rubric for grading written assignments

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Writing Rubrics [Examples, Best Practices, & Free Templates]

Writing rubrics are essential tools for teachers.

Rubrics can improve both teaching and learning. This guide will explain writing rubrics, their benefits, and how to create and use them effectively.

What Is a Writing Rubric?

Table of Contents

A writing rubric is a scoring guide used to evaluate written work.

It lists criteria and describes levels of quality from excellent to poor. Rubrics provide a standardized way to assess writing.

They make expectations clear and grading consistent.

Key Components of a Writing Rubric

• Criteria : Specific aspects of writing being evaluated (e.g., grammar, organization).
• Descriptors : Detailed descriptions of what each level of performance looks like.
• Scoring Levels : Typically, a range (e.g., 1-4 or 1-6) showing levels of mastery.

Example Breakdown

Benefits of Using Writing Rubrics

Writing rubrics offer many advantages:

• Clarity : Rubrics clarify expectations for students. They know what is required for each level of performance.
• Consistency : Rubrics standardize grading. This ensures fairness and consistency across different students and assignments.
• Feedback : Rubrics provide detailed feedback. Students understand their strengths and areas for improvement.
• Efficiency : Rubrics streamline the grading process. Teachers can evaluate work more quickly and systematically.
• Self-Assessment : Students can use rubrics to self-assess. This promotes reflection and responsibility for their learning.

Examples of Writing Rubrics

Here are some examples of writing rubrics.

Narrative Writing Rubric

Persuasive Writing Rubric

Best Practices for Creating Writing Rubrics

Let’s look at some best practices for creating useful writing rubrics.

1. Define Clear Criteria

Identify specific aspects of writing to evaluate. Be clear and precise.

The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.

Clear criteria help students understand what is expected and allow teachers to provide targeted feedback.

Insider Tip : Collaborate with colleagues to establish consistent criteria across grade levels. This ensures uniformity in expectations and assessments.

2. Use Detailed Descriptors

Describe what each level of performance looks like.

This ensures transparency and clarity. Avoid vague language. Instead of saying “good,” describe what “good” entails. For example, “Few minor grammatical errors that do not impede readability.”

Detailed descriptors help students gauge their performance accurately.

Insider Tip : Use student work samples to illustrate each performance level. This provides concrete examples and helps students visualize expectations.

3. Involve Students

Involve students in the rubric creation process. This increases their understanding and buy-in.

Ask for their input on what they think is important in their writing.

This collaborative approach not only demystifies the grading process but also fosters a sense of ownership and responsibility in students.

Insider Tip : Conduct a workshop where students help create a rubric for an upcoming assignment. This interactive session can clarify doubts and make students more invested in their work.

4. Align with Objectives

Ensure the rubric aligns with learning objectives. This ensures relevance and focus.

If the objective is to enhance persuasive writing skills, the rubric should emphasize argument strength, evidence quality, and persuasive techniques.

Alignment ensures that the assessment directly supports instructional goals.

Insider Tip : Regularly revisit and update rubrics to reflect changes in curriculum and instructional priorities. This keeps the rubrics relevant and effective.

5. Review and Revise

Regularly review and revise rubrics. Ensure they remain accurate and effective.

Solicit feedback from students and colleagues. Continuous improvement of rubrics ensures they remain a valuable tool for both assessment and instruction.

Insider Tip : After using a rubric, take notes on its effectiveness. Were students confused by any criteria? Did the rubric cover all necessary aspects of the assignment? Use these observations to make adjustments.

6. Be Consistent

Use the rubric consistently across all assignments.

This ensures fairness and reliability. Consistency in applying the rubric helps build trust with students and maintains the integrity of the assessment process.

Insider Tip : Develop a grading checklist to accompany the rubric. This can help ensure that all criteria are consistently applied and none are overlooked during the grading process.

7. Provide Examples

Provide examples of each performance level.

This helps students understand expectations. Use annotated examples to show why a particular piece of writing meets a specific level.

This visual and practical demonstration can be more effective than descriptions alone.

Insider Tip : Create a portfolio of exemplar works for different assignments. This can be a valuable resource for both new and experienced teachers to standardize grading.

How to Use Writing Rubrics Effectively

Here is how to use writing rubrics like the pros.

1. Introduce Rubrics Early

Introduce rubrics at the beginning of the assignment.

Explain each criterion and performance level. This upfront clarity helps students understand what is expected and guides their work from the start.

Insider Tip : Conduct a rubric walkthrough session where you discuss each part of the rubric in detail. Allow students to ask questions and provide examples to illustrate each criterion.

2. Use Rubrics as a Teaching Tool

Use rubrics to teach writing skills. Discuss what constitutes good writing and why.

This can be an opportunity to reinforce lessons on grammar, organization, and other writing components.

Insider Tip : Pair the rubric with writing workshops. Use the rubric to critique sample essays and show students how to apply the rubric to improve their own writing.

3. Provide Feedback

Use the rubric to give detailed feedback. Highlight strengths and areas for improvement.

This targeted feedback helps students understand their performance and learn how to improve.

Insider Tip : Instead of just marking scores, add comments next to each criterion on the rubric. This personalized feedback can be more impactful and instructive for students.

4. Encourage Self-Assessment

Encourage students to use rubrics to self-assess.

This promotes reflection and growth. Before submitting their work, ask students to evaluate their own writing against the rubric.

This practice fosters self-awareness and critical thinking.

Insider Tip : Incorporate self-assessment as a mandatory step in the assignment process. Provide a simplified version of the rubric for students to use during self-assessment.

5. Use Rubrics for Peer Assessment

Use rubrics for peer assessment. This allows students to learn from each other.

Peer assessments can provide new perspectives and reinforce learning.

Insider Tip : Conduct a peer assessment workshop. Train students on how to use the rubric to evaluate each other’s work constructively. This can improve the quality of peer feedback.

6. Reflect and Improve

Reflect on the effectiveness of the rubric. Make adjustments as needed for future assignments.

Continuous reflection ensures that rubrics remain relevant and effective tools for assessment and learning.

Insider Tip : After an assignment, hold a debrief session with students to gather their feedback on the rubric. Use their insights to make improvements.

Check out this video about using writing rubrics:

Common Mistakes with Writing Rubrics

Creating and using writing rubrics can be incredibly effective, but there are common mistakes that can undermine their effectiveness.

Here are some pitfalls to avoid:

1. Vague Criteria

Vague criteria can confuse students and lead to inconsistent grading.

Ensure that each criterion is specific and clearly defined. Ambiguous terms like “good” or “satisfactory” should be replaced with concrete descriptions of what those levels of performance look like.

2. Overly Complex Rubrics

While detail is important, overly complex rubrics can be overwhelming for both students and teachers.

Too many criteria and performance levels can complicate the grading process and make it difficult for students to understand what is expected.

Keep rubrics concise and focused on the most important aspects of the assignment.

3. Inconsistent Application

Applying the rubric inconsistently can lead to unfair grading.

Ensure that you apply the rubric in the same way for all students and all assignments. Consistency builds trust and ensures that grades accurately reflect student performance.

4. Ignoring Student Input

Ignoring student input when creating rubrics can result in criteria that do not align with student understanding or priorities.

Involving students in the creation process can enhance their understanding and engagement with the rubric.

5. Failing to Update Rubrics

Rubrics should evolve to reflect changes in instructional goals and student needs.

Failing to update rubrics can result in outdated criteria that no longer align with current teaching objectives.

Regularly review and revise rubrics to keep them relevant and effective.

6. Lack of Examples

Without examples, students may struggle to understand the expectations for each performance level.

Providing annotated examples of work that meets each criterion can help students visualize what is required and guide their efforts more effectively.

7. Not Providing Feedback

Rubrics should be used as a tool for feedback, not just scoring.

Simply assigning a score without providing detailed feedback can leave students unclear about their strengths and areas for improvement.

Use the rubric to give comprehensive feedback that guides students’ growth.

8. Overlooking Self-Assessment and Peer Assessment

Self-assessment and peer assessment are valuable components of the learning process.

Overlooking these opportunities can limit students’ ability to reflect on their own work and learn from their peers.

Encourage students to use the rubric for self and peer assessment to deepen their understanding and enhance their skills.

What Is a Holistic Scoring Rubric for Writing?

