Abstract :
The purpose of the study reported on in this paper was to identify performance
criteria and ratings in rubrics designed for the evaluation of learning in online
asynchronous discussions (OADs) in post-secondary contexts. We analysed
rubrics collected from Internet sources. Using purposive sampling, we reached
saturation with the selection of 50 rubrics. Using keyword analysis and subsequent
grouping of keywords into categories, we identified 153 performance
criteria in 19 categories and 831 ratings in 40 categories. We subsequently
identified four core categories as follows: cognitive (44.0%), mechanical
(19.0%), procedural/managerial (18.29%) and interactive (17.17%). Another
1.52% of ratings and performance criteria were labelled vague and not
assigned to any core category.
