How to Create Rubrics

(Based on Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective eedbac!, and "romote Student #earning
by Stevens and #evi $%%&' Assessing Academic "rograms in (ig)er Education by Allen $%%*' and #earner+Centered Assessment on
College Cam,uses: s)ifting t)e focus from teac)ing to learning by (uba and reed $%%%-
ormat for a rubric:
Tas! .escri,tion:
TASK DESCRIPTION
SCALE
Scale Level 1 Scale Level 2
Scale Level
3
Dimension 1
Dimension 2
Dimension 3
Etc
DIMENSIONS
DESCRIPTIONS OF DIMENSIONS
A rubric involves four com,onents:
"art /: Task Description
Involves a 0,erformance1 of some sort by t)e student
T)e tas! can ta!e t)e form of a s,ecific assignment' e2g2, a ,a,er, a ,oster, a ,resentation
T)e tas! can ta!e t)e form of overall be)avior' e2g2, ,artici,ation, use of ,ro,er lab
,rotocols, be)avioral e3,ectations in t)e classroom
"art $: Scale
.escribes )o4 4ell or ,oorly any given tas! )as been ,erformed
"ositive terms 4)ic) may be used: 05astery1, 0"artial 5astery1, 0"rogressing1, 0Emerging1
6on7udgmental or noncom,etitive language: 0(ig) level1, 05iddle level1, 0Beginning level1
Commonly used labels:
o So,)isticated, com,etent, ,artly com,etent, not yet com,etent
o E3em,lary, ,roficient, marginal, unacce,table
o Advanced, intermediate )ig), intermediate, novice
o .istinguis)ed, ,roficient, intermediate, novice
o Accom,lis)ed, average, develo,ing2 Beginning
8+& levels are ty,ically used
o t)e more levels t)ere are, t)e more difficult it becomes to differentiate bet4een t)em and to
articulate ,recisely 4)y one student9s 4or! falls into t)e scale level it does
o but, more s,ecific levels ma!e t)e tas! clearer for t)e student and t)ey reduce
t)e ,rofessor9s time needed to furnis) detailed grading notes
"art 8: Dimensions
#ay out t)e ,arts of t)e tas! sim,ly and com,letely
S)ould actually re,resent t)e ty,e of com,onent s!ills students must combine in a
successful sc)olarly 4or!
Brea!ing u, t)e assignment into its distinct dimensions leads to a !ind of tas! analysis 4it)
t)e com,onents of t)e tas! clearly identified
Example:
Tas!: Each student will make a 5-minute presentation on the changes in one community over the
past 30 years. The student may ocus the presentation in any way he or she wishes! "ut there
needs to "e a thesis o some sort! not #ust a chronological exposition. The presentation should
include appropriate photographs! maps! graphs! and other visual aids or the audience.
Excellent Cometent Nee!s "o#$
Kno"le!%e&'n!e#stan!in%
2()
T*in$in%&in+'i#,
3()
Comm'nication
2()
-se o. vis'al ai!s
2()
P#esentation s$ills
1()
"art *: Description o the Dimensions
A rubric s)ould contain at t)e very least a descri,tion or t)e )ig)est level of ,erformance in t)at
dimension
Scoring Guide Rubric : a rubric t)at contains only t)e descri,tion of t)e )ig)est level
of ,erformance
Example Scoring $uide %u"ric: (includes descri,tion of dimensions at t)e )ig)est level
of ,erformance-
Tas! : Each student will make a 5-minute presentation on the changes in one community
over the past 30 years. The student may ocus the presentation in any way he or she
wishes! "ut there needs to "e a thesis o some sort! not #ust a chronological exposition.
The presentation should include appropriate photographs! maps! graphs! and other
visual aids or the audience.
C#ite#ia Comments Points
Kno"le!%e&'n!e#stan!in%
T*e #esentation !emonst#ates
a
2()
!et* o. *isto#ical
'n!e#stan!in%
/, 'sin% #elevant an! acc'#ate
!etail0 Resea#c* is t*o#o'%* an!
%oes /e,on! "*at "as
#esente!
in class o# in t*e assi%ne! texts0
T*in$in%&in+'i#, T*e #esentation is cente#e!
3() a#o'n! a t*esis1 "*ic* s*o"s a
*i%*l, !eveloe! a"a#eness o.
*isto#io%#a*ic o# social iss'es
an!
a *i%* level o. concet'al a/ilit,0
Comm'nication T*e #esentation is ima%inative
2()
an! e2ective in conve,in% i!eas
to
t*e a'!ience0 T*e #esente#
#eson!s e2ectivel, to a'!ience
#eactions an! +'estions0
-se o. vis'al ai!s T*e #esentation incl'!es
2()
a#o#iate an! easil,
'n!e#stoo!
vis'al ai!s1 "*ic* t*e #esente#
#e.e#s to an! exlains at
a#o#iate moments in t*e
#esentation0
P#esentation s$ills
T*e #esente# sea$s clea#l,
an!
