Assessments

Assessing student journaling should prioritize engagement, depth of reflection, and the development of thoughtful interaction with the biblical text rather than technical perfection. The goal is not to critique grammar or writing mechanics harshly, but to encourage students to observe, question, and apply what they read. Feedback should affirm meaningful insights, highlight strong observations, and gently challenge students to go deeper where needed. Rather than being picky about structure or minor errors, teachers should focus on how well students are engaging with Scripture, expressing their thoughts, and making connections. Journaling is a tool to cultivate spiritual growth and active reading, so assessment should foster a habit of thoughtful reflection rather than create anxiety about correctness.

The goal of class discussion is not just comprehension but spiritual growth, deeper engagement with the Bible, and learning to listen to and learn from one another. Your role as a teacher is more of a facilitator than a lecturer during this time.

1. Begin with quiet reflection (3–5 minutes). Ask students to silently review their journal responses or make a few quick notes if they haven’t already. Suggested prompt:

“Look over what you wrote or think back to the reading. What stood out to you most? What question do you still have?”

2. Set the tone. Briefly remind students: this is a space to explore the Bible honestly and humbly. We listen carefully, speak respectfully, and don’t need to have all the answers. Disagreement is okay—judgment is not.
3. Begin with 1–2 open-ended questions (see below). Use follow-ups like: 

• “Why do you think that?”
• “Can you say more about that?”
• “Does anyone see it differently?”

Use the whiteboard to collect key insights, repeated themes, or questions.

4. Use good questions

Here are a few to keep in your back pocket:

Personal Connection

• What part of the reading stuck with you the most? Why?
• Did anything challenge or comfort you?

Big-Picture

• What does this passage show us about God? About people?
• How does this connect with what we’ve read earlier?

Spiritual reflection

• Is there anything in the reading that invites us to live differently?
• What might the Spirit be doing in you as you read this?

5. Wrap-up (3–5 minutes)

• Ask for 2–3 takeaways from the group.
• Give space to name any questions that still linger.
• Invite students to pray in response to what was discussed (can be silent or led by you or a student).

Other tips: 

• Don’t feel pressure to cover everything in the passage.
• Your goal is not just a good discussion—but forming good readers and disciples.
• Trust the Spirit to work through Scripture, the students, and you.

Small group discussion 

Think-Pair-Share. Have students:

• Reflect on a prompt silently.
• Share briefly with a partner.
• Share highlights with the whole group.

Small Groups or Reading Groups

• Divide into groups of 3–4 students.
• Give each group a short list of questions or a theme to explore.
• Rotate among groups, listening and offering support.
• Regroup at the end to share insights or questions.

Assessing discussion

1. Grade with a focus on thoughtfulness, not just participation

Assess students based on engagement with ideas rather than the frequency of their contributions. Criteria could include:

• Thoughtfulness of responses
• Willingness to listen and engage with others’ ideas
• Respectful interaction (agreeing, disagreeing, or building on ideas)
• Connection to Scripture or theological concepts
• You could even include a self-assessment portion where students reflect on their own engagement.

2. Assign post-discussion reflections

Instead of grading the discussion in real time, ask students to write a short reflection afterward. Questions could include:

• What was the most meaningful insight from today’s discussion?
• How did your perspective change or grow?
• Was there anything left unsaid that you wish had been addressed?

3. Use peer and self-assessment

• Have students evaluate their own participation using a simple reflection form.
• You can also have them affirm one meaningful contribution from a peer (without making it a popularity contest).

4. Offer credit for preparation

• Consider assessing students on how well they prepare for discussions (e.g., bringing notes, Scripture references, or questions).
• This shifts the focus away from how often they speak and toward depth of engagement.

5. Incorporate silent or written discussions

Not all students are comfortable speaking up in class. You can have students contribute to a written discussion board, journal, or collaborative document as an alternative form of engagement.

Discussion rubric. 

