A rubric is a set of criteria used to determine scoring for an assignment, performance, or

product. Rubrics can be used to score many kinds of written assignments or exams, papers,
projects, speeches or portfolios. They are not useful, however, as a grading mechanism for
multiple choice or short answer tests.

A rubric answers the question, “What precisely is an A on a particular assignment or project?

How is it different from a B or C?” While this is information that many of us carry inside our
heads, in order to clearly assess student learning outcomes, it must be articulated in writing.
However, it is up to you – the expert in your classroom – to define these standards and
criteria and how they will be applied to the class work that you assign. Your rubric will be as
individual as your grading style and pedagogy.

Rubrics are useful because they help to:

1. Focus instruction on the most important outcomes.

2. Provide diagnostic formative feedback so students can improve.
3. Communicate explicit expectations to students at the time an assignment is given.
4. Articulate how scoring is determined, provide a rationale for grading accountability.
5. Produce more consistent and reliable grading.

There are two major types of rubrics:

Holistic rubric: one global, holistic rating for a product or behavior

Analytic rubric: separate, holistic ratings of specific characteristics, products, or behaviors

There are three steps to creating a rubric:

1. Define the specific performance areas that are key elements to the assignment or project.
2. Delineate specific levels of success for each element (from poorest to best).
3. Assign ratings to performance levels and devise a scoring procedure.

After you have created a rubric, it’s helpful to share it with another faculty member in
your discipline (or better yet, in a different discipline) to check if:

a) The wording is understandable to a student or novice (watch for an excess of discipline-

specific jargon).
b) The progression of criteria for each level is logical and consistent.
Sample Rubric 1: Short Essay
(Analytic Rubric)

Score Content Organization Development Use of Language

Answer is Clear sense of order. Develops each point Uses technical or scientific
appropriate to the Begins with a thesis or with many specific terminology appropriately
question. Content topic sentence. details. Answers and correctly. No major
is factually correct. Supporting points are question completely. grammatical or spelling
4 presented in a logical errors.
progression.

Answer is May lack a thesis Each point supported Accurate word choice. No
appropriate to the sentence, but points are with some details and more than 2 major errors
question. Content presented in a logical evidence. All important and a few minor errors.
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may have one or progression. points included.
two factual errors.
Content relates Logic of argument is Sparse details or Ordinary word choice; use of
peripherally to the minimally perceivable. evidence. Question scientific terminology
question; contains Points presented in a only partially answered. avoided. Some serious
significant factual seemingly random errors (but they don’t impair
2 errors. fashion, but all support communication).
argument.

Content unrelated Lacks clear organizational Statements are Limited vocabulary; errors
to question. plan. Reader is unsupported by any impair communication.
confused. detail or explanation.
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Repetitious, incoherent,
illogical development.

Creator: Denise Lim, Biology, Cabrillo College

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Sample Rubric 2: Assessing Photographs
(Analytic Rubric)

1. Concept, idea, visualization:

10 pts Shows coherency of the concept with a high degree of originality and sophistication. The idea is well
stated with visual elements and cues.
9 pts Shows coherency of the concept with some originality and sophistication. The idea is stated with visual
elements and cues but needs to be more clear or more strongly evident.
8 pts Shows some coherency of the concept with commonly sued, cliché or stereotyped imagery. The idea is
obtuse, and requires greater clarity through the use of visual elements and cues.
7 pts Lacks general coherency of the concept. Many of the visual elements and cues do not lead the viewer to
the intended idea.
6 pts Lacks any coherency of the concept. Visual elements and cues do not lead the viewer to the intended
idea.
0 pts The work was not presented to me.

2. Composition & design:

10 pts Shows strong internal integrity of the visual elements. Nothing needs to be added or removed – framing
is superb.
9 pts Shows internal integrity of the visual elements. A visual element needs to be added, moved or removed –
framing needs some slight adjustment.
8 pts Shows obvious weaknesses in the internal integrity of the visual elements. Many visual elements need to
be added, moved or removed – framing needs definite adjustments.
7 pts Image is breaking apart – there is very little internal integrity of the visual elements. Most visual elements
need to be rethought – framing needs major readjustment.
6 pts Visual integrity is nonexistent and image has broken apart. All of the visual elements need to be
rethought – framing needs a complete overhaul.
0 pts The work was not presented to me.

3. Technical:
10 pts Shows mastery in the use of photographic equipment and techniques to attain the assignment
parameters.
9 pts Shows a good command of the use of photographic equipment and techniques to attain most of the
assignment parameters.
8 pts Shows some command of the use of photographic equipment and techniques to attain some of the
assignment parameters.
7 pts Shows limited command of the use of photographic equipment and techniques to attain a few of the
assignment parameters.
6 pts Shows little or no command of the use of photographic equipment and techniques to attain a few or none
of the assignment parameters.
0 pts The work was not presented to me.

