Assessing Class Participation

Student attendance and active intellectual engagement should be the norm in all Harvard College courses. Because participation typically comprises 20% of final grades, instructors need clear strategies for assessing participation, rather than relying on retrospective assessments that may reflect speaking confidence rather than intellectual engagement. Having multiple strategies for students to demonstrate participation acknowledges a diverse range of student contributions.

The Bok Center recommends:

  • Raised hands in front of a chalkboard

    Create Multiple Participation Pathways: Students can engage beyond whole-class discussion through pairs or small group work, assigned roles that make each student essential to collective learning, or online discussion platforms for asynchronous participation.

  • Be Explicit About Expectations: Students shouldn't guess what "good participation" means. Clearly communicate: how often and in what ways you expect contributions, and whether you value staying on-topic or appreciate new directions. Underline that risk-taking and mistakes contribute to learning, and that “good participation” doesn’t mean always having the “right” answers.
  • Provide Timely Feedback: Don't wait until final grades to address participation concerns. Reach out to students who aren't participating as expected—they're often grateful for guidance on how to engage more effectively.
  • Structure Discussion Thoughtfully: Give processing time before calling on students, create and maintain speaking queues rather than accepting first responses, and ensure multiple students can contribute before conversations shift.
  • Document Participation Immediately: Record each class session's dynamics while fresh in memory. We tend to overcredit already-strong students while under crediting others, widening equity gaps. Brief post-class notes ensure accurate assessment and identify students who could use extra help.