Harkness discussions

Have students sit in a circle, either in chairs or at a table together. Each student is invited and expected to share in open discussion together with minimal teacher intervention. They are scored based not only on their preparation from reading the text and their contributions to the discussion, but how well they listen to one another, building upon and seeking to be “quick to listen and slow to speak”.

Sample rubric for evaluating Harkness Discussions participation.

Group discussion with roles

Assign roles such as summarizer, questioner, and connector to ensure students engage with the text deeply during discussions.

Assign students to trace a theme (e.g., grace, kingdom of God, love) across a biblical book (or section of a larger book) and reflect on how it develops.

Goal: To help students see how a biblical theme (like grace, kingdom of God, love, etc.) is developed and deepened across different books of the New Testament.

1. Choose or assign a theme. You can assign themes to individuals or let students choose from a list. Examples: grace, the kingdom of God, faith, love, suffering, Holy Spirit, discipleship, light/darkness, hope, reconciliation.
2. Pick a biblical book (or section of a larger biblical book) to explore. Students can:

• Choose books that cover different genres 
• Or follow a guided track you create 

3. Find where the theme appears. Use Bible tools (many are available online):

• A concordance or Bible app with a search function (like Bible Gateway, Blue Letter Bible, or Logos).
• Encourage looking at more than just the word itself. For example, “grace” might be present even when the word isn’t used directly.

4. Take notes on context and meaning. For each passage they find, students should write:

• What’s happening in this passage?
• How is the theme described or applied?
• What does this show us about God or people?

5. Look for development or change. Prompt students to reflect on:

• How the theme is introduced in one book and deepened or expanded in others.
• Any tension, new insights, or different emphases in how different authors write about it.

Options:

• Essay: 2–3 pages tracing how the theme develops.
• Creative Reflection: A visual or artistic representation of the theme (timeline, poem, drawing, etc.) with a short written explanation.
• Presentation: 5-minute oral summary or short podcast-style group discussion.

7. Personal Reflection. Ask them to conclude with:

• Does this theme encourage or challenge your faith (or both)? Why?
• How does this theme help you better understand God?
• How can your life become more connected to this theme?

Have students write prayers inspired by biblical passages, focusing on their personal response to the text.

Goal: To help students engage personally and prayerfully with biblical passages by writing prayers that express their honest thoughts, emotions, and desires in response to God’s Word.

1. Choose a passage. You can select one passage for the whole class or allow students to choose their own. Choose texts that invite response, reflection, or emotion (e.g., Psalms, Gospel stories, parables, Paul’s prayers, Jesus’ teachings).

Examples: Psalm 23, Matthew 6:25–34, Romans 8, Philippians 2:1–11, John 15, Luke 15

2. Read slowly and reflectively. Encourage students to read the passage more than once. Ask them to mark any words or phrases that stand out to them or stir a personal reaction.
3. Ask guiding questions. Before they begin writing, have them reflect on questions like:

• What does this passage show me about God?
• What does it show me about myself or the world?
• How do I want to respond to what I’ve read?
• What do I want to say to God about this?

4. Write a personal prayer. The prayer should be honest and reflective, not polished or “churchy.” Encourage them to use their own words as if they’re speaking directly to God. The prayer can include praise, confession, thanksgiving, questions, or requests.
5. Optional sharing or reflection. If students are comfortable, they can share their prayer in small groups or in writing (anonymously or not). You might invite volunteers to read theirs aloud or post them on a prayer wall or class journal.

Format options – students may write:

• A written prayer in paragraph form
• A poetic or psalm-style prayer
• A letter to God
• A prayer journal entry

Example: Create a presentation or artistic project exploring a major theme, such as the kingdom of God in the Synoptic Gospels or faith in the Pauline Epistles.

In groups, students produce a podcast episode discussing a New Testament book, focusing on key themes and applications.

Assign students roles (e.g., Pharisee, disciple, Roman official) to debate topics such as Jesus’ authority or Paul’s teachings on grace.