)DR. YANGA’S COLLEGES, INC.

College of Business Administration and College of Accountancy

Contribution Report1 for T.A.S.K.S. (Time for Activities, Self-study, and Knowledge Synthesis)
Name: Academic Year and Semester:
Course Code and Subject: Instructor / Professor:

Directions: DYCIan business students are expected to thoroughly studied the assigned material and to contribute actively
and meaningfully to class discussions whenever possible at least at a Developing level (2.50 = 80%). The performance
standards and grade equivalents for this report are described in the assessment rubric below in Part I. There are 5
performance components in the rubric which the student must be mindful of: conduct, ownership/leadership/, reasoning,
listening and reading.

As a basis for grading your class participation/contribution, you are required to accomplish and submit this report 1 week
before the semester ends, in PDF format. You must update the content of the report by filling one row for each class
session date cumulatively. This will be part of the requirement for every course. Non-submission will result to an
incomplete grade.

1
Adapted from a rubric developed for Class Participation/Contribution by the Eberly Center for Teaching Excellence, Carnegie Mellon University.
https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Assessment-Grading/Rubrics/DiscussionRubric.doc
 Part I: Assessment Rubric

Sophisticated Competent Developing Unacceptable

Component
1.0 (100%) 1.75 (90%) 2.50 (80%) 5.0 (70%)

Student shows respect for Student shows a lack of

Student shows respect for
members of the class, both in
speech and manner, and for the
Conduct / method of shared inquiry and peer
Netiquette discussion. Does not dominate
discussion. Student challenges
ideas respectfully, encourages and
supports others to do the same.
members of the class and for
the method of shared inquiry
and peer discussion.
Participates regularly in the
discussion but occasionally has
difficulty accepting challenges
to his/her ideas or maintaining
respectful attitude when
challenging others’ ideas.
Student shows little respect for
the class or the process as
evidenced by speech and
manner. Sometimes resorts to
ad hominem attacks when in
disagreement with others.
respect for members of the
group and the discussion
process. Often dominates the
discussion or disengages from
the process. When
contributing, can be
argumentative or dismissive of
others’ ideas, or resorts to ad
hominem attacks.

Takes responsibility for

maintaining the flow and quality of
the discussion whenever needed.
Helps to redirect or refocus
Ownership/
discussion when it becomes
Leadership
sidetracked or unproductive.
Makes efforts to engage reluctant
participants. Provides constructive
feedback and support to others.
Arguments or positions are
reasonable and supported with
evidence from the readings. Often
deepens the conversation by going
Reasoning beyond the text, recognizing
implications and extensions of the
text. Provides analysis of complex
ideas that help deepen the inquiry
and further the conversation.
Listening Always actively attends to what
others say as evidenced by
regularly building on, clarifying, or
Will take on responsibility for
maintaining flow and quality of
discussion, and encouraging
others to participate but either
is not always effective or is
effective but does not regularly
take on the responsibility.
Arguments or positions are
reasonable and mostly
supported by evidence from the
readings. In general, the
comments and ideas contribute
to the group’s understanding of
the material and concepts.
Usually listens well and takes
steps to check comprehension
by asking clarifying and probing
Rarely takes an active role in
maintaining the flow or
Does not play an active role in
direction of the discussion.
maintaining the flow of
When put in a leadership role,
discussion or undermines the
often acts as a guard rather
efforts of others who are trying
than a facilitator: constrains or
to facilitate discussion.
biases the content and flow of
the discussion.
Contributions to the discussion
are more often based on
Comments are frequently so
opinion or unclear views than
illogical or without
on reasoned arguments or
substantiation that others are
positions based on the
unable to critique or even
readings. Comments or
follow them. Rather than
questions suggest a difficulty
critique the text the student
in following complex lines of
may resort to ad hominem
argument or student’s
attacks on the author instead.
arguments are convoluted and
difficult to follow.
Does not regularly listen well Behavior frequently reflects a
as indicated by the repetition failure to listen or attend to the
of comments or questions discussion as indicated by

responding to their comments.
Often reminds group of comments
made by someone earlier that are
pertinent.
Student has carefully read and
understood the readings as
evidenced by oral contributions;
familiarity with main ideas,
Reading
supporting evidence and
secondary points. Comes to class
prepared with questions and
critiques of the readings.
questions, and making
connections to earlier
comments. Responds to ideas
and questions offered by other
participants.
Student has read and
understood the readings as
evidenced by oral contributions.
The work demonstrates a grasp
of the main ideas and evidence
but sometimes interpretations
are questionable. Comes
prepared with questions.
presented earlier, or frequent
non sequiturs.
Student has read the material,
but comments often indicate
that he/she didn’t read or think
carefully about it, or
misunderstood or forgot many
points. Class conduct
suggests inconsistent
commitment to preparation.
repetition of comments and
questions, non sequiturs, off-
task activities.
Student either is unable to
adequately understand and
interpret the material or has
frequently come to class
unprepared, as indicated by
serious errors or an inability to
answer basic questions or
contribute to discussion.

Part II: Participation/Contribution Report

Directions: Describe in details how you participated/contributed for each session. Rate yourself on
each component based on the rubric using the percentage scale of 70-80-90-100. Give yourself an
overall rating equal to the lowest component rating. Your instructors and professors will validate your
self-assessment based on their observation of your participation/contribution and give the final official
grade. The first entry below is a sample description and self-assessment.

Reading

Overall grade
Conduct

Reasoning
LeadershipOwnership/
Sessio

Listening
n date
Description of participation/contribution

I wasn’t able to attend the LIVE session today but I asked

significant questions on the Schoology thread about the
discussion. I asked how the ethical implications about the
Week 1
concept of capitalism. 90 80 90 80 90 80

At home, I answered the questions on the compendium and

do advanced readings of the lessons next week.
 I attended the online session today and asked a question
about how capitalism affects the economy. I asked the
professor and the class what they thought and exchanged
Week 2 views with my classmates. 90 80 90 90 90 80

I have some questions too which were not answered due to

time constraints.
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18