A holistic scoring rubric for writing is a type of rubric that evaluates a piece of writing as a whole rather than breaking it down into separate criteria

This approach provides a single overall score based on the general impression of the writing’s quality and effectiveness.

Here’s a closer look at holistic scoring rubrics.

Key Features of Holistic Scoring Rubrics

• Single Overall Score : Assigns one score based on the overall quality of the writing.
• General Criteria : Focuses on the overall effectiveness, coherence, and impact of the writing.
• Descriptors : Uses broad descriptors for each score level to capture the general characteristics of the writing.

Example Holistic Scoring Rubric

Advantages of Holistic Scoring Rubrics

• Efficiency : Faster to use because it involves a single overall judgment rather than multiple criteria.
• Flexibility : Allows for a more intuitive assessment of the writing’s overall impact and effectiveness.
• Comprehensiveness : Captures the overall quality of writing, considering all elements together.

Disadvantages of Holistic Scoring Rubrics

• Less Detailed Feedback : Provides a general score without specific feedback on individual aspects of writing.
• Subjectivity : Can be more subjective, as it relies on the assessor’s overall impression rather than specific criteria.
• Limited Diagnostic Use : Less useful for identifying specific areas of strength and weakness for instructional purposes.

When to Use Holistic Scoring Rubrics

• Quick Assessments : When a quick, overall evaluation is needed.
• Standardized Testing : Often used in standardized testing scenarios where consistency and efficiency are priorities.
• Initial Impressions : Useful for providing an initial overall impression before more detailed analysis.

Free Writing Rubric Templates

Feel free to use the following writing rubric templates.

You can easily copy and paste them into a Word Document. Please do credit this website on any written, printed, or published use.

Otherwise, go wild.

Expository Writing Rubric

Descriptive Writing Rubric

Analytical Writing Rubric

Final Thoughts: Writing Rubrics

I have a lot more resources for teaching on this site.

Check out some of the blog posts I’ve listed below. I think you might enjoy them.

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How to Use Rubrics

A rubric is a document that describes the criteria by which students’ assignments are graded. Rubrics can be helpful for:

• Making grading faster and more consistent (reducing potential bias). 
• Communicating your expectations for an assignment to students before they begin. 

Moreover, for assignments whose criteria are more subjective, the process of creating a rubric and articulating what it looks like to succeed at an assignment provides an opportunity to check for alignment with the intended learning outcomes and modify the assignment prompt, as needed.

Why rubrics?

Rubrics are best for assignments or projects that require evaluation on multiple dimensions. Creating a rubric makes the instructor’s standards explicit to both students and other teaching staff for the class, showing students how to meet expectations.

Additionally, the more comprehensive a rubric is, the more it allows for grading to be streamlined—students will get informative feedback about their performance from the rubric, even if they don’t have as many individualized comments. Grading can be more standardized and efficient across graders.

Finally, rubrics allow for reflection, as the instructor has to think about their standards and outcomes for the students. Using rubrics can help with self-directed learning in students as well, especially if rubrics are used to review students’ own work or their peers’, or if students are involved in creating the rubric.

How to design a rubric

1. consider the desired learning outcomes.

What learning outcomes is this assignment reinforcing and assessing? If the learning outcome seems “fuzzy,” iterate on the outcome by thinking about the expected student work product. This may help you more clearly articulate the learning outcome in a way that is measurable.  

2. Define criteria

What does a successful assignment submission look like? As described by Allen and Tanner (2006), it can help develop an initial list of categories that the student should demonstrate proficiency in by completing the assignment. These categories should correlate with the intended learning outcomes you identified in Step 1, although they may be more granular in some cases. For example, if the task assesses students’ ability to formulate an effective communication strategy, what components of their communication strategy will you be looking for? Talking with colleagues or looking at existing rubrics for similar tasks may give you ideas for categories to consider for evaluation.

If you have assigned this task to students before and have samples of student work, it can help create a qualitative observation guide. This is described in Linda Suskie’s book Assessing Student Learning , where she suggests thinking about what made you decide to give one assignment an A and another a C, as well as taking notes when grading assignments and looking for common patterns. The often repeated themes that you comment on may show what your goals and expectations for students are. An example of an observation guide used to take notes on predetermined areas of an assignment is shown here .

In summary, consider the following list of questions when defining criteria for a rubric (O’Reilly and Cyr, 2006):

• What do you want students to learn from the task?
• How will students demonstrate that they have learned?
• What knowledge, skills, and behaviors are required for the task?
• What steps are required for the task?
• What are the characteristics of the final product?

After developing an initial list of criteria, prioritize the most important skills you want to target and eliminate unessential criteria or combine similar skills into one group. Most rubrics have between 3 and 8 criteria. Rubrics that are too lengthy make it difficult to grade and challenging for students to understand the key skills they need to achieve for the given assignment. 

3. Create the rating scale

According to Suskie, you will want at least 3 performance levels: for adequate and inadequate performance, at the minimum, and an exemplary level to motivate students to strive for even better work. Rubrics often contain 5 levels, with an additional level between adequate and exemplary and a level between adequate and inadequate. Usually, no more than 5 levels are needed, as having too many rating levels can make it hard to consistently distinguish which rating to give an assignment (such as between a 6 or 7 out of 10). Suskie also suggests labeling each level with names to clarify which level represents the minimum acceptable performance. Labels will vary by assignment and subject, but some examples are: 

• Exceeds standard, meets standard, approaching standard, below standard
• Complete evidence, partial evidence, minimal evidence, no evidence

4. Fill in descriptors

Fill in descriptors for each criterion at each performance level. Expand on the list of criteria you developed in Step 2. Begin to write full descriptions, thinking about what an exemplary example would look like for students to strive towards. Avoid vague terms like “good” and make sure to use explicit, concrete terms to describe what would make a criterion good. For instance, a criterion called “organization and structure” would be more descriptive than “writing quality.” Describe measurable behavior and use parallel language for clarity; the wording for each criterion should be very similar, except for the degree to which standards are met. For example, in a sample rubric from Chapter 9 of Suskie’s book, the criterion of “persuasiveness” has the following descriptors:

• Well Done (5): Motivating questions and advance organizers convey the main idea. Information is accurate.
• Satisfactory (3-4): Includes persuasive information.
• Needs Improvement (1-2): Include persuasive information with few facts.
• Incomplete (0): Information is incomplete, out of date, or incorrect.

These sample descriptors generally have the same sentence structure that provides consistent language across performance levels and shows the degree to which each standard is met.

5. Test your rubric

Test your rubric using a range of student work to see if the rubric is realistic. You may also consider leaving room for aspects of the assignment, such as effort, originality, and creativity, to encourage students to go beyond the rubric. If there will be multiple instructors grading, it is important to calibrate the scoring by having all graders use the rubric to grade a selected set of student work and then discuss any differences in the scores. This process helps develop consistency in grading and making the grading more valid and reliable.

Types of Rubrics

If you would like to dive deeper into rubric terminology, this section is dedicated to discussing some of the different types of rubrics. However, regardless of the type of rubric you use, it’s still most important to focus first on your learning goals and think about how the rubric will help clarify students’ expectations and measure student progress towards those learning goals.

Depending on the nature of the assignment, rubrics can come in several varieties (Suskie, 2009):

Checklist Rubric

This is the simplest kind of rubric, which lists specific features or aspects of the assignment which may be present or absent. A checklist rubric does not involve the creation of a rating scale with descriptors. See example from 18.821 project-based math class .

Rating Scale Rubric

This is like a checklist rubric, but instead of merely noting the presence or absence of a feature or aspect of the assignment, the grader also rates quality (often on a graded or Likert-style scale). See example from 6.811 assistive technology class .

Descriptive Rubric

A descriptive rubric is like a rating scale, but including descriptions of what performing to a certain level on each scale looks like. Descriptive rubrics are particularly useful in communicating instructors’ expectations of performance to students and in creating consistency with multiple graders on an assignment. This kind of rubric is probably what most people think of when they imagine a rubric. See example from 15.279 communications class .

Holistic Scoring Guide

Unlike the first 3 types of rubrics, a holistic scoring guide describes performance at different levels (e.g., A-level performance, B-level performance) holistically without analyzing the assignment into several different scales. This kind of rubric is particularly useful when there are many assignments to grade and a moderate to a high degree of subjectivity in the assessment of quality. It can be difficult to have consistency across scores, and holistic scoring guides are most helpful when making decisions quickly rather than providing detailed feedback to students. See example from 11.229 advanced writing seminar .

