Type of Rubric

Single Point Rubric

Definition/Description
The single point rubric is based on this
reasoning: Once you establish what you

Examples
Areas that
needs work

Criteria for this

performance

Areas in which
you truly excel

expect, you can always describe how a

student went beyond the criteria (and its

Evidence and
concerns:

Incorporates reading
aloud, shared, guided,
and independent
reading appropriately.
Evidence:

Evidence of
going beyond:

Evidence and
concerns:

Draws upon an
appropriate range of
literature for grade 1
learners.
Evidence:

Evidence of
going beyond:

Evidence and
concerns:

Accurately assesses the

developmental level of the fifth
graders performance,
providing evidence to support
judgment.
Evidence: You used the

Evidence of
going beyond

likely that students will go beyond in very

different ways) and you can always describe
what they still need to work on in order to
meet the criteria.

Some teachers use three boxes, with only

the middle one filled in, in order to have
space to indicate where the performance
meets the expectations, where work needs
to be done, and what is truly exceptional.
Others use four boxesfor Inadequate,
Emerging, Proficient, and
Distinguished.

rubric effectively as a
guide, both in identifying
students strengths and
needs and for establishing
rank. You specifically
identified important areas
to address with student.

By describing
your rating
through evidence
from the rubric,
you made a strong
case for your choice

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Type of Rubric
Developmental
Rubric

Definition/Description
A developmental rubric is useful when you
want to help students see how they are
moving on a path toward excellent
performance.
A developmental rubric communicates that
you expect all students to achieve the
highest level as they move through the
program

Examples
L1 Speaks to an audience for at least a minute with little
reliance on scripted or memorized input
L2 Communicates to an audience, long enough to suggest
the speaker has internalized her message, with little
reliance on scripted or memorized input
L3 Communicates with the audience, giving the giving the
impression of both thinking and speaking spontaneously
without reliance on scripted or memorized input
L4 Gives a consistent impression of communicating with
the audience without reliance on scripted or memorized
input

Scoring Level
Rubrics

A scoring level rubric attempts to identify a

number of possible performance levels,
and, as noted above, almost always has at
least one level that is negative.
Think of the difference in the message to
students of this kind of rubric, as contrasted
with the three-box single point rubric. On the
one hand, students get diagnostic
information. On the other, they get a
judgment of their inadequacy or adequacy.

Needs
Improvement
Little or no variety;
collection shows little
depth

Acceptable
Performance
Some variety

Minimal use of
process to reflect on
achievement

Process
illustrated in
inflexible or
mechanistic
ways

Strong
Performance
Wide variety of
reading and
writing across
genre
Samples
reveal
discoveries or
pivotal learning
experiences

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