Beyond Hand Raising: Rethinking Class Participation

Introduction

Class participation has long been a hallmark of higher education, often used to assess student engagement and learning. However, traditional participation grading—primarily measuring how often students speak in class and assigning a point value to it—fails to capture the full spectrum of meaningful contributions made by learners (Holly et al., 2023). Rigid participation expectations can perpetuate unconscious biases instructors might have, potentially marginalizing certain students and reinforcing inequitable classroom dynamics (Lang, 2021).

By reframing our understanding of participation, college instructors can create more inclusive learning environments that value diverse forms of engagement.

The Limits of Traditional Class Participation

Traditional participation grading assumes that speaking up in class equates to engagement (Holly et al., 2023). Many faculty members rely on traditional methods such as cold-calling, large group discussions, and raising hands to measure class participation (O’Connor, 2013). While these methods can encourage engagement, they may also have unintended negative consequences if managed poorly:

• Power Imbalance in Dialogue: Quieter, more introverted students may feel “unheard or disengaged” if more extroverted students dominate a large group discussion (“Promoting Effective Classroom Participation,” n.d.).
• Surface-Level Engagement: Learners may focus on the quantity of their social participation rather than the depth of their meaningful intellectual contributions (Holly et al., 2023). Further, large group discussions might become repetitive and lack critical engagement (“Promoting Effective Classroom Participation,” n.d.).
• Anxiety and Exclusion: For some students with social anxiety or other mental health challenges, mandatory verbal participation is a barrier to learning rather than a facilitator. These students may experience significant stress and cognitive impairment when forced to speak in group settings, preventing them from processing course content effectively and potentially reinforcing negative associations with educational environments.

The debate over how to address these issues remains ongoing. While some educators argue for eliminating participation grades altogether (Lang, 2021), others contend that intentional, structured, and graded participation is essential for fostering socially just learning environments (DiAngelo & Sensoy, 2019).

Rather than adopting an all-or-nothing approach, a more effective solution lies in developing flexible strategies that recognize and assess varied forms of engagement in meaningful ways.

From Participation to Contribution

A more comprehensive approach to participation acknowledges that engagement can take many forms, both graded and ungraded. Gioia (1987) differentiates between participation and contribution, defining participation as basic involvement in a course’s social aspects, while contribution encompasses the social, cultural, and intellectual co-creation of knowledge between instructors, students, and their classmates. By reframing participation to emphasize meaningful contributions, educators can adopt alternative teaching methods that create a more engaging learning environment.

Below is a list of teaching techniques from the K. Patricia Cross Academy Library that highlight the myriad ways students can contribute in the classroom:

1) Reflective Personal Contribution

• Encouraging students to make reflective contributions through their written work provides an opportunity for deeper engagement. Reflection allows students who may be hesitant to speak in class to process their thoughts in a meaningful way. When using IRA’s, students complete a written response to a reading assignment that includes three components: 1) Insights, 2) Resources, and 3) Application (Barkley and Major, n.d.).

2) Small Group Discussion Contribution

• Providing structure for small-group discussions ensures that more voices are heard. In Fishbowl, students form concentric circles with a small group inside and a larger group outside. Students in the inner circle engage in an in-depth discussion, while students in the outer circle listen and critique content, logic, and group interaction. This method is particularly beneficial for students who need time to formulate their thoughts (Barkley and Major, n.d.).

3) Active Listening as Class Contribution

• Listening is a crucial component of dialogue. In Cued Notes, students use a template to prompt them to record a cue that you provide and to take notes on a lecture segment tied to the cue. Then, the template prompts students to summarize the full lecture (Barkley and Major, n.d.). Providing students with opportunities to engage with course material through the synthesis of ideas encourages thoughtful contributions beyond simply speaking.

Practical Strategies for Assessing Class Contributions

Instead of grading participation based solely on speaking, instructors can employ more holistic methods that include both graded and ungraded opportunities for class contributions. By clearly defining and explaining participation criteria, instructors can help students understand how their contributions will be evaluated.

The assessment methods below provide more equitable opportunities for instructors to evaluate the contributions of students:

• Goal Setting and Self-Assessment: Some learners may need to be explicitly taught how to contribute to class in a meaningful way. Guiding students through a contribution goal setting exercise at the beginning of the semester and then having them assess the progress they have made toward accomplishing their goals at the midterm and end of the semester is a good way to develop this skill. Be sure to provide feedback on the self-assessments they submit and meet with students to discuss any discrepancies (Hollander, 2002; “Promoting Effective Classroom Participation,” n.d.).

• Collaborative Rubric Creation: Although you can create a rubric yourself, involving students in the development of a contribution rubric fosters transparency and gives them a sense of ownership over their learning. It may be helpful to lead students in a discussion of what effective discussions have looked like for them in the past before beginning this process (Bean & Peterson, 1998). By collaboratively defining what meaningful engagement looks like, students gain a clearer understanding of expectations and feel more invested in the assessment process (“Promoting Effective Classroom Participation,” n.d.).
• Peer Evaluation and Engagement: Incorporating peer evaluation is a strategy for building community in the classroom. Students not only have to assess their classmates’ contributions, but their own in the context of the class (or small group) as a whole. Structured feedback forms or rubrics can guide students in evaluating their peers’ engagement in discussions, group work, or online forums. This approach not only diversifies participation assessment but also encourages active listening, critical thinking, and a deeper sense of shared responsibility (“Promoting Effective Classroom Participation,” n.d.).

Conclusion

Reconceptualizing class participation requires a more nuanced approach to classroom interaction that moves beyond traditional grading models. Instructors can create opportunities to recognize various forms of student contribution, including graded and ungraded activities like written reflections, peer feedback, and active listening. This expanded view is not about lowering academic standards, but amplifying student voices and deepening learning by valuing multiple modes of meaningful engagement.

These articles from the K. Patricia Cross Academy’s CrossCurrents blog library might be helpful as you consider how you will navigate meaningful contributions from students:

• Engaging College Students in Effective Classroom Discussions
  • This post explores strategies for fostering more inclusive and engaging classroom discussions by intentionally structuring how students contribute. Instructors rethinking participation can use these techniques to move beyond traditional hand-raising models and create space for diverse voices and interaction styles.

• Answers to Key Questions on Designing Effective Online Discussions
  • This article addresses common challenges in online discussions and offers practical solutions to make them more purposeful and dynamic. It encourages instructors to expand their definition of participation by designing prompts and structures that promote deeper engagement in digital spaces.

• Strategies for Getting Students to Prepare for Class
  • Encouraging students to come to class prepared is a key focus of this post, which outlines practical ways to boost accountability and motivation. Strengthening preparation habits can, in turn, enrich class participation by ensuring students are ready to engage more thoughtfully.