1()
lo'!l, eno'%* to /e *ea#!1
'sin%
e,e contact1 a livel, tone1
%est'#es1
an! /o!, lan%'a%e to en%a%e
t*e
a'!ience0
Example Three-level %u"ric: (includes descri,tion of dimensions 4it) all levels of
,erformance described-
Tas! : Each student will make a 5-minute presentation on the changes in one community
over the past 30 years. The student may ocus the presentation in any way he or she
wishes! "ut there needs to "e a thesis o some sort! not #ust a chronological exposition.
The presentation should include appropriate photographs! maps! graphs! and other
visual aids or the audience.
Excellent Cometent Nee!s "o#$
Kno"le!%e&'n!e#stan!in% T*e #esentation T*e #esentation 'ses T*e #esentation 'ses
2() !emonst#ates a !et* o.
$no"le!%e t*at is
%ene#all, little #elevant o#
*isto#ical 'n!e#stan!in%
/, acc'#ate "it* onl, mino# acc'#ate in.o#mation1
'sin% #elevant an! inacc'#acies an! t*at is
not even t*at "*ic*
"as
acc'#ate !etail0 %ene#all, #elevant to t*e #esente! in class o# in
Resea#c* is t*o#o'%* an! st'!ent3s t*esis0 t*e assi%ne! texts0
%oes /e,on! "*at "as Resea#c* is a!e+'ate /'t Little o# no #esea#c* is
#esente! in class o# in
t*e
!oes not %o m'c*
/e,on! aa#ent0
assi%ne! texts0 "*at "as #esente! in
class o# in t*e assi%ne!
text0
T*in$in%&in+'i#, T*e #esentation is
T*e #esentation s*o"s
an
T*e #esentation
s*o"s
3() cente#e! a#o'n! a t*esis1 anal,tical st#'ct'#e an! a no anal,tical st#'ct'#e
"*ic* s*o"s a *i%*l, cent#al t*esis1 /'t t*e an! no cent#al t*esis0
!eveloe! a"a#eness o.
anal,sis is not al"a,s
.'ll,
*isto#io%#a*ic o# social
!eveloe! o# lin$e! to
t*e
iss'es an! a *i%* level o. t*esis0
concet'al a/ilit,0
Comm'nication T*e #esentation is P#esentation tec*ni+'es
T*e #esentation .ails
to
2()
ima%inative an! e2ective
in 'se! a#e e2ective in cat'#e t*e inte#est o.
conve,in% i!eas to t*e
conve,in% main i!eas1
/'t t*e a'!ience an!&o# is
a'!ience0 t*e, a#e a /it con.'sin% in "*at is to
T*e #esente# #eson!s 'nima%inative0 /e comm'nicate!0
e2ectivel, to a'!ience Some +'estions .#om t*e
#eactions an! +'estions0 a'!ience #emain
'nans"e#e!0
-se o. vis'al ai!s T*e #esentation incl'!es T*e #esentation incl'!es T*e #esentation
2() a#o#iate an! easil,
a#o#iate vis'al ai!s1
/'t incl'!es no vis'al ai!s
'n!e#stoo! vis'al ai!s1
t*ese a#e too .e"1 a#e in
a o# incl'!es vis'al ai!s
"*ic* t*e #esente#
#e.e#s .o#mat t*at ma$es t*e
t*at a#e ina#o#iate
o#
to an! exlains at !i4c'lt to 'se o#
too small o# mess, to
/e
a#o#iate moments in 'n!e#stan!1 o# t*e 'n!e#stoo!0
t*e #esentation0
#esente# !oes not #e.e#
to
T*e #esente# ma$es
no
o# exlain t*em in t*e mention o. t*em in t*e
#esentation0 #esentation0
P#esentation s$ills T*e #esente# sea$s T*e #esente# sea$s
T*e #esente# cannot
/e
1() clea#l, an! lo'!l, eno'%* clea#l, an! lo'!l, eno'%* *ea#! o# sea$s so
to /e *ea#!1 'sin% e,e to /e *ea#! /'t ten!s to
'nclea#l, t*at s*e o#
*e
contact1 a livel, tone1 !#one o# .ails to 'se e,e cannot /e 'n!e#stoo!0
%est'#es1 an! /o!, contact1 %est'#es1 an! T*e#e is no attemt to
lan%'a%e to en%a%e t*e
/o!, lan%'a%e
consistentl, en%a%e t*e a'!ience
a'!ience0 o# e2ectivel, at times0 t*#o'%* e,e contact1
%est'#es1 o# /o!,
lan%'a%e0
our stages in constructing a rubric
1. %electing2 In t)is stage, 4e ta!e t)e time to reflect on 4)at 4e 4ant from t)e students, 4)y 4e created t)is
assignment, 4)at )a,,ened t)e last time 4e gave it, and 4)at our e3,ectations are2
a) ;)y did you create t)is assignment<
b) (ave you given t)is assignment or a similar assignment before<
c) (o4 does t)is assignment relate to t)e rest of 4)at you are teac)ing<
d) ;)at s!ills 4ill students need to )ave or develo, to successfully com,lete t)is assignment<
