Assessment of Participation Using Rubric for Online Discussion

The aim of this paper was provide a conceptual analysis of the rubric for assessing student’s participation base on content and interaction.

1. Assessment of Participation Using Rubric for Online Discussion Syefrida Yulina , Halina Mohamed Dahlan , Ab. Razak Che Hussin Faculty of Computer Science and Information System, Universiti Teknologi Malaysia, Skudai , 81310 Johor, Malaysia 10 April 2012 APRIL 11, 2012

2. INTRODUCTION Purpose of Assessment in online Discussion

3. Assessment Criteria for Student’s Participation Assessment Criteria for Participation Content Interaction Novelty Key Knowledge Pair Response Final Response Interaction Rate

4. Table 1: Table for Assessment Criteria Refer to Current Researchers Category Criteria How to assess Researchers Content Novelty The number of keywords mentioned for the first time by the students. Juan et al, 2008 Li and Huang, 2008 Key knowledge Making decision by count the total numbers of student’s keywords match in participate to the discussion. Salmon, 2000 Hara et al, 2002 Peterson-Lewinson, 2002 Putambekar and Luckin, 2004 Juan et al, 2008 Interaction Pair response Student’s response to their peer posting Callabele et al, 2008 Juan et al, 2008 Final Response Total number of response to other student in discussion Callabele et al, 2008 Juan et al, 2008 Interaction rate The total number and frequency of postings by the students and response others posting Callabele et al, 2008 Juan et al, 2008 Li and Huang, 2008

5. Rubric for assessment participation criteria are measured by the highest number and the lowest number for each criteria of assessment in every activity to the online discussion Based on Lynn (2003) there are three features that should be accomplished for making rubric, such as: measuring stated objectives using a range indicating the degree Rubric Assessment for Participation Criteria in online Discussion

6. Table 2: Level of Degree for Rubric Assessment Criteria in Online Discussion Rubric Criteria Low (L) Middle (M) High (H) 1. Novelty No or minimal number of keyword first posting match to the teacher’s question/topic Number of keyword first posting match to the teacher’s topic is middle to the teacher’s question/topic Number of keyword first posting match to the teacher’s topic is maximum of the Keywords 2. Key Knowledge No or minimal total keyword match to the teacher’s keyword Total keyword match to the teacher’s keyword is middle teacher’s keyword Total keyword match to the teacher’s keyword is maximum of the Keywords 3. Pair Response No response or minim to the pair posting Responding to pair posting is Middle Responding to pair posting is maximum to the pair posting. 4. Final Response Responding to none or minimum to other Posting Respond to the other posting is middle Responding to all other Posting 5. Interaction Rate No participation or minimal participate to the discussion Participation to the discussion is middle Participation to the discussion is maximum

7. Rubric Range and Degree Figure 1: Range and Degree for Rubric Assessment in Online Discussion

8. Formula’s Rubric Method Rubric measurement for high level Rubric measurement for low level Rubric measurement for middle level Where: Rhigh denotes high level of rubric Rlow denotes low level of rubric Rmid denotes middle level of rubric x denotes level measurement

9. Table 3: Truth Table for Operator AND AND (All high = high, else low) Content Interaction Participation Low Low Low Low High Low High Low Low High High High AND (All high = high, else low) Criteria 1 (C1) Criteria 2 (C2) C1 ^ C2 1 1 1 1 1 High Middle ^ High Middle Low ^ Low

10. The aim of this paper was provide a conceptual analysis of the rubric for assessing student’s participation base on content and interaction. The paper acknowledged the important of rubric to measure student’s participation in online discussion. The use of rubric for measuring student’s participation in online discussion has explained highly effiecient in gaining and assessing the valuable actions of student in participating via online discussion. Enhanced the quality of student’s participation can make online discussion activities really productive. Conclusion

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