A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics, therefore, will help you grade more objectively.
Have your students ever asked, “Why did you grade me that way?” or stated, “You never told us that we would be graded on grammar!” As a grading tool, rubrics can address these and other issues related to assessment: they reduce grading time; they increase objectivity and reduce subjectivity; they convey timely feedback to students and they improve students’ ability to include required elements of an assignment (Stevens & Levi, 2005). Grading rubrics can be used to assess a range of activities in any subject area
Elements of a Rubric
Typically designed as a grid-type structure, a grading rubric includes criteria, levels of performance, scores, and descriptors which become unique assessment tools for any given assignment. The table below illustrates a simple grading rubric with each of the four elements for a history research paper.
| Criteria | Excellent (3 points) | Good (2 points) | Poor (1 point) |
|---|---|---|---|
Number of sources | Ten to twelve | Five to nine | One to four |
Historical accuracy | No apparent inaccuracies | Few inaccuracies | Lots of historical inaccuracies |
Organization | Can easily tell from which sources information was drawn | Can tell with difficulty from where information came | Cannot tell from which source information came |
Bibliography | All relevant bibliographic information is included | Bibliography contains most relevant information | Bibliography contains very little information |
Criteria
Criteria identify the trait, feature or dimension which is to be measured and include a definition and example to clarify the meaning of each trait being assessed. Each assignment or performance will determine the number of criteria to be scored. Criteria are derived from assignments, checklists, grading sheets or colleagues.
Examples of Criteria for a term paper rubric
- Introduction
- Thesis
- Arguments/analysis
- Grammar and punctuation
- Spelling
- Internal citations
- Conclusion
- References
Levels of performance
Levels of performance are often labeled as adjectives which describe the performance levels. Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students. These levels tell students what they are expected to do. Levels of performance can be used without descriptors but descriptors help in achieving objectivity. Words used for levels of performance could influence a student’s interpretation of performance level (such as superior, moderate, poor or above or below average).
Examples to describe levels of performance
- Excellent, Good, Fair, Poor
- Master, Apprentice, Beginner
- Exemplary, Accomplished, Developing, Beginning, Undeveloped
- Complete, Incomplete
- Yes, No
Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students.
Scores
Scores make up the system of numbers or values used to rate each criterion and often are combined with levels of performance. Begin by asking how many points are needed to adequately describe the range of performance you expect to see in students’ work. Consider the range of possible performance level.
Example of scores for a rubric
1, 2, 3, 4, 5 or 2, 4, 6, 8
Descriptors
Descriptors are explicit descriptions of the performance and show how the score is derived and what is expected of the students. Descriptors spell out each level (gradation) of performance for each criterion and describe what performance at a particular level looks like. Descriptors describe how well students’ work is distinguished from the work of their peers and will help you to distinguish between each student’s work. Descriptors should be detailed enough to differentiate between the different level and increase the objectivity of the rater.
Descriptors...describe what performance at a particular level looks like.
Developing a Grading Rubric
First, consider using any of a number of existing rubrics available online. Many rubrics can be used “as is.” Or, you could modify a rubric by adding or deleting elements or combining others for one that will suit your needs. Finally, you could create a completely customized rubric using specifically designed rubric software or just by creating a table with the rubric elements. The following steps will help you develop a rubric no matter which option you choose.
- Select a performance/assignment to be assessed. Begin with a performance or assignment which may be difficult to grade and where you want to reduce subjectivity. Is the performance/assignment an authentic task related to learning goals and/or objectives? Are students replicating meaningful tasks found in the real world? Are you encouraging students to problem solve and apply knowledge? Answer these questions as you begin to develop the criteria for your rubric.
Begin with a performance or assignment which may be difficult to grade and where you want to reduce subjectivity.
- List criteria. Begin by brainstorming a list of all criteria, traits or dimensions associated task. Reduce the list by chunking similar criteria and eliminating others until you produce a range of appropriate criteria. A rubric designed for formative and diagnostic assessments might have more criteria than those rubrics rating summative performances (Dodge, 2001). Keep the list of criteria manageable and reasonable.