e) ;)at e3actly is t)e tas! assigned<
f) ;)at evidence can students ,rovide in t)is assignment t)at 4ould s)o4 t)ey )ave
accom,lis)ed 4)at you )o,ed t)ey 4ould accom,lis) 4)en you created t)e assignment<
g) ;)at are t)e )ig)est e3,ectations you )ave for student ,erformance on t)is assignment overall<
h) ;)at is t)e 4orst fulfillment of t)e assignment you can imagine s)ort of sim,ly not turning it in at
all<
2. &isting2 In t)is stage, 4e focus on t)e ,articular details of t)e assignment and 4)at s,ecific learning
ob7ectives 4e )o,e to see in t)e com,leted assignment2
Ans4ers to (d-+(e-+(f- above regarding s!ills re=uired, t)e e3act nature of t)e tas!, and t)e ty,es of
evidence of learning are most often a good starting ,oint to generate t)is list2 >nce t)e learning goals
)ave been listed, you add a descri,tion of t)e highest level of ,erformance you e3,ect for eac) learning
goal2 T)ese 4ill later contribute to t)e 0.escri,tions of .imensions1 on a finis)ed rubric2
3. $rouping and &a"eling2 In t)is stage, 4e organi?e t)e results of our reflections in Stages / and $, grou,ing
similar e3,ectations toget)er in 4)at 4ill ,robably become t)e rubric dimensions2 Start 4it) t)e highest
,erformance e3,ectations com,leted in Stage $ and grou, toget)er items 4)ic) are related2 >nce t)e
,erformance descri,tions are in grou,s of similar s!ills, read t)em and start to find out 4)at is common
across t)e grou, and label it2 T)ese labels 4ill ultimately become dimensions on t)e rubric @ it is im,ortant
to !ee, t)em clear and neutral' e2g2, 0>rgani?ation1, 0Analysis1, or 0Citations12
4. 'pplication2 In t)is stage, 4e a,,ly t)e dimensions and descri,tions from Stage 8 to t)e final form of t)e
rubric, utili?ing t)e matri3Agrid format2
>nce you )ave identified 4)at you are assessing' e2g2, critical t)in!ing, )ere are ste,s for creating
)olistic rubrics:
Identify t)e c)aracteristics of 4)at you are assessing' e2g2, a,,ro,riate use of evidence, recognition
of logical fallacies
.escribe t)e best 4or! you could e3,ect using t)ese c)aracteristics @ t)is describes t)e to,
category
.escribe t)e 4orst acce,table ,roduct using t)ese c)aracteristics @ t)is describes t)e lo4est
acce,table category
.escribe an unacce,table ,roduct @ t)is describes t)e lo4est category
.evelo, descri,tions of intermediate+level ,roducts and assign t)em to intermediate categories2
Bou mig)t decide to develo, a scale 4it) five levels' e2g2, unacce,table, marginal, acce,table,
com,etent, outstanding, or t)ree levels' e2g2, novice, com,etent, e3em,lary, or any ot)er set t)at is
meaningful2
As! colleagues 4)o 4ere not involved in t)e rubric9s develo,ment to a,,ly it to some ,roducts or
be)aviors and revise as needed to eliminate ambiguities2
E3am,le:
HOLISTIC rubric for assessing student essays
(Assessing Academic "rograms in (ig)er Education by Allen $%%*-
Ina!e+'ate T*e essa, *as at least one se#io's "ea$ness0 It ma, /e 'n.oc'se!1 'n!e#!eveloe!1 o#
#am/lin%0 P#o/lems "it* t*e 'se o. lan%'a%e se#io'sl, inte#.e#e "it* t*e #ea!e#3s
a/ilit, to
'n!e#stan! "*at is /ein% comm'nicate!0
Develoin%
T*e essa, ma, /e some"*at 'n.oc'se!1 'n!e#!eveloe!1 o# #am/lin%1 /'t it !oes
*ave some
cometence
co*e#ence0 P#o/lems "it* t*e 'se o. lan%'a%e occasionall, inte#.e#e "it* t*e #ea!e#3s
a/ilit, to
'n!e#stan! "*at is /ein% comm'nicate!0
Acceta/le
T*e essa, is %ene#all, .oc'se! an! contains some !eveloment o. i!eas1 /'t t*e
!isc'ssion ma,
/e simlistic o# #eetitive0 T*e lan%'a%e lac$s s,ntactic comlexit, an! ma, contain
occasional
%#ammatical e##o#s1 /'t t*e #ea!e# is a/le to 'n!e#stan! "*at is /ein% comm'nicate!0
So*isticate!