The kind of rubric that is most appropriate will depend on the assignment in question.

Implementation tips

Rubrics are also available to use for Canvas assignments. See this resource from Boston College for more details and guides from Canvas Instructure.

Allen, D., & Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE—Life Sciences Education, 5 (3), 197-203. doi:10.1187/cbe.06-06-0168

Cherie Miot Abbanat. 11.229 Advanced Writing Seminar. Spring 2004. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons BY-NC-SA .

Haynes Miller, Nat Stapleton, Saul Glasman, and Susan Ruff. 18.821 Project Laboratory in Mathematics. Spring 2013. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons BY-NC-SA .

Lori Breslow, and Terence Heagney. 15.279 Management Communication for Undergraduates. Fall 2012. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons BY-NC-SA .

O’Reilly, L., & Cyr, T. (2006). Creating a Rubric: An Online Tutorial for Faculty. Retrieved from https://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm

Suskie, L. (2009). Using a scoring guide or rubric to plan and evaluate an assessment. In Assessing student learning: A common sense guide (2nd edition, pp. 137-154 ) . Jossey-Bass.

William Li, Grace Teo, and Robert Miller. 6.811 Principles and Practice of Assistive Technology. Fall 2014. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons BY-NC-SA .

• Grades 6-12
• School Leaders

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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

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• AACU VALUE Rubrics

Using rubrics

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.  

Why use rubrics? 

Rubrics help instructors: 

• Assess assignments consistently from student-to-student. 
• Save time in grading, both short-term and long-term. 
• Give timely, effective feedback and promote student learning in a sustainable way. 
• Clarify expectations and components of an assignment for both students and course teaching assistants (TAs). 
• Refine teaching methods by evaluating rubric results. 

Rubrics help students: 

• Understand expectations and components of an assignment. 
• Become more aware of their learning process and progress. 
• Improve work through timely and detailed feedback. 

Considerations for using rubrics 

When developing rubrics consider the following:

• Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.  
• A rubric can be a fillable pdf that can easily be emailed to students. 
• They can be used for oral presentations. 
• They are a great tool to evaluate teamwork and individual contribution to group tasks. 
• Rubrics facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessment on various drafts. 
• Students can use them for self-assessment to improve personal performance and learning. Encourage students to use the rubrics to assess their own work. 
• Motivate students to improve their work by using rubric feedback to resubmit their work incorporating the feedback. 

Getting Started with Rubrics 

• Start small by creating one rubric for one assignment in a semester.  
• Ask colleagues if they have developed rubrics for similar assignments or adapt rubrics that are available online. For example, the  AACU has rubrics  for topics such as written and oral communication, critical thinking, and creative thinking. RubiStar helps you to develop your rubric based on templates.  
• Examine an assignment for your course. Outline the elements or critical attributes to be evaluated (these attributes must be objectively measurable). 
• Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.” 
• Avoid using subjective or vague criteria such as “interesting” or “creative.” Instead, outline objective indicators that would fall under these categories. 
• The criteria must clearly differentiate one performance level from another. 
• Assign a numerical scale to each level. 
• Give a draft of the rubric to your colleagues and/or TAs for feedback. 
• Train students to use your rubric and solicit feedback. This will help you judge whether the rubric is clear to them and will identify any weaknesses. 
• Rework the rubric based on the feedback. 

Eberly Center

Teaching excellence & educational innovation, creating and using rubrics.

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
• descriptors: the characteristics associated with each dimension (e.g., argument is demonstrable and original, evidence is diverse and compelling)
• performance levels: a rating scale that identifies students’ level of mastery within each criterion  

Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.

Benefitting from Rubrics

• reduce the time spent grading by allowing instructors to refer to a substantive description without writing long comments
• help instructors more clearly identify strengths and weaknesses across an entire class and adjust their instruction appropriately
• help to ensure consistency across time and across graders
• reduce the uncertainty which can accompany grading
• discourage complaints about grades
• understand instructors’ expectations and standards
• use instructor feedback to improve their performance
• monitor and assess their progress as they work towards clearly indicated goals
• recognize their strengths and weaknesses and direct their efforts accordingly

Examples of Rubrics

Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric.

• Example 1: Philosophy Paper This rubric was designed for student papers in a range of courses in philosophy (Carnegie Mellon).
• Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology (Carnegie Mellon).
• Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology (Carnegie Mellon).
• Example 4: History Research Paper . This rubric was designed for essays and research papers in history (Carnegie Mellon).
• Example 1: Capstone Project in Design This rubric describes the components and standards of performance from the research phase to the final presentation for a senior capstone project in design (Carnegie Mellon).
• Example 2: Engineering Design Project This rubric describes performance standards for three aspects of a team project: research and design, communication, and team work.

Oral Presentations

• Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division course in history (Carnegie Mellon).
• Example 2: Oral Communication This rubric is adapted from Huba and Freed, 2000.
• Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in history (Carnegie Mellon).

Class Participation/Contributions

• Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course (Carnegie Mellon).
• Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.

See also " Examples and Tools " section of this site for more rubrics.

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Main navigation, articulating your assessment values.

Reading, commenting on, and then assigning a grade to a piece of student writing requires intense attention and difficult judgment calls. Some faculty dread “the stack.” Students may share the faculty’s dim view of writing assessment, perceiving it as highly subjective. They wonder why one faculty member values evidence and correctness before all else, while another seeks a vaguely defined originality.

Writing rubrics can help address the concerns of both faculty and students by making writing assessment more efficient, consistent, and public. Whether it is called a grading rubric, a grading sheet, or a scoring guide, a writing assignment rubric lists criteria by which the writing is graded.

Why create a writing rubric?

• It makes your tacit rhetorical knowledge explicit
• It articulates community- and discipline-specific standards of excellence
• It links the grade you give the assignment to the criteria
• It can make your grading more efficient, consistent, and fair as you can read and comment with your criteria in mind
• It can help you reverse engineer your course: once you have the rubrics created, you can align your readings, activities, and lectures with the rubrics to set your students up for success
• It can help your students produce writing that you look forward to reading

How to create a writing rubric

Create a rubric at the same time you create the assignment. It will help you explain to the students what your goals are for the assignment.

• Consider your purpose: do you need a rubric that addresses the standards for all the writing in the course? Or do you need to address the writing requirements and standards for just one assignment?  Task-specific rubrics are written to help teachers assess individual assignments or genres, whereas generic rubrics are written to help teachers assess multiple assignments.
• Begin by listing the important qualities of the writing that will be produced in response to a particular assignment. It may be helpful to have several examples of excellent versions of the assignment in front of you: what writing elements do they all have in common? Among other things, these may include features of the argument, such as a main claim or thesis; use and presentation of sources, including visuals; and formatting guidelines such as the requirement of a works cited.
• Then consider how the criteria will be weighted in grading. Perhaps all criteria are equally important, or perhaps there are two or three that all students must achieve to earn a passing grade. Decide what best fits the class and requirements of the assignment.

Consider involving students in Steps 2 and 3. A class session devoted to developing a rubric can provoke many important discussions about the ways the features of the language serve the purpose of the writing. And when students themselves work to describe the writing they are expected to produce, they are more likely to achieve it.

At this point, you will need to decide if you want to create a holistic or an analytic rubric. There is much debate about these two approaches to assessment.

Comparing Holistic and Analytic Rubrics

Holistic scoring .

Holistic scoring aims to rate overall proficiency in a given student writing sample. It is often used in large-scale writing program assessment and impromptu classroom writing for diagnostic purposes.

General tenets to holistic scoring:

• Responding to drafts is part of evaluation
• Responses do not focus on grammar and mechanics during drafting and there is little correction
• Marginal comments are kept to 2-3 per page with summative comments at end
• End commentary attends to students’ overall performance across learning objectives as articulated in the assignment
• Response language aims to foster students’ self-assessment

Holistic rubrics emphasize what students do well and generally increase efficiency; they may also be more valid because scoring includes authentic, personal reaction of the reader. But holistic sores won’t tell a student how they’ve progressed relative to previous assignments and may be rater-dependent, reducing reliability. (For a summary of advantages and disadvantages of holistic scoring, see Becker, 2011, p. 116.)