- Write criteria descriptions. Keep criteria descriptions brief, understandable, and in a logical order for students to follow as they work on the task.
- Determine level of performance adjectives.Select words or phrases that will explain what performance looks like at each level, making sure they are discrete enough to show real differences. Levels of performance should match the related criterion.
- Develop scores. The scores will determine the ranges of performance in numerical value. Make sure the values make sense in terms of the total points possible: What is the difference between getting 10 points versus 100 points versus 1,000 points? The best and worst performance scores are placed at the ends of the continuum and the other scores are placed appropriately in between. It is suggested to start with fewer levels and to distinguish between work that does not meet the criteria. Also, it is difficult to make fine distinctions using qualitative levels such as never, sometimes, usually or limited acceptance, proficient or NA, poor, fair, good, very good, excellent. How will you make the distinctions?
It is suggested to start with fewer [score] levels and to distinguish between work that does not meet the criteria.
- Write the descriptors. As a student is judged to move up the performance continuum, previous level descriptions are considered achieved in subsequent description levels. Therefore, it is not necessary to include “beginning level” descriptors in the same box where new skills are introduced.
- Evaluate the rubric. As with any instructional tool, evaluate the rubric each time it is used to ensure it matches instructional goals and objectives. Be sure students understand each criterion and how they can use the rubric to their advantage. Consider providing more details about each of the rubric’s areas to further clarify these sections to students. Pilot test new rubrics if possible, review the rubric with a colleague, and solicit students’ feedback for further refinements.
Types of Rubrics
Determining which type of rubric to use depends on what and how you plan to evaluate. There are several types of rubrics including holistic, analytical, general, and task-specific. Each of these will be described below.
Holistic
All criteria are assessed as a single score. Holistic rubrics are good for evaluating overall performance on a task. Because only one score is given, holistic rubrics tend to be easier to score. However, holistic rubrics do not provide detailed information on student performance for each criterion; the levels of performance are treated as a whole.
- “Use for simple tasks and performances such as reading fluency or response to an essay question . . .
- Getting a quick snapshot of overall quality or achievement
- Judging the impact of a product or performance” (Arter & McTighe, 2001, p 21)
Analytical
Each criterion is assessed separately, using different descriptive ratings. Each criterion receives a separate score. Analytical rubrics take more time to score but provide more detailed feedback.
- “Judging complex performances . . . involving several significant [criteria] . . .
- Providing more specific information or feedback to students . . .” (Arter & McTighe, 2001, p 22)
Generic
A generic rubric contains criteria that are general across tasks and can be used for similar tasks or performances. Criteria are assessed separately, as in an analytical rubric.
- “[Use] when students will not all be doing exactly the same task; when students have a choice as to what evidence will be chosen to show competence on a particular skill or product.
- [Use] when instructors are trying to judge consistently in different course sections” (Arter & McTighe, 2001, p 30)
Task-specific
Assesses a specific task. Unique criteria are assessed separately. However, it may not be possible to account for each and every criterion involved in a particular task which could overlook a student’s unique solution (Arter & McTighe, 2001).
- “It’s easier and faster to get consistent scoring
- [Use] in large-scale and “high-stakes” contexts, such as state-level accountability assessments
- [Use when] you want to know whether students know particular facts, equations, methods, or procedures” (Arter & McTighe, 2001, p 28)
Summary
Grading rubrics are effective and efficient tools which allow for objective and consistent assessment of a range of performances, assignments, and activities. Rubrics can help clarify your expectations and will show students how to meet them, making students accountable for their performance in an easy-to-follow format. The feedback that students receive through a grading rubric can help them improve their performance on revised or subsequent work. Rubrics can help to rationalize grades when students ask about your method of assessment. Rubrics also allow for consistency in grading for those who team teach the same course, for TAs assigned to the task of grading, and serve as good documentation for accreditation purposes. Several online sources exist which can be used in the creation of customized grading rubrics; a few of these are listed below.