Creator: Susan Hoisington, Photography, Cabrillo College

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Sample Rubric 3: Oceanography 10 Lab Project
(Holistic Rubric)

An “A” grade (9 or 10 out of 10):

 The contour lines are extremely smooth and evenly spaced with none of them touching each other.
 Every water depth # has the appropriate contour line next to it and the entire map is “contoured”.
 The overall presentation is excellent.
 The cross section is accurate and complete and the bottoms of the canyons and top of the ridge are
not flat.
 The ends of the cross section are complete and the paper shows the vertical exaggeration.

A “B” grade (8 out of 10):

 The contour lines are neat and smooth and appropriately spaced and some are touching, but very
few.
 Nearly all the water depth #’s are contoured, some may be missing, but very few.
 The overall presentation is good and very few “shadows” are showing.
 The cross section is accurate, but some information is missing, particularly on the ends.
 Vertical exaggeration may or may not be shown.

A “C” grade (6 or 7 out of 10):

 The contour lines are a little wide and show fringes, some may have double ends and some of them
are obviously touching each other.
 Some of the water depth #’s may not be contoured and the contour lines are all not evenly or
properly spaced. There may be shadows on the map and the overall presentation is slightly sloppy.
 The cross section is mostly accurate, but some information is off line and missing, particularly on the
ends.
 Vertical exaggeration may not be shown.

A “D” and “F” grade (5 or less out of 10):

 The contour lines are sloppy and inaccurate and some or many are touching each other.
 Several of the water depth #’s are not accurately contoured and the map is not complete.
 The overall presentation is below or far below average.
 The cross section is inaccurate, and much information is off line and missing.
 Vertical exaggeration may be shown.

Creator: Dave Schwartz, Geology, Cabrillo College

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Sample Rubric 4: English 1A Essay
(Analytic Rubric)

W0W!!! (90-100 Points - Grade A)

 Begins with an introduction that shows your understanding of the issues, grabs your readers’
attention, and presents a strong and insightful thesis or point of view.
 Engages the topic in a thoughtful and individual way, showing originality, elegance and clear
thinking.
 Develops the topic using a strong detail, quotes from other sources, and a unique synthesis of
ideas.
 Utilizes library research and quotes from outside sources, always properly citing them using the
MLA format.
 Possesses a fully explained and logical progression of ideas that indicates the writer’s sensitivity to
different ways of looking at the topic with an awareness of key counter arguments and a
consideration of how those alternate positions shape your understanding of the topic.
 Ends with a strong conclusion that clarifies the significance of the paper’s lessons
 Chooses words aptly and sometimes inventively.
 Demonstrates mastery of most of the grammar and usage conventions of Standard English.
 Uses phrasing, tone, and expression that reflects a unique personal voice.

Good! Almost There (80-89 Points - Grade B)

 Begins with an introduction that shows some understanding of the issues, gives some background
and has an adequate thesis or point of view.
 Presents a thoughtful response to the topic, using appropriate reasoning and a partially realized
analysis that is accurate.
 Develops the topic showing appropriate details, a sense of orderly progress between ideas, and use
of references that reveal a familiarity with the topic.
 Uses words precisely if not creatively.
 Varies sentence structure enough to read smoothly.
 Utilizes library research and quotes from outside sources, usually properly citing them using the
MLA format.
 Uses competently the conventions of written English, containing few, if any, errors in sentence
structure, punctuation and capitalization or usage.
 Uses mostly consistent phrasing, tone and expression that reflect a personal world view and style.

Getting there (70-79 Points - Grade C)

 Presents an adequate response to the topic, using superficial analysis and weak point of view.
 Uses logical reasoning, but the supporting evidence is general and imprecise with few examples.
There may be some small factual errors.
 Uses a less precise vocabulary and may contain awkwardness of expression.
 Utilizes library research and quotes from outside sources, with fairly consistent use of the MLA
citation format. May make some errors.
 Contains minor errors in mechanics and usage, and perhaps one or two more distracting errors in
sentence structure.
 Uses fairly consistent phrasing, tone and expression that reflect a personal world view and style with
occasional inconsistencies.

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Try Again (60-69 Points - Grade D)
 Responds to the topic illogically, without a coherent structure or focus.
 Has no point of view, uses mostly summary and lacks evidence and support.
 Makes several large, factual errors.
 Makes enough errors in usage and sentence structure to cause a reader serious, if occasional,
distraction.
 Improperly uses the MLA format for citations. Makes major errors in quoting and uses few sources.
 Uses frequently inconsistent phrasing, tone and expression, often formulaic and imitative; lacks
evidence of a personal worldview and style.

Let’s not even go there (50-59 Points - Grade F)

 Doesn’t attempt the task or distorts it
 Lacks organization or detail.
 Contains many distracting errors in sentence structure, simplistic or inaccurate word choice, many
repeated errors in grammar and usage.
 Not enough is written to get a sense of personal worldview and style.

Creator: Developed by Marcy Alancraig, English, Cabrillo College

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English 1A Grading Sheet
Paper #1-7 Grading Sheet

Name: ____________________________________ Total Grade: _________

This paper is one of the pieces of evidence for Outcomes #3 and 4:

 Use your unique voice to write papers that analyze the ecological, anthropological, historical and
literary aspects of the Monterey Bay region.
 Use the library to find information in books, magazines, electronic databases and on-line sources.
Incorporate those sources in your writing, acknowledging them using MLA documentation style

Based on the grading scale listed under Grading Requirements, your grade is divided into the elements
listed in the chart below.