Here is an example of a partial holistic rubric:

Summary meets all the criteria. The writer understands the article thoroughly. The main points in the article appear in the summary with all main points proportionately developed. The summary should be as comprehensive as possible and should be as comprehensive as possible and should read smoothly, with appropriate transitions between ideas. Sentences should be clear, without vagueness or ambiguity and without grammatical or mechanical errors.

A complete holistic rubric for a research paper (authored by Jonah Willihnganz) can be  downloaded here.

Analytic Scoring

Analytic scoring makes explicit the contribution to the final grade of each element of writing. For example, an instructor may choose to give 30 points for an essay whose ideas are sufficiently complex, that marshals good reasons in support of a thesis, and whose argument is logical; and 20 points for well-constructed sentences and careful copy editing.

General tenets to analytic scoring:

• Reflect emphases in your teaching and communicate the learning goals for the course
• Emphasize student performance across criterion, which are established as central to the assignment in advance, usually on an assignment sheet
• Typically take a quantitative approach, providing a scaled set of points for each criterion
• Make the analytic framework available to students before they write  

Advantages of an analytic rubric include ease of training raters and improved reliability. Meanwhile, writers often can more easily diagnose the strengths and weaknesses of their work. But analytic rubrics can be time-consuming to produce, and raters may judge the writing holistically anyway. Moreover, many readers believe that writing traits cannot be separated. (For a summary of the advantages and disadvantages of analytic scoring, see Becker, 2011, p. 115.)

For example, a partial analytic rubric for a single trait, “addresses a significant issue”:

• Excellent: Elegantly establishes the current problem, why it matters, to whom
• Above Average: Identifies the problem; explains why it matters and to whom
• Competent: Describes topic but relevance unclear or cursory
• Developing: Unclear issue and relevance

A  complete analytic rubric for a research paper can be downloaded here.  In WIM courses, this language should be revised to name specific disciplinary conventions.

Whichever type of rubric you write, your goal is to avoid pushing students into prescriptive formulas and limiting thinking (e.g., “each paragraph has five sentences”). By carefully describing the writing you want to read, you give students a clear target, and, as Ed White puts it, “describe the ongoing work of the class” (75).

Writing rubrics contribute meaningfully to the teaching of writing. Think of them as a coaching aide. In class and in conferences, you can use the language of the rubric to help you move past generic statements about what makes good writing good to statements about what constitutes success on the assignment and in the genre or discourse community. The rubric articulates what you are asking students to produce on the page; once that work is accomplished, you can turn your attention to explaining how students can achieve it.

Works Cited

Becker, Anthony.  “Examining Rubrics Used to Measure Writing Performance in U.S. Intensive English Programs.”   The CATESOL Journal  22.1 (2010/2011):113-30. Web.

White, Edward M.  Teaching and Assessing Writing . Proquest Info and Learning, 1985. Print.

Further Resources

CCCC Committee on Assessment. “Writing Assessment: A Position Statement.” November 2006 (Revised March 2009). Conference on College Composition and Communication. Web.

Gallagher, Chris W. “Assess Locally, Validate Globally: Heuristics for Validating Local Writing Assessments.” Writing Program Administration 34.1 (2010): 10-32. Web.

Huot, Brian.  (Re)Articulating Writing Assessment for Teaching and Learning.  Logan: Utah State UP, 2002. Print.

Kelly-Reilly, Diane, and Peggy O’Neil, eds. Journal of Writing Assessment. Web.

McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.

O’Neill, Peggy, Cindy Moore, and Brian Huot.  A Guide to College Writing Assessment . Logan: Utah State UP, 2009. Print.

Sommers, Nancy.  Responding to Student Writers . Macmillan Higher Education, 2013.

Straub, Richard. “Responding, Really Responding to Other Students’ Writing.” The Subject is Writing: Essays by Teachers and Students. Ed. Wendy Bishop. Boynton/Cook, 1999. Web.

White, Edward M., and Cassie A. Wright.  Assigning, Responding, Evaluating: A Writing Teacher’s Guide . 5th ed. Bedford/St. Martin’s, 2015. Print.

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Creating Grading Rubrics for Writing Assignments

Pamela Flash

Establishing and discussing specific characteristics of success when an assignment is first distributed benefits both students and instructors. Creating grading rubrics, or grids, is a typical way to do this. Having received the criteria with an assignment, students are able to write toward specific goals. Later, when they look at their grades, they can see at a glance the strengths and weaknesses of their work. Instructors are able to grade according to customized descriptive criteria that reflect the intention of a specific assignment and won't change according to the hour of night or the amount of effort a particular student is suspected of expending. Rubrics can also save on grading time, as they allow instructors to detail comments on one or two elements and simply indicate ratings on others. Finally, grading rubrics are invaluable in courses that involve more than one instructor, as in team-taught or multi-sectioned courses, because they ensure that all instructors are measuring work by the same standards.

Step One: Identifying Criteria

The first step involved in creating assignment-specific rubrics is revisiting an assignment's intended outcomes. These objectives can be considered, prioritized, and reworded to create a rubric's criteria. If, for example, an instructor assigns a literature review hoping that students might become skilled at reducing complex texts down to pithy summaries, "concise summary" can be one of the grading criteria included in the rubric. Care must be taken to keep the list of criteria from becoming unwieldy; ten ranked items is usually the upper limit. In addition, to be usefully translated and used by students, criteria should be specific and descriptive. Criteria like "clear," "organized," and "interesting" don't mean much to students when they sit down to revise.

Step Two: Weighing Criteria

When criteria have been identified, decisions are made about their varying importance. Say, for example, that an essay is assigned by a geography professor who intends for students to become skilled at creating concrete and accurate observation-based descriptions, practiced in analyzing their data and in devising a land-use proposal, and able to create correctly-formatted, error-free prose. When creating a grading rubric for that assignment, the instructor will need to decide on the relative weight of each criterion. Is the error-free prose objective equal to the analysis objective?

Step Three: Describing Levels of Success

When the criteria have been set, decisions must be made about an assessment scale. Many instructors like to limit this section of the rubric to a three-point scale ("weak," "satisfactory," "strong"). Others may prefer to break this down into five or six levels, adding categories like "needs extensive revision," or "outstanding."

Step Four: Creating and Distributing the Grid

When the specific criteria and levels of success have been named and ranked, they can be sorted into a table (see samples below) and distributed with the assignment. Note that spaces are created for comments on each item and again at the end.

1=not present   2=needs extensive revision   3=satisfactory   4=strong   5=outstanding

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Using Rubrics to Grade Writing Assignments

Audrey Wick is an English professor and Cengage Faculty Partner

As an instructor, how do you get students to remember concepts you teach?

If you are like most instructors, the answer is “any way I can!”

Indeed, instructors use a variety of techniques to not only teach, but also to assess the learning process. And since instructors are held accountable for success results through data gathering, analysis and reporting, there are many challenges that can arise because of the process.

Enter Rubrics

A rubric is a scoring tool that lists criteria for grading written work. Rubrics are in use by many standardized test companies as well as across primary and secondary grade levels. No wonder then, that college instructors also rely on rubrics since students come into the classroom conditioned for their use.

Additionally, rubrics are beneficial because they:

• Create a shared understanding of assignment requirements between the student and the instructor
• Help students know what questions to ask about assignment completion
• Allow a method of self-editing by enabling a student to “see” what will be assessed
• Simplify grading and apply consistency of standards across each assignment set

To ensure rubrics are implemented smoothly, consider these four tips.

1. Good rubrics are assignment-specific.

Whether a student is completing an annotated bibliography, a research paper or an end-of-semester portfolio, a good rubric should match the assignment. Each evaluation tool needs to address not only assignment parameters but also take into account expected skills, desired learning outcomes and general semester timing. For instance, what works for a first assignment, in a long semester course, may not be the right rubric for an assignment submitted at the semester’s end.

2. Good rubrics work within the existing curriculum.

There are a lot of moving parts when it comes to class curriculum. The course description, class syllabus, student learning outcomes and instructional design goals should all be considered when an instructor is designing a rubric . What gets assessed—and how much weight is assigned to those metrics—can be decided when a rubric is meaningfully considered next to the other “gears” that are already in place in the clockwork of the college class.