References
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.
Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.
The Teaching, Learning, and Technology Group (n.d.). Rubrics: Definition, tools, examples, references. http://www.tltgroup.org/resources/flashlight/rubrics.htm
Selected Resources
Dodge, B. (2001). Creating a rubric on a given task. http://webquest.sdsu.edu/rubrics/rubrics.html
Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Suggested citation
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Rubrics for assessment. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
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FAQs
How do you calculate a rubric score? ›
The rater chooses which level answers/describes the given criterion best. The raw rubric score is calculated as a sum of all criteria grades. The final grade is calculated by comparing the actual score with the worst/best possible score that could be received.
What is a good rubric criteria? ›A "good" rubric should be able to be used by various teachers and have them all arrive at similar scores (for a given assignment). Reliability also can refer to time (for example, if you are scoring your 100th essay - the rubric allows you to judge the 100th essay with the same criteria that you judged the 1st essay).
What is a rubric TESU? ›A rubric is an instructional, multipurpose scoring tool used to assess student learning; it is based on evaluative criteria and gradations of quality to communicate clear expectations to the student. It also serves as a helpful scoring strategy for mentors.
What is a rubric example? ›' " For example, a rubric for an essay might tell students that their work will be judged on purpose, organization, details, voice, and mechanics. A good rubric also describes levels of quality for each of the criteria.
What is the highest score you can receive on a rubric grade? ›The maximum possible point value for any single cell of the rubric is 99 points. Points must be whole numbers (0, 1, 2, etc.)
What is a rubric checklist? ›A rubric is a tool that has a list of criteria, similar to a checklist, but also contains descriptors in a performance scale which inform the student what different levels of accomplishment look like.
How do you make a simple rubric? ›- Define the purpose of the assignment/assessment for which you are creating a rubric. ...
- Decide what kind of rubric you will use: a holistic rubric or an analytic rubric? ...
- Define the criteria. ...
- Design the rating scale. ...
- Write descriptions for each level of the rating scale. ...
- Create your rubric.
A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics, therefore, will help you grade more objectively.
What are 3 criteria of good assessment? ›Abstract. In this article, we outline criteria for good assessment that include: (1) validity or coherence, (2) reproducibility or consistency, (3) equivalence, (4) feasibility, (5) educational effect, (6) catalytic effect, and (7) acceptability.
What are the 3 elements of a rubric? ›A rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1) performance criteria; 2) rating scale; and 3) indicators. For you and your students, the rubric defines what is expected and what will be assessed.
What is 4 point scale rubric? ›
There is a conversion chart to assist students and parents with interpreting grades based on the four-point rubric: A: 3.51 – 4.0, B: 2.51 – 3.50, C: 1.51 – 2.50, D: 1.00 – 1.50 and anything under a one is considered to be an F.
What is a rubric scoring tool? ›A rubric is a scoring tool that explicitly describes the instructor's performance expectations for an assignment or piece of work. A rubric identifies: criteria: the aspects of performance (e.g., argument, evidence, clarity) that will be assessed.
What is education scoring rubric? ›A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios, and presentations.
What are the 2 types of rubrics? ›There are two types of rubrics and of methods for evaluating students' efforts: holistic and analytic rubrics.
What is a rubric scale? ›Rubrics are scales in which the criteria used for grading or assessment are clearly spelled out along a continuum. Rubrics can be used to assess a wide range of assignments and activities in the classroom, from oral presentations to term papers to class participation.
What is a good assessment score? ›Scores below 5 are below average. Scores above 5 are above average.
What is a 5 scale rating rubric? ›5 point rating scale:
2 - Needs improvement. 3 - Meets expectations. 4 - Exceeds expectations. 5 - Truly outstanding.