T*e essa, is .oc'se! an! clea#l, o#%ani5e!1 an! it s*o"s !et* o. !eveloment0 T*e
lan%'a%e is
#ecise an! s*o"s s,ntactic va#iet,1 an! i!eas a#e clea#l, comm'nicate! to t*e #ea!e#0
Developing Useful Rubrics: Questions to s! and ctions to I"ple"ent
(#earner+Centered Assessment on College Cam,uses: s)ifting t)e focus from teac)ing to learning by (uba and reed $%%%-
Question ction
1
6*at c#ite#ia o# essential elements m'st /e #esent in
t*e Incl'!e t*ese as #o"s in ,o'# #'/#ic
st'!ent3s "o#$ to ens'#e t*at it is *i%* in +'alit,7
T*ese s*o'l! /e t*e c#ite#ia t*at
!istin%'is* %oo! "o#$ .#om oo# "o#$
2
8o" man, levels o. ac*ievement !o I "is* to ill'st#ate
.o#
Incl'!e t*ese as col'mns in ,o'# #'/#ic an! la/el
t*em
st'!ents7
T*e levels s*o'l! %ene#all, !esc#i/e a #an%e o.
ac*ievement va#,in% .#om excellent to
'nacceta/le
o Examle9 exemla#,1 #o:cient1
ma#%inal1 'nacceta/le
o Examle9 so*isticate!1 cometent1
a#tl, cometent1 not ,et
cometent
o Examle9 !istin%'is*e!1
#o:cient1 inte#me!iate1
novice
o Examle9 accomlis*e!1
ave#a%e1 !eveloin%1
/e%innin%
3
Fo# eac* c#ite#ion o# essential element o. +'alit,1 "*at is
a clea#
Incl'!e !esc#itions in t*e a#o#iate cells o.
t*e
!esc#ition o. e#.o#mance at eac* ac*ievement level7 #'/#ic
Avoi! 'n!e:ne! te#ms ;e0%01 <si%ni:cant=1
<t#ivial=1 <s*o"s consi!e#a/le t*o'%*t=>
Avoi! val'e?la!en te#ms ;e0%01 <excellent=1 <oo#=>
-se o/@ective !esc#itions t*at *el #ovi!e
%'i!ance to t*e st'!ents .o# %ettin% /ette# "*en
nee!e!
A 6*at a#e t*e conse+'ences o. e#.o#min% at eac* level o.
A!! !esc#itions o. conse+'ences to t*e
commenta#ies
+'alit,7 in t*e #'/#ic
B 6*at #atin% sc*eme "ill I 'se in t*e #'/#ic7
A!! t*is to t*e #'/#ic in a "a, t*at :ts in "it*
,o'#
C
Some c#ite#ia ma, /e "ei%*te! !i2e#entl, t*an
ot*e#s %#a!in% *iloso*,
C
6*en I 'se t*e #'/#ic1 "*at asects "o#$ "ell an! "*at
asects Revise t*e #'/#ic acco#!in%l,
nee! im#ovement7
Does t*e #'/#ic *el ,o' !istin%'is* amon%
t*e levels o. +'alit, in a st'!ent samle7
Do t*e c#ite#ia seem to /e a#o#iate7
A#e t*e#e too man, o# too .e" levels o.
ac*ievement seci:e!7
A#e t*e#e an, !esc#itions t*at a#e
incomlete o# 'nclea#7
dditional #uestions$actions %&en developing rubrics for speci'c assign"ents
1
6*at content m'st st'!ents maste# in o#!e# to comlete
t*e
Develo c#ite#ia t*at #eDect $no"le!%e an!&o#
'se o.
tas$ "ell7 content an! a!! t*em to t*e #'/#ic
2 A#e t*e#e an, imo#tant asects o. t*e tas$ t*at a#e I!enti., s$ills an! a/ilities t*at a#e necessa#, in
seci:c to t*is
t*e context in "*ic* t*e assessment is set7 context an! a!! #elate! c#ite#ia to t*e #'/#ic
3 In t*e tas$1 is t*e process o. ac*ievin% t*e o'tcome as
Incl'!e an! !esc#i/e c#ite#ia t*at #eDect
imo#tant
imo#tant as t*e outcome itself7 asects o. t*e #ocess