3.  Good rubrics are easy to understand.

Reading a rubric should not be painful for students, nor should it involve the need for an advanced degree on its own. Instead, a rubric should be organized in such a way that it allows a student to easily infer the expectations. Keep it to one page—or less. Highlight the exact criteria in some way, through headings, bullet points or bold text. Using rows, columns or a table approach can help achieve a readable structure as well.

4.  Good rubrics are made available to students.

Don’t hide the rubrics from students and don’t present them for use AFTER a student has already submitted an assignment. Post them digitally, share hard copies or make them available in some other way, so that students have time to see them, ask questions and use them in their own self-editing of assignments prior to submission. This will also encourage students to manage individual expectations when it comes to their eventual grade on an assignment.

You’re Ready!

Instructors work hard to help students, and that extends to the evaluation of written assignments as well. Assessment of that learning process—especially when it comes to written assignments—can be made more beneficial through the use of rubrics.

Want to learn more about course design and specific evaluation tools including free, downloadable rubrics? Check out this article,  Creating a Foundation for a Solid Online Course .

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• Grading Criteria and Rubrics

Why use rubrics? Rubrics help instructors grade and provide feedback on assessments that have more than one correct answer in an efficient and equitable way. They facilitate transparency in grading, as well as increase consistency in scoring.

When given alongside an assignment, students can use rubrics to gain understanding about the purpose of an assignment, to provide peer feedback, or to engage in self-assessment. Multiple graders or reviewers produce more consistent results when they have been trained in using the rubric and have been provided with exemplars (for reviews of the research see Jonsson & Svingby, 2007; Reddy & Andrade, 2010).

Three Elements of a Rubric

A rubric involves three elements: 1) the criteria for assessing the product or performance, 2) a range of quality levels, and 3) a scoring strategy. There is enormous flexibility for instructors to construct rubrics that reflect their teaching perspective within these three parameters. 

Criteria define the distinct elements of expert or competent performance of the tasks central to the assignment. As the number of criteria increases, so does the amount of time required to review assignments. Too few criteria can lead to a rubric that does not effectively assess the range of knowledge, skills, and attitudes required to complete the task assigned. Generally, 4 to 6 criteria assess the breadth of competencies that are most essential to an assignment. 

A single criterion can be used to create a holistic rubric with very general descriptions. Holistic rubrics do not provide targeted feedback and research suggests they are less consistently used. Holistic rubrics work well to speed grading for low stakes activities that only need very general feedback (e.g., discussion forum posts or responses). For more significant assignments, an analytic rubric with multiple criteria is more useful for reviewers and students. Effectively selecting the most important criteria is the first step to designing effective analytic rubrics.

Once the most essential criteria for competently completing the assignment have been identified, different quality levels need to be identified. Selecting the number of quality levels is a critical decision. While a greater number of quality levels allows for finer distinctions, more levels increase the time required to develop the rubric and to review assignments. In addition, research has shown that as the number of quality levels increases, consistency across graders or reviewers decreases. Considering the ultimate grade distinctions that will be made in the course can help determine the appropriate levels of quality for significant assignments.

The labeling of quality levels requires careful reflection. In learning contexts, instructors typically distinguish levels of competence, mastery, or expertise. This framing emphasizes a developmental teaching perspective and communicates a growth mindset. Instructors should beware of quality descriptors that demoralize students (e.g., incompetent, barely adequate, almost competent).

The most equitable rubrics create a detailed table describing the key features for each criteria at each quality level. Criteria are listed along the left-most column (often according to hierarchy of importance or process order) and quality levels are arranged across the top row of the table (either from low to high or high to low). Each of the remaining table cells is filled with a description of key features that can be observed for the specific criteria at that quality level. These often focus on key factors that represent bottlenecks in student learning or critical steps to increased levels of competence.

Rubrics are flexible tools and instructors use a range of strategies to score student work using rubrics including:

• Setting weights for each criterion, and single scores for each quality level. This approach speeds grading and minimizes discretion that might be a source of bias.  Many digital tools support this strategy.
• Weighting criteria and providing a range of scores for each quality level. This approach supports instructors interested in making more fine-grained distinctions.
• Focusing on the overall combination of quality levels across criteria to assign a grade. This is a simplified grading structure that focuses on the overall grade and holistic judgment of the instructor or grader. For larger course enrollments, this strategy increases the risk of inconsistent or biased grading.
• For drafts and formative assessments, focusing on providing students feedback with the rubric and simply assigning a complete or incomplete grade can be an efficient and effective strategy

Suggestions for Creating a Rubric

Consider what, exactly, you want students to learn from the assignment. Write this down; it will guide the creation of criteria for your rubric.

Decide how you want to grade students. What elements of the assignment do you want to give them feedback on? This means determining the criteria associated with the task. To determine the criteria, think again about the goals of the assignment. What do you want students to accomplish? What do you want them to learn? Keep these criteria descriptions brief. Also, try to have an even, rather than an odd, number of criteria. This prevents the middle criterion from becoming a catch-all, allowing for more nuance in grading.

Decide whether you will use a letter grade, percentages, points, a rating scale, or some other scoring method in your rubric. How will you label them? With numbers or descriptive labels? 

Make sure the descriptors follow a logical progression. That is, descriptors indicating poor performance should be distinctly different from descriptors indicating high performance. And there should be consistency within the descriptors, meaning they should focus on particular attributes that carry through all criteria. 

Rubrics offer a more objective means of assessing student work, but that doesn’t mean they should assume a negative tone or offer an overly pointed critique of the learner. Try to refer to the assignment rather than the student when developing criteria. Avoid overly subjective language and use active voice where appropriate.

Test your rubrics with a variety of scores for each criteria and see how significantly an outlier in one criterion will impact the overall grade. Consider whether adjustments to the weighting of criteria or the way points are allocated would more accurately reflect the appropriate grade.

Asking a colleague to review the rubric in advance is one of the best ways to ensure that your expectations are clear. You can ask colleagues to focus on specific elements of the rubric or to provide overall feedback.

Rubric Tools

Canvas rubrics, resources and works cited.

Rubrics for Assessment from Northern Illinois University

Types of Rubrics from DePaul Teaching Commons

Types of Rubrics: Holistic and Analytic from Queen’s University

Know Your Terms: Holistic. Analytic. And Single-Point Rubrics

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences.  Educational Research Review , 2(2), 130–144.  https://doi.org/10.1016/j.edurev.2007.05.002

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education.  Assessment & Evaluation in Higher Education , 35(4), 435–448.  https://doi.org/10.1080/02602930902862859

Additionally, Dannelle D. Stevens & Antonia J. Levi,  An Introduction to Rubrics  (Sterling, VA: Stylus, 2005), is available as an online Brown Library resource and in the Sheridan Center’s library.

• Basics for GSIs
• Advancing Your Skills

Examples of Rubric Creation

Creating a rubric takes time and requires thought and experimentation. Here you can see the steps used to create two kinds of rubric: one for problems in a physics exam for a small, upper-division physics course, and another for an essay assignment in a large, lower-division sociology course.

Physics Problems

In STEM disciplines (science, technology, engineering, and mathematics), assignments tend to be analytical and problem-based. Holistic rubrics can be an efficient, consistent, and fair way to grade a problem set. An analytical rubric often gives a more clear picture of what a student should direct their future learning efforts on. Since holistic rubrics try to label overall understanding, they can lead to more regrade requests when compared to analytical rubric with more explicit criteria. When starting to grade a problem, it is important to think about the relevant conceptual ingredients in the solution. Then look at a sample of student work to get a feel for student mistakes. Decide what rubric you will use (e.g., holistic or analytic, and how many points). Apply the holistic rubric by marking comments and sorting the students’ assignments into stacks (e.g., five stacks if using a five-point scale). Finally, check the stacks for consistency and mark the scores. The following is a sample homework problem from a UC Berkeley Physics Department undergraduate course in mechanics.

Homework Problem

Learning objective.

Solve for position and speed along a projectile’s trajectory.

Desired Traits: Conceptual Elements Needed for the Solution

• Decompose motion into vertical and horizontal axes.
• Identify that the maximum height occurs when the vertical velocity is 0.
• Apply kinematics equation with g as the acceleration to solve for the time and height.
• Evaluate the numerical expression.

