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Exemplary Proficient Progressing Emerging Element (1): Responsiveness: Did the student respond to the main question of the week?

Exemplary: Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refer to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).

Proficient: Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.

Progressing: Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

Emerging: Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?

Exemplary: Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.

Proficient: Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self-understanding, and knowledge.

Progressing: Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.

Emerging: Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided.

Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations?

Exemplary: Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Proficient: Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Progressing: Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes).

Emerging: Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints).

Element (4): Responses to Peers: Did the student respond to peer posts and contribute professionally?

Exemplary: Responds to two or more peers in a manner that significantly contributes to the Discussion.

Proficient: Responds to one or more peers in a manner that significantly contributes to the Discussion.

Progressing: Responds to one or more peers in a manner that minimally contributes to the Discussion.

Emerging: Does not respond to any peer posts.

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Responsiveness in online discussion forums is a critical element of effective communication and engagement within educational and professional learning communities. This element assesses whether students respond substantively to weekly prompts, extend conversations beyond minimum requirements, and integrate additional readings or personal experiences to enrich the discussion. A highly responsive student not only addresses the main question but also demonstrates a comprehensive understanding of the materials, including reflections and meaningful connections to real-world contexts. This level of engagement fosters deeper learning, collaboration, and critical thinking among peers, creating an environment where diverse perspectives thrive.

In the exemplary category, students surpass basic expectations by providing responses that are well-developed, reflective, and demonstrate substantial engagement with the course material and colleagues’ contributions. Such students incorporate references to additional readings outside the provided Learning Resources, share relevant professional experiences, and extend discussions in thoughtful ways. Their posts are characterized by a depth that indicates a thorough understanding and a willingness to explore nuanced perspectives, which not only supports their learning but also enriches the collective discussion.

Proficient responses meet the core requirements of the discussion prompts—they respond substantively, make reflections, and refer to Learning Resources. These students demonstrate a clear understanding of the weekly topics, engaging with the material thoughtfully. However, their contributions may not go beyond mere requirement fulfillment or show extensive engagement with outside sources or professional insights. While their responses support peer interactions, there may still be room for deeper analysis or connection, which distinguishes exemplary postings from proficient ones.

The progressing category captures responses that are somewhat responsive but limited in scope. These posts may reflect a reliance on anecdotal evidence or personal opinions without substantial linkage to the Learning Resources or the main question. Students in this category might miss critical nuances in the discussion prompts or fail to demonstrate a clear understanding of the required materials. Such responses hinder the development of rich, meaningful dialogue and reflect the need for more critical reflection and engagement.

Emerging responses are characterized by minimal or no engagement with the discussion prompts. Posts in this category are often unresponsive, off-topic, or superficial, lacking evidence of reading or consideration of Learning Resources. These contributions do not support the learning objectives of the discussion forum and may inhibit collaborative learning. Such posts highlight the importance of developing responsiveness, not only in terms of content but also in demonstrating professional and respectful communication.

Effective critical thinking, analysis, and synthesis are essential for transforming basic responses into meaningful academic discourse. Students who excel in this domain actively connect concepts, reflect critically on the material, and synthesize ideas to develop new insights. They demonstrate mastery of the weekly learning objectives by providing authentic examples, drawing from personal or professional experiences, and showing perceptible growth in their understanding of the subject matter.

In exemplary efforts, students go beyond merely repeating information. They critically analyze, evaluate, and synthesize insights, offering original perspectives that contribute significantly to the discussion. These students reflect on how concepts relate to authentic scenarios, leading to richer conversations that enhance collective understanding. Such dynamic engagement supports higher-level thinking and demonstrates a deep comprehension of the course content.

Proficient students effectively apply and reflect on concepts, drawing connections between theory and practice. Their responses show an understanding of the principles and an ability to incorporate insights from personal or professional contexts. Though perhaps less nuanced than exemplary contributions, these posts indicate a good grasp of the subject matter and contribute to ongoing discussions by clarifying and expanding on key ideas.

Progressing responses tend to display limited critical thinking. These posts often lack depth, do not sufficiently analyze or synthesize concepts, and offer few or no authentic examples. Students in this category may simply reiterate points from the course material without adding new perspectives, limiting the overall quality of the discussion.

Emerging responses exhibit a significant lack of application or reflection. Such contributions typically do not demonstrate comprehension of the material, often lack coherence or depth, and may be superficial or off-topic. Failure to engage meaningfully with the subject inhibits collective learning and highlights the importance of developing higher-order thinking skills.

Professionalism in writing encompasses clarity, correctness, and courtesy. Posts that meet graduate-level standards are well-structured, free from grammatical and spelling errors, and utilize proper citation practices when referencing sources. Additionally, respectful tone and constructive feedback foster a positive learning environment. Posts falling below this standard often contain language inaccuracies, insufficient referencing, and may lack civility, undermining the professional quality expected at the graduate level.

Exemplary professionalism involves clear, concise, and respectful communication, adherence to grammatical conventions, and appropriate citation of sources. Such writing demonstrates mastery of academic writing standards and fosters a courteous environment for discussion. Students at this level also contribute positively to the classroom climate by offering respectful and constructive feedback.

Proficient writing meets most graduate expectations—posts are generally clear, with minimal errors, and include proper attribution when referencing sources. Courteous tone and respectful engagement are evident, although some minor lapses may occur. These posts contribute effectively to the discussion, maintaining a professional demeanor.

In the progressing stage, posts show partial adherence to graduate writing standards—they may contain some grammatical errors, lack clarity, or insufficiently cite sources. These shortcomings impact readability and the perceived professionalism of contributions. Some responses may display a less polished standard but still serve to keep the discussion moving.

Emerging responses often fail to meet graduate writing standards entirely. They may be riddled with errors, contain unclear language, lack citations or references, and sometimes include discourteous or unprofessional language. These posts diminish the quality of discourse and highlight the need for improved academic writing skills.

Engagement with peers through responses is vital for a dynamic and collaborative learning environment. High-quality responses demonstrate respect, add meaningful insights, and contribute to the ongoing discussion. Significant engagement involves responding to multiple peers, offering substantive feedback, and fostering professional dialogue.

Exemplary participation responds to two or more peers with thoughtful, detailed contributions that advance the discussion significantly. Such responses reflect active listening and a genuine effort to support a collaborative learning environment, often including constructive feedback or elaborations that deepen understanding.

Proficient responses engage with at least one peer, providing meaningful input that contributes to the dialogue. These contributions are respectful and facilitate further discussion or clarification, supporting an effective and collegial exchange of ideas.

Progressing responses are limited in scope—responding to only one peer with minimal input—often lacking depth or critical reflection. While still contributing to the discussion, these responses may not substantially enhance the conversation.

Emerging participation means no responses to peer posts, which diminishes collaborative learning opportunities and engagement within the discussion forum.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page.