The typical letter grades awarded for participation in a course are (from highest to lowest) A, B, C, D and F. Variations on the traditional five-grade system allow for awarding A+, A, A−, B+, B, B−, C+, C, C−, D+, D, D−, and F. In primary and secondary schools, a D is usually the lowest passing grade.
What is a rating scale for teacher evaluation? ›Teacher Rating Scale (TRS)
The TRS provides assessment of clinical problems in the domains of externalizing problems, internalizing problems, and school problems; adaptive skills; and the behavior symptoms index. The behavior symptoms index provides an analysis of the child's overall level of problematic behavior.
A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades.
How many scoring levels are recommended for a rubric? ›
Rubrics often contain 5 levels, with an additional level between adequate and exemplary and a level between adequate and inadequate.
What is an example of rubric in a sentence? ›Either she had been poorly prepared by her teachers or the exam rubric was unclear. The aid comes under the rubric of technical co-operation between governments.
What is the use of rubrics in teaching? ›WHY USE RUBRICS? When used as teaching tools, rubrics not only make the instructor's standards and resulting grading explicit, but they can give students a clear sense of what the expectations are for a high level of performance on a given assignment, and how they can be met.
What is the grading scale for a 4 point rubric? ›There is a conversion chart to assist students and parents with interpreting grades based on the four-point rubric: A: 3.51 – 4.0, B: 2.51 – 3.50, C: 1.51 – 2.50, D: 1.00 – 1.50 and anything under a one is considered to be an F.
What are the two 2 components of scoring a rubric? ›As in the above example, a rubric is comprised of two components: criteria and levels of performance. Each rubric has at least two criteria and at least two levels of performance.
What is rubric measurement? ›A rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1) performance criteria; 2) rating scale; and 3) indicators. For you and your students, the rubric defines what is expected and what will be assessed.
How do you grade a 4 point rubric? ›If you have a 4-‐point scale (4 being best) and 4 criteria then the highest score, or 100% is 16; the lowest score is 4 or 64%. I decided that all “1”s would equal 64% -‐ a D grade. I then decided that all 3s, as proficient should be a high B so I chose 87%, all 2s should be 75% and all 1s would be 64%.
What is passing on a 4.0 scale? ›Common examples of grade conversion are: A+ (97–100), A (93–96), A- (90–92), B+ (87–89), B (83–86), B- (80–82), C+ (77–79), C (73–76), C- (70–72), D+ (67–69), D (65–66), D- (below 65).
What grade is a 3 on a 4 point scale? ›3 GPA, or Grade Point Average, is equivalent to a B+ letter grade on a 4.0 GPA scale. This is equivalent to 87-89%.
What letter grade is a 2.5 on a 4 point scale? ›Let's break it down. A 2.5 GPA, or Grade Point Average, is equivalent to a C+ letter grade on a 4.0 GPA scale. This means is equivalent to a 77-79%. The national average GPA is 3.0 which means a 2.5 is below average and has room to be improved.
What is rubric assessment of teaching performance? ›
What are Assessment Rubrics for Teachers? A rubric is a set of criteria that we can use to assess a specific type of work or performance; it highlights the insufficiencies, thereby helping to improve the practices.
What are the 5 basic steps in developing rubrics? ›- Step 1 - Identify the purpose and aims of assessing students. ...
- Step 2 - Identify what to assess. ...
- Step 3 - Select an appropriate type of rubric. ...
- Step 4 - Identify the performance criteria for assessing student work. ...
- Step 5 - Identify the levels of performance.
5 point rating scale:
1 - Unsatisfactory. 2 - Needs improvement. 3 - Meets expectations. 4 - Exceeds expectations. 5 - Truly outstanding.
A rubric is a tool that has a list of criteria, similar to a checklist, but also contains descriptors in a performance scale which inform the student what different levels of accomplishment look like.
What is the grade scale out of 50 points? ›Grade Cutoffs [Raw (Percent out of 50)] A: 42-50 (84-100%) B: 35-41 (70-82%) C: 28-34 (56-68%)