A note on analytic rubrics: If you decide you feel more comfortable grading with an analytic rubric, you can assign a point value to each concept. The drawback to this method is that it can sometimes unfairly penalize a student who has a good understanding of the problem but makes a lot of minor errors. Because the analytic method tends to have many more parts, the method can take quite a bit more time to apply. In the end, your analytic rubric should give results that agree with the common-sense assessment of how well the student understood the problem. This sense is well captured by the holistic method.

Holistic Rubric

A holistic rubric, closely based on a rubric by Bruce Birkett and Andrew Elby:

[a] This policy especially makes sense on exam problems, for which students are under time pressure and are more likely to make harmless algebraic mistakes. It would also be reasonable to have stricter standards for homework problems.

Analytic Rubric

The following is an analytic rubric that takes the desired traits of the solution and assigns point values to each of the components. Note that the relative point values should reflect the importance in the overall problem. For example, the steps of the problem solving should be worth more than the final numerical value of the solution. This rubric also provides clarity for where students are lacking in their current understanding of the problem.

Try to avoid penalizing multiple times for the same mistake by choosing your evaluation criteria to be related to distinct learning outcomes. In designing your rubric, you can decide how finely to evaluate each component. Having more possible point values on your rubric can give more detailed feedback on a student’s performance, though it typically takes more time for the grader to assess.

Of course, problems can, and often do, feature the use of multiple learning outcomes in tandem. When a mistake could be assigned to multiple criteria, it is advisable to check that the overall problem grade is reasonable with the student’s mastery of the problem. Not having to decide how particular mistakes should be deducted from the analytic rubric is one advantage of the holistic rubric. When designing problems, it can be very beneficial for students not to have problems with several subparts that rely on prior answers. These tend to disproportionately skew the grades of students who miss an ingredient early on. When possible, consider making independent problems for testing different learning outcomes.

Sociology Research Paper

An introductory-level, large-lecture course is a difficult setting for managing a student research assignment. With the assistance of an instructional support team that included a GSI teaching consultant and a UC Berkeley librarian [b] , sociology lecturer Mary Kelsey developed the following assignment:

This was a lengthy and complex assignment worth a substantial portion of the course grade. Since the class was very large, the instructor wanted to minimize the effort it would take her GSIs to grade the papers in a manner consistent with the assignment’s learning objectives. For these reasons Dr. Kelsey and the instructional team gave a lot of forethought to crafting a detailed grading rubric.

Desired Traits

• Use and interpretation of data
• Reflection on personal experiences
• Application of course readings and materials
• Organization, writing, and mechanics

For this assignment, the instructional team decided to grade each trait individually because there seemed to be too many independent variables to grade holistically. They could have used a five-point scale, a three-point scale, or a descriptive analytic scale. The choice depended on the complexity of the assignment and the kind of information they wanted to convey to students about their work.

Below are three of the analytic rubrics they considered for the Argument trait and a holistic rubric for all the traits together. Lastly you will find the entire analytic rubric, for all five desired traits, that was finally used for the assignment. Which would you choose, and why?

Five-Point Scale

Three-Point Scale

Simplified Three-Point Scale, numbers replaced with descriptive terms

For some assignments, you may choose to use a holistic rubric, or one scale for the whole assignment. This type of rubric is particularly useful when the variables you want to assess just cannot be usefully separated. We chose not to use a holistic rubric for this assignment because we wanted to be able to grade each trait separately, but we’ve completed a holistic version here for comparative purposes.

Final Analytic Rubric

This is the rubric the instructor finally decided to use. It rates five major traits, each on a five-point scale. This allowed for fine but clear distinctions in evaluating the students’ final papers.

[b] These materials were developed during UC Berkeley’s 2005–2006 Mellon Library/Faculty Fellowship for Undergraduate Research program. Members of the instructional team who worked with Lecturer Kelsey in developing the grading rubric included Susan Haskell-Khan, a GSI Center teaching consultant and doctoral candidate in history, and Sarah McDaniel, a teaching librarian with the Doe/Moffitt Libraries.

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Center for the Advancement of Teaching Excellence

Nicole Messier, CATE Instructional Designer June 28th, 2022

WHAT? Heading link Copy link

Rubrics usually consist of a table, grid, or matrix.

Rubrics are criterion-referenced grading tools that describe qualitative differences in student performance for evaluating and scoring assessments. Criterion-referenced grading refers to students being evaluated based on their performance against a set of criteria. Whereas norm-referenced grading refers to students being assessed through the comparison of student performances.

Rubrics usually consist of a table, grid, or matrix that contain information on how students’ learning and performance will be measured. Rubrics can be designed for a specific assessment. For example, a rubric can be used to grade a written assignment in Week 1 of a course. Or rubrics can be designed for a general purpose, like the grading of all the discussion posts or journal entries in an entire course.

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Elements of a rubric.

Most rubrics will contain the following elements:

• Grading criteria
• Performance levels
• Weight and scoring
• Description of grading criteria

These elements along with the number of rows or columns will vary based on the type of rubric you chose to design. Please see the Types of Rubrics section below for more information and examples of these elements in different types of rubrics.

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Grading criteria.

Grading criteria refer to what students will do (performance) and what instructors will measure and score. Grading criteria should have a direct alignment with the learning objectives. This alignment will improve the validity and reliability of the assessment (see the WHY section of this teaching guide for more information on improving validity and reliability). There are two main types of grading criteria: concrete and abstract grading criteria.

Concrete Grading Criteria

Concrete grading criteria are criteria that can be viewed and assessed with less interpretation and subjectivity. Examples include:

• Content knowledge or declarative knowledge (about a topic or learning objective)
• Procedural knowledge (knowledge about how to do a task or action)
• Conditional knowledge (knowledge about why or when to do an action)
• Art composition
• Argument with justification or defense
• Accuracy or correctness
• Information literacy (supporting ideas with research and creating new information from research)
• Writing mechanics (spelling, grammar, punctuation, capitalization)

For example, you might develop a rubric or checklist for weekly math assignments that includes grading criteria for procedural knowledge (showing work), conditional knowledge (explaining why they used a formula or operation), and accuracy (correctness of answer).

Abstract Grading Criteria 

Abstract grading criteria are grading criteria that are interpreted and are considered more subjective than concrete grading criteria. Examples include:

• Critical thinking
• Problem-solving skills
• Decision-making or reasoning skills
• Communication or expression of ideas
• Development of new ideas
• Organization or cohesion of writing

For example, you might develop a rubric for a piece of art that includes concrete grading criteria for procedural knowledge (demonstration of specific technique), composition of the piece, as well as abstract grading criteria for creativity and decision-making skills.

It is important to note that abstract grading criteria can be difficult for students to know what the expectations are and how to demonstrate those expectations. Abstract grading criteria can be described in a rubric to help students understand the expectations.

Performance Levels

Rubric performance levels are usually labeled with a column heading that can be a numeric point value, percentage, letter grade, or heading title. For example:

• 100% – A level of performance could use any of the following terms as a heading: Exemplary, outstanding, distinguished, exceptional, excellent, expert, etc.
• 80% – B level of performance could use any of the following terms as a heading: Proficient, above average, accomplished, etc.
• 70% – C level of performance could use any of the following terms as a heading: Satisfactory, competent, average, acceptable, etc.
• 60% – D level of performance could use any of the following terms as a heading: Developing, emerging, approaching, novice, etc.
• 50% – F level of performance could use any of the following terms as a heading: Beginning, rudimentary, needs revision, no evidence, etc.

The above terms can be used as headings for your rubric columns or as adjectives to describe grading criteria at that performance level. It is recommended to utilize the same column headings for all the rubrics developed for a specific course. For example, if you select “Outstanding” for an A level of performance column heading then you should utilize the same column heading for the A level of performance in all your rubrics.

Descriptions of Grading Criteria

Rubrics contain descriptions of grading criteria. These descriptions should be aligned to the learning objectives being assessed and will support students’ understanding of the assessment expectations. For example, you have the learning objective: Synthesize information and ideas from multiple texts and sources. You label the grading criteria as “Information Literacy” and you describe the grading criteria in an analytic rubric at five performance levels as follows:

• 100% – A level – Outstanding synthesis of information and ideas from multiple credible sources with exceptional cohesion of information presented.
• 80% – B level – Concise synthesis of information and ideas from multiple credible sources with cohesion of information presented.
• 70% – C level – Adequate synthesis of information and ideas from multiple credible courses.
• 60% – D level – Attempted synthesis of information and ideas and/or missing multiple or credible sources.
• 50% – F level – Submission did not demonstrate synthesis of information or ideas, missing multiple and/or credible sources, please revise and resubmit.

