Group Discussion Rubric

 

Exemplary

Competent

Emerging

Beginning
Preliminaries
(Getting ready for the discussion)		 Group members in circle; each gives name; leader identified; task clarified; recorder identified Circle seating; names given; task clarified; recorder identified; but no leader identified Seating scattered; names shared but no leader identified; task/ weakly clarified Group begins without preliminaries –
Exploration of
Issue(s)		 Accurately interprets evidence, statements; identifies salient arguments—pro & con; thoughtfully analyzes and evaluates major alternative points of view; explains assumptions; draws warranted conclusions; fair-mindedly flows where evidence and reason lead Accurately interprets evidence, statements; identifies arguments pro-con; offers evaluation of obvious alternative viewpoints; draws conclusions; justifies some results and explains reasons; fair-mindedly follows evidence Misinterprets evidence, statements; fails to identify strong counter-arguments; draws unwarranted conclusions; regardless of evidence or reason defends views based on self-interest or preconceptions. Offers biased interpretation of evidence; hastily dismisses strong relevant counter arguments; ignores or superficially evaluates alternative viewpoints; argues using unwarranted claims; exhibits close-mindedness.
Problem-Solving Methods Group members willingly collaborated to achieve consensus Group approached consensus but settled on compromise
(lose-lose)		 Group unable to achieve consensus w/o resorting to a vote (win-lose) Stalled
Groupthink Meaningful alternatives/ ideas explored; dissent sought out and encouraged Limited alternatives/ ideas suggested; some dissent tolerated Few alternatives/ ideas proposed; dissent not sought out Groupthink occurs. No real consideration of alternatives; pressure to conform
Participation All members contribute to the development and management of the thought-line All members contribute to a limited or unbalanced development of thought line. Development and management of thought-line dependent on 1-2 members Little or no development of the thought–line; weak management of thought-line
Task and Social Goals Group balances both task and social goals; demonstrates ability to accomplish both Group focuses on task and social goals but out of balance Group focuses only on one goal (task or social) Group had no goals
Roles Appropriate balance between task & social roles 2:1 Social roles predominate (not enough task) All members play only task roles OR only social roles Dysfunctional roles predominate
Leadership

(see back side of this sheet)

 Leader frequently locates, summarizes, tracks, shapes, tests, completes, etc. Leader occasionally locates, summarizes, shapes, tests, completes. Leader minimal locates, summarizes, shapes, tests, completes, etc. No leadership
Preparation All members prepared for the discussion; 100% Most members prepared; majority Few members prepared; ˝ or less Most members unprepared (1 – none prepared)
36 points 27 points 18 points 9 points

For Speech 210 (Interpersonal Communication) return to:  Syllabus   Daily Schedule

For Speech 100 (Fundamentals of Oral Communication) return to : Syllabus

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Task Goals = getting the job done; finishing the task

Social Goals = helping people feel included; encouraged; supported

Effective group discussion requires participants/leaders to manage the thought-line and build the thought-line. The thought-line is the collective ideas/thoughts of the group, which have been developed during the discussion. Below are suggestions for managing and building a thought-line.

Managing the Thought-Line requires the following five communication skills.

Locating: Where are we now in the discussion? Use phrases like:

"Are we saying . . . then that . . . "

        "So where does this leave us in the discussion?"

Summarizing: What have we accomplished? Use phrases like:

        "Our plan has three points. Do I have them the way we want them? One was . . ."

        So far we’ve talked about . . ., have I left anything out?" "We said, didn’t we, that . . .?"

Opening: What shall we do next? Use phrases like:

        "Can we move now to . . .?

        "Have we finished our thoughts on this point and can we change to . . ."

        "It looks like we’re ready to move to . . ."

Tracking: How can we get back on track? Use phrases like:

        "I wonder if we’re getting off the track a little here? We were trying to . . ."

        "It seems like we’ve switched subjects. What were we trying to do . . .?"

Pacing: How can we spend our time where we need it most? Use phrases like:

        "Just a minute! I wonder whether we’re moving a little too fast about . . ." Before moving on . . ."

        "It seems like we’re spend a great deal of time on this point. Is it necessary to . . .

Building the Thought-Line requires the following four communication skills.

Spinning: This is collecting and using ideas. Participants/leaders can:

        Upgrade contributions-- Example "Oh, that’s a new angle! Could you expand on that a bit?"

        Hold attention on a minority view long enough to get any value that it has. Example: "Let’s give this suggestion/ idea a hard look . . ."

Shaping: This is attending to the quality and scope of ideas.

        Set up conditions that allow and stimulate creative thinking. Introduce principles of screening to reduce an overlong list AFTER            brainstorming. Gather consensus on remaining ideas.

Testing: This is developing sound, dependable ideas.

        Recommend tests of evidence- current, sufficient amount, credible source, verifiable, etc.; work through differences of interpretation;         Be alert to indications that ideas are not being similarly understood in the group; (Ask:--"What does this mean to you?") Present         counter viewpoints.

Completing: This is filling in any missing holes.

        Bring groups attention to any parts of the ideas that the group is bypassing.

        Watch the time; assist the group to pace individual contributions appropriately

Above material taken from: Scheidel, Thomas, and Laura Crowell. (1979) Discussing and Deciding, New York: Macmillan Publishing Co., Inc.