Performance criteria and ratings in rubrics for evaluating learning in online asynchronous discussions

Abstract

The purpose of this study was to identify performance criteria and ratings in rubrics designed for the evaluation of learning in online asynchronous discussions (OADs) in post-secondary contexts and compare them to behaviors that researchers have focused on in context of transcript analyses of OADs. We analyzed rubrics collected from internet sources. Using purposive sampling, we reached saturation by the selection of 50 rubrics. Using keyword analysis and subsequent grouping of keywords into categories, we identified categories of performance criteria and ratings and compared these with the behaviors highlighted in the literature on transcript analysis of OADs. -- The analysis led to the identification of 153 performance criteria in 19 categories and 831 ratings in 40 categories. We subsequently identified four core categories: (i) Cognitive (44.0% of total performance criteria and ratings); (ii) Mechanical (19.0%); (iii) procedural/Managerial (18.29%); and (iv) Interactive (17.17%). Criteria and ratings assess: (a) thinking skills (cognitive core category); (b) learners' participation in the forum (procedural/managerial core category); (c) learners' interactions with others (Interactive core category); and (d) mechanical aspects of writing (mechanical core category). We found congruence between the literature and the rubrics' emphasis on thinking skills and no congruence with the rubrics' emphasis on mechanics. We found little evidence that the rubrics assess social presence.