See the HOW section of this teaching guide to learn tips for writing criteria descriptions.

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Types of rubrics.

There are several types of rubrics to choose from based on what you want to measure, how much feedback you want to provide, and how you want to assess performance, including:

• Single-point rubric
• Analytic rubric
• Holistic rubric

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Single-point rubric.

Single-point rubrics are used to measure learning based on one level of performance for the grading criteria and provide an opportunity for discussions about the strengths and weaknesses of students performance. The single-point rubric has only one column describing a passing level of performance and rows for each grading criterion.

The instructor grades each criterion as either “does not meet the criterion,” “meets the criterion,” or “exceeds the criterion.” And the instructor provides individualized feedback on any criterion that is graded as “does not meet the criterion” or “exceeds the criterion” for students to understand their scores.

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Weight and scoring of single-point rubrics.

Single-point rubrics will have a total number of points or a percentage for the assessment. And each grading criteria in a single-point rubric will have a point or percentage value. Typically, the “meets the criterion” column will be awarded the total points or an A or B value. For example, the assessment is worth 25 points and contains three criteria.

The total points need to be distributed to each of the criteria (criterion I is worth 5 points, criterion II is worth 10 points, and criterion III is worth 10 points). Students who meet all three criteria will be awarded 25 points.

When should I use a single-point rubric?

• Small class sizes (under 25 students)
• Involves less time to develop
• Requires more time to grade and score because students need more personalized feedback to understand their performance and score
• Supports conversations about performance
• Can be used for formative and summative assessments
• Appropriate for on-campus or hybrid course modalities
• If using video or audio feedback, it can be adapted for online course modalities
• Best suited for a single user (one instructor)

Grading the Making a Peanut Butter and Jelly Sandwich with a Single-Point Rubric Heading link Copy link

Grading the making a peanut butter and jelly sandwich with a single-point rubric.

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Analytic rubric.

Analytic rubrics are used to evaluate grading criteria separately to provide students with detailed feedback on their performance. The analytic rubric typically has three to five columns to describe performance levels and rows for each grading criterion to be described separately. The instructor grades each criterion at varying levels of performance, and students can read the description to understand their performance and scores.

Weight and Scoring of an Analytic Rubric

Analytic rubrics will have a total number of points or a percentage for the assessment. And each grading criteria will have a point or percentage value. For example, the assessment is worth 25 points and contains three criteria. The total points need to be distributed to each of the criteria (criterion I is worth 5 points, criterion II is worth 10 points, and criterion III is worth 10 points). Next, the grading criteria points are broken down further by performance level in an analytic rubric.

• Criterion I is worth 5 points – the highest level is worth 5 points (100%), the next level is worth 4 points (80%), and the last level is worth 3 points (60%).
• Criterion II is worth 10 points – the highest level is worth 10 points (100%), the next level is worth 8 points (80%), and the last level is worth 6 points (60%).
• Criterion III is worth 10 points – the highest level is worth 10 points, the next level is worth 8 points (80%), and the last level is worth 6 points (60%).

When should I use an analytic rubric?

• All class sizes
• Involves more time to develop
• Requires less time to grade and score (if the scorer is familiar with the rubric)
• Provides more descriptive feedback in a formative assessment to help students improve performance
• Appropriate for any course modality
• Should be used in online asynchronous course modalities to support student understanding of expectations
• Utilized by multiple instructors and/or TAs

Grading the Making a Peanut Butter and Jelly Sandwich with An Analytic Rubric Heading link Copy link

Grading the making a peanut butter and jelly sandwich with an analytic rubric.

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Holistic rubric.

Holistic rubrics are used to evaluate overall competence or ability when grading criteria can’t be separated, or when you want a holistic view of student progress. The holistic rubric typically has around three to five columns to describe performance levels and one row for all the criteria to be described together. The instructor grades the entire assessment at one level of performance and provides the student with individualized feedback identifying what criteria caused their performance to be scored at that level.

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Weight and scoring of a holistic rubric.

In a holistic rubric, the grading criteria are not broken down and the weighting occurs in the performance levels. For example, the assessment is worth 25 points and contains five levels of performance (the highest level is worth 25 points (100%), the next level is worth 20 points (80%), the third level is worth 15 points (60%), and the fourth level is worth 10 points (40%), and the last level is worth 9 or less points (0 to 39%).

When should I use a holistic rubric?

• Best suited for summative assessments to measure overall competence or quality of students’ work.

Grading the Making a Peanut Butter and Jelly Sandwich with a Holistic Rubric Heading link Copy link

Grading the making a peanut butter and jelly sandwich with a holistic rubric.

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Checklists are used to measure criteria that have a correct answer or evidence of correctness or completion (e.g., math, engineering, programming, etc.). The checklist has two columns for performance levels and rows for each grading criterion. Checklist columns are typically labeled with “Yes or No” or “Correct or Incorrect.”

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Weight and scoring for checklists.

Checklists will have a total number of points or a percentage for the assessment. And each grading criteria in a checklist will have a point or percentage value.

For example, the assessment is worth 25 points and contains three criteria. The total points need to be distributed to each of the criteria (criterion I is worth 5 points, criterion II is worth 10 points, and criterion III is worth 10 points).

When should I use a checklist?

• Involves less time to develop and grade
• Provides a breakdown of grading criteria
• Used for “Yes or No” or “Correct or Incorrect” performance levels
• Best suited for criteria where there is a correct answer or evidence of correctness or completion: math, engineering, programming, etc.

Grading the Making a Peanut Butter and Jelly Sandwich with a Checklist Heading link Copy link

Grading the making a peanut butter and jelly sandwich with a checklist.

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See the HOW section of this teaching guide to learn more about designing rubrics and review examples of rubric types.

WHY? Heading link Copy link

Impact of rubric use.

Research has shown that the use of rubrics has a positive impact on instruction and learning for students and instructors.

Rubrics impact student performance and learning positively (Abdel-Magid, 2020; Hazels, 2020; Nkhoma, 2020) by:

• Informing students of the expectations for an assignment, including explaining the grading criteria, alignment to learning objectives, and how to meet the performance standards.
• Improving student motivation, self-efficacy, engagement, and satisfaction.
• Promoting self-regulation of learning (time and effort) to reach instructors’ expectations.
• Influencing students’ cognitive and metacognitive performance in the assessment, including the ability to identify strengths and weaknesses in their performance.
• Providing qualitative feedback to support students’ future learning and performance.

Rubrics also impact instructors’ grading, scoring, and assessment practices positively (Abdel-Magid, 2020; Hazels, 2020; Nkhoma, 2020) by:

• Providing improved alignment of instructions, expectations, and grading practices, as well as clarity and transparency of the course learning objectives. The rubric design process provides instructors with opportunities to reflect and review the course and learning objectives’ alignment to the assessments and grading criteria.
• Reducing grading time and overall faculty workload by utilizing the clickable rubrics built in the Blackboard LMS. This reduced workload will allow for more planning of formative assessment and practice opportunities with feedback to improve student outcomes.
• Improving the consistency, accuracy, and objectivity of grading and scoring will help to prevent or reduce bias in grading by making judgments based on students’ actual performance of the grading criteria. And this consistency, accuracy, and objectivity can potentially reduce students’ questions and arguments about grading, scoring, and fairness.
• Collecting reliable and valid data for decision-making and continuous quality improvements (see the next section for information on validity and reliability). The consistent use of rubrics will collect data on student performance based on grading criteria aligned to the course and learning objectives for the course.

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Improving validity and reliability of assessments.

Research has shown that the validity and reliability of assessments can be improved through the development and utilization of rubrics.

The validity of an assessment can be described as how well the assessment measures what it was designed to measure. This type of validity is often called face validity or logical validity; in other words, the assessment appears to do what it claims to do (based on face value).

Rubric design improves the alignment of the course and learning objectives with the assessment, and this helps increase the validity of the assessments (Jescovitch, et.al, 2019). Rubric development also improves the alignment of cognitive levels or complexity of the assessment with the course and learning objectives, again improving the validity. Also, the validity of an assessment can be improved by avoiding construct underrepresentation and construct-irrelevant variance through the designing of a rubric.

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Construct underrepresentation and construct-irrelevant variance.