Let's Not Go
Wow! Good Getting There Try Again
Elements of Grade There
Introduction
Thesis or Claim
Response to Topic
Evidence to support thesis
MLA citation and
documentation
Awareness of counter
arguments
Flow and order of Ideas
Conclusion
Grammar and Punctuation
Personal Voice

Comments:

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Sample Rubric 5: Problem Solving Skills Rubric
(Analytic Rubric)

Student: ____________________________ Course: ____________________ Date: _______________

Intended Outcome: Student will use inquiry and quantitative and analytical reasoning to solve problems.

Performance Meets/Exceeds Approaches Less than Limited Score

Area Standards Standards Adequate (0-1)
(6-7) (4-5) (2-3)
Defining the Student states the Student adequately Student fails to Student does
Problem problem clearly and defines the problem define the problem not identify the
identifies underlying adequately problem
issues
Developing a Student develops a Student develops an Student develops a Student does
Plan to Solve clear and concise plan adequate plan and marginal plan and not develop a
the Problem to solve the problem, follows it to its does not follow it to coherent plan
with alternative conclusion its conclusion to solve the
strategies, and follows problem
the plan to conclusion
Collecting and Student collects Student collects Student collects Student
Analyzing information from adequate inadequate collects no
Information multiple sources and information and information to viable
analyzes the information performs basic perform meaningful information
in-depth analyses analyses
Interpreting Student provides a Student provides an Student provides an Student does
Findings and logical interpretation of adequate inadequate not interpret
Solving the the findings and clearly interpretation of the interpretation of the the findings or
Problem solves the problem, findings and solves findings and does reach a
offering alternative the problem, but fails not derive a logical conclusion
solutions to provide solution to the
alternatives problem

Creator: Dr. Larry H. Kelley

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Sample Rubric 6: Oral Communication Skills Rubric
(Analytic Rubric)

Student: ____________________________ Course: ____________________ Date: _______________

Intended Outcome: Student will use clear and concise communication in the oral form

Performance Area Exemplary Good Fair Poor Score

(4) (3) (2) (1)
Organization Presenter follows Presenter follows Presenter does not There is no logical
logical sequence logical follow logical sequence of
and provides sequence, but sequence (jumps information
explanations fails to elaborate around)
and/or
elaboration
Eye Contact Presenter Presenter Presenter reads Presenter reads
seldom returns to maintains eye most of the report, entire report, making
notes, contact with but occasionally no eye contact with
maintaining eye audience most of makes eye contact audience
contact with the time, but with the audience
audience frequently
throughout the returns to notes
presentation
Delivery Presenter Presenter Presenter’s voice is Presenter mumbles,
speaks clearly speaks clearly relatively clear, but mispronounces
and loud enough and loud enough too low to be heard terms, and makes
for all in the to be heard by by those in the back serious and
audience to hear, most in the of the room. persistent
makes no audience, makes Presenter makes grammatical errors
grammatical relatively few several major throughout the
errors, and grammatical grammatical errors, presentation.
pronounces all errors, and and mispronounces Presenter speaks
terms correctly pronounces some terms too quietly to be
and precisely most terms heard by many in the
correctly audience

Creator: Presented by Dr. Larry H. Kelley

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Sample Rubric 7: Critical Thinking Scoring
(Holistic Rubric)

Consistently does all or almost all of the following:

 Accurately interprets evidence, statements, graphics, questions, etc.

 Identifies the salient arguments (reasons and claims) pro and con.
 Thoughtfully analyzes and evaluates major alternative points of view.
4  Draws warranted, judicious, non-fallacious conclusions.
 Justifies key results and procedures, explains assumptions and reasons.
 Fair-mindedly follows where evidence and reasons lead.

Does most or many of the following:

 Accurately interprets evidence, statements, graphics, questions, etc.

 Identifies relevant arguments (reasons and claims) pro and con.
 Offers analyses and evaluations of obvious alternative points of view.
3  Draws warranted, non-fallacious conclusions.
 Justifies some results or procedures, explains reasons.
 Fair-mindedly follows where evidence and reasons lead.

Does most or many of the following:

 Misinterprets evidence, statements, graphics, questions, etc.

 Fails to identify strong, relevant counter-arguments.
 Ignores or superficially evaluates obvious alternative points of view.
 Draws unwarranted or fallacious conclusions.
2  Justifies few results or procedures, seldom explains reasons.
 Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.

Consistently does all or almost all of the following:

 Offers biased interpretations of evidence, statements, graphics,

questions, information, or the points of view of others.
 Fails to identify or hastily dismisses strong, relevant counter-arguments.
 Ignores or superficially evaluates obvious alternative points of view.
 Argues using fallacious or irrelevant reasons, and unwarranted claims.
1  Does not justify results or procedures, nor explain reasons.
 Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.
 Exhibits close-mindedness or hostility to reason.

Creators: Facione and Facione, 1994

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