Class Participation
TO: All Students
FROM: Professor Pinkerton
The table below suggests various qualities of participation. As you recall, a portion of your grade is based on your attendance and participation in the class. If your verbal involvement has been of sufficient quantity (usually a couple of comments) and quality (beyond a repeat of factual information) you receive a participation check mark. To enable you to demonstrate your ability in these areas I have prepared these guidelines, I hope they will be helpful.
| Evaluation Category | Operational Definition | Example |
|---|---|---|
| Negative . . . | A statement denying comprehension of the material. | “All sales people try to sell things you do not need.” |
| Romantic . . . | A false or unrealistic notion which illustrates a lack of understanding of the material. | “Good products sell themselves.” |
| Cliché . . . . . | A trite, stereotyped statement reflecting no real thinking. | “The customer is always right.” |
| Fact . . . . . . | A statement indicating recall of the material. | “The text suggests using conjoint analysis for this kind of research.” |
| Elaboration . | A comment indicating assimilation of information and the ability to draw inferences, and connections. | “I’ve noticed Toyota now has a model for the basic auto target markets.” |
| Insight . . . . . | A statement suggesting penetrating discernment and understanding of the material as it relates to one’s self. | “As an Engineer, I now realize how important it is to get early supplier involvement as well as prospect input into product R & D.” |
You are most likely to receive participation marks for the last two categories.
Adapted from Christine Beasley, “Measuring Student Achievement in a Functional Marriage Course, Journal of Marriage and The Family, (May 1967) pp. 315-319.
TO: All Students
FROM: Professor
RE: Class participation
The table below suggests various qualities of participation. As you recall a portion of your grade is based on your attendance and participation in the class. When I take roll, if your verbal involvement has been of sufficient quantity (usually a couple of comments) and quality (beyond a repeat of factual information) you receive a participation check mark. To enable you to demonstrate your ability in these areas during the final weeks of the semester I have prepared these guidelines, I hope they will be helpful.
| Evaluation Category | Operational Definition | Example |
|---|---|---|
| Negative. . . . | A statement denying comprehension of the material, | “no communication at all is better than a quarrel” |
| Romantic. . . | A false or unrealistic notion which illustrates a lack of understanding of the material. | “A couple should always agree” |
| Cliche . . . . . | A trite, stereotyped statement reflecting no real thinking. | “Communication channels should always be open” |
| Fact . . . . . . | A statement indication recall of the material. | The text suggests couples can and should improve their communication |
| Elaboration. | A comment indicating assimilation of information and the ability to draw inferences, and connections. | “I’ve noticed how some couples engage in a blaming sequence when they communicate” |
| Insight . . . . . | A statement suggesting penetrating discernment and understanding of the material as it relates to one’s self, in relation ships, the greater the quality of the relts. | “I have seen that the more I am willing to take responsibility for my feelings" |
For example. . .
You are most likely to receive participation marks for the last two categories.
Adapted from Christine Beasley, “Measuring Student Achievement in a Functional Marriage
Course”, Journal of Marriage and The Family, (May 1967) pp. 315—319
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