Construct underrepresentation refers to when an assessment is too narrow and doesn’t include elements of the construct (course or learning objective). The data collected will not have face, content, or construct validity because the assessment omitted aspects (e.g., the assessment doesn’t capture key aspects of the learning objective it was designed to measure). Content validity refers to how well an assessment measures all facets of an item, and how well it represents or gauges the entire domain (e.g., how well the assessment measures the entirety of the learning objectives). Construct validity refers to how well the assessment collects evidence to support interpretations, appropriateness of inferences, and what the data reflects (e.g., does the data collected allow you to make sound decisions about current instruction or continuous quality improvements).

For example, the evaluation of a piece of art might exclude the composition of the artwork or the grading of an oral presentation might miss the communication of the content (Lin, 2020). The rubric design process helps to ensure that no elements are missing, and all aspects of the construct are being evaluated to improve content and construct validity.

Construct-irrelevant variance refers to when an assessment contains excess or uncontrollable variables that distort the data collected (e.g., the assessment contains grading criteria that are not aligned to the task or learning objectives, or assesses skills and knowledge not taught in the course).

For example, an assessment for an oral presentation has grading criteria for costumes or props. This grading criterion isn’t aligned to the assessment and might cause an assessment bias , a grading criterion that unfairly penalizes students because of personal characteristics (Lin, 2020). In the case of the costume or props criteria, more affluent students could afford better costumes or props and may receive a better grade. This bias would cause an unfairness in grading, and data collected wouldn’t have face, content, or construct validity.

It is essential to review your rubrics to ensure that your grading will be focused on the construct (learning objectives) and that it isn’t missing any elements of the construct or adding any excessive or uncontrollable variables that might distort data or cause an assessment bias.

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The reliability of an assessment can be described as how well the evaluation and measurement of student performance are consistent and repeatable.

In other words, the consistency of grading and scoring practices from student to student and term to term will influence the reliability of data collected. Rubrics can improve the internal consistency reliability and rater reliability of an assessment.

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Internal consistency reliability and rater reliability.

Internal consistency reliability refers to the interrelatedness of the assessment items and the accuracy of what is measured (e.g., assessments that are directly aligned to the learning objectives would have questions that measure the same construct). Rubric development can enhance the internal consistency reliability of an assessment through the analysis and alignment of learning objectives.

Rater reliability can be described in two sub-categories: intra-rater reliability and inter-rater reliability. Intra-rater reliability refers to how an instructor might grade and score differently based on external circumstances (e.g., one day the instructor is healthy and feeling good and the next day the instructor has a migraine while grading).

Inter-rater reliability refers to how two different instructors might grade and score differently based on what they value (e.g., one instructor might score the organization and technical language in a paper with more weight than another instructor who scores formatting and mechanics with more weight).

Rubric utilization can provide consistent grading criteria that can be repeated under different conditions improving intra-rater reliability (sick instructor) and inter-rater reliability (multiple instructors or TAs). It is important to note that there can still be discrepancies and inconsistencies among multiple instructors or TAs while utilizing a rubric. Please review the HOW section of this teaching guide to learn ways to reduce grading and scoring discrepancies and inconsistencies in order to improve inter-rater reliability.

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Selecting the right rubric type for your assessment (and course) is the first step in rubric design. After you decide what type of rubric you want to design, you will need to determine how you will design the rubric.

As an instructor, you can design a rubric, or you can co-construct a rubric. See the below sections for steps on either designing a rubric or co-constructing a rubric with your students.

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Instructor rubric design.

The following steps will support you as you design a rubric:

• Title the rubric using the title of the assessment you want to grade and score.
• Identify the grading criteria that you want to measure. Remember your grading criteria should be directly aligned to the course and learning objectives.
• Determine how the grading criteria should be assessed: holistically, separately, with a yes/no, etc.
• Single-point rubric – has one column describing a passing performance (typically an A value) and rows for each grading criterion.
• Analytic rubric – has between three to five columns to describe performance levels and rows for each grading criterion separately.
• Holistic rubric – has between three to five columns to describe performance levels but with only one row as the criteria are described together.
• Checklist – has two columns (for yes and no) and rows for each grading criterion.
• Describe the grading criteria (please see Writing Criteria Descriptions below for more information).
• Assign points or percentages for each grading criterion (single-point rubric, analytic rubric, or checklist).
• Describe levels of performance for each criterion and assign points or percentages for each level of performance (analytic rubric or holistic rubric).
• Review your rubric for mutually exclusive language for levels of performance and student-centered language to ensure student understanding of expectations.
• Utilize the rubric tool in Blackboard to build a clickable rubric for grading and a viewable rubric for students.
• Implement the rubric (without making changes) for the entire term. Reflect on the use of the rubric and identify areas of improvement to make adjustments to criteria, descriptions, or weight for the next term.

For more information on building rubrics in your course site visit the Blackboard Grading and Assessments page on the CATE website to view the Getting Started with Rubrics section.

Co-Constructing Rubrics with Students

You can co-construct rubrics with students by first sharing a work sample with them. This work sample could be an exemplar (exemplary work sample) or could be an average work sample (B performance level).

The following steps will support you as you co-construct an analytic rubric with your students:

• Share the course and learning objectives that will be measured by the rubric with students.
• Share the exemplar (exemplary work sample) or average work sample with students.
• Break students into groups either synchronously or asynchronously (using a collaborative tool like Jamboard , Google slides, Padlet , Trello , etc.) and ask them to identify what the potential grading criteria might be.
• Bring students back together and remove any redundancies in the grading criteria.
• Once you have the grading criteria, you can choose to continue the rubric development with your students or without them.
• If you choose to continue with students, then ask students to determine the weight of each criterion for the assessment.
• Next, you can break students into groups and have each group describe a different grading criterion at a set number of performance levels (e.g., A, B, C, D).
• Collect all the descriptions and create one analytic rubric from each group’s descriptions.
• Ask students to review, check for mutually exclusive language, and discuss any changes needed as a class.

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Tips for writing criteria descriptions.

You will need to describe the grading criteria, regardless of the type of rubric or checklist you select. Consider the following tips for writing descriptions of the grading criteria.

No Duplication of Criteria

Criterion descriptions should not contain duplication of criteria within the description; in other words, you should not have two grading criteria that assess the same attribute or element (e.g., critical thinking or formatting, etc.). Each criterion should be specific without duplications in grading.

For example, you have created a checklist that has one criterion for showing work and another criterion for the correct answer. The correct answer criterion should only assess the correctness of the final answer, not the demonstration of the correct problem-solving in the work; this element should be assessed in the showing work criterion.

Mutually Exclusive Language

Adjectives and adverbs can be used to help describe the grading criteria at different performance levels but should be mutually exclusive. Mutually exclusive language means that an adjective used to describe the performance at the highest level shouldn’t be used to describe the performance at the next level. For example, you have used the adjective “thorough” to describe the level of details provided at the exemplary level. So, you should not use the same adjective to describe the proficient level of performance or the subsequent level.

Please note that the following list is not all-encompassing and should be viewed as a starting point for describing grading criteria.

• 100% – A level of performance could be described with any of the following terms: Exemplary, outstanding, distinguished, exceptional, well-developed, excellent, comprehensive, thorough, robust, expert, extensive, etc.
• 80% –  B level of performance could be described with any of the following terms: Proficient, above average, accurate, complete, skillful, accomplished, clear, concise, consistent, etc.
• 70% – C level of performance could be described with any of the following terms: Satisfactory, competent, average, adequate, reasonable, acceptable, basic, sufficient, etc.
• 60% – D level of performance could be described with any of the following terms: Developing, attempted, emerging, approaching, novice, partial, etc.
• 50% – F level of performance could be described with any of the following terms: Beginning, rudimentary, rarely, seldom, needs revision, no evidence, etc.

It is important to be consistent with the use of adjectives when developing a rubric or checklist. This consistency will help support student understanding of expectations as well as improve inter-rater reliability if more than one instructor or TA is utilizing the rubric for grading and scoring.

Tangible, Supportive, and Qualitative Terms

As you begin describing criteria, make sure to focus on the tangible items that can be more objectively measured. For example, if there is a grading criterion for the overall quality of the work, avoid adding subjective elements like “effort.” A student who has not developed the skills yet to perform highly on the assessment might have put in a lot