others have said in order to clarify.
• Nonverbal cues or body language are used to respond to, and sometimes shape, communication with others
• The student responds to prompts, examines and extends upon the conversation with their own opinions, comments, and insights.
• The student encourages the conversation to continue and build on the knowledge of others on the subject.
• The student asks for information and give responses which indicate attention to topic of discussion.
• The student acknowledges and builds on what has been said or done in the group.
• The student takes appropriate turns in conversation.
4 – Focused ___
• Nonverbal cues or body language are used for effect (eye contact)
• The student remains on task and does not interrupt other groups or disturbs other groups.
• The student makes attempts at adding their own insight but can use more practice on this skill to become more involved.
• The student responses given indicate attention to topic of discussion
• The student acknowledges what has been said by other group members.
• Occasionally, gestures and body language are used for emphasis, to show support or to get attention
3 – Attentive • Eye contact is made with person speaking. ___
• The student remains on task with the conversation and does not stray to other groups or in other conversations.
• The student must focus on adding their insights, ideas, opinion, and voice in to the conversation in order to demonstrate a high degree of understanding on the
topic.
• Responses given occasionally indicate attention to topic of discussion
• The student occasionally acknowledges what has been said by other group members.
2 – Inconsistent ___
• Feedback about the topic and/or discussion is offered only when prompted.
• The student may be easily distracted and attentive only when addressed directly.

2. • The student has difficulty in responding to questions.
• The student continually interrupt speakers and/or does not let others verbalize
1 – Largely Indifferent • Verbal feedback is not offered when opportunity presents itself ___
• Nonverbal response is nonexistent
• The student strays off tasks and may not make any attempt to involve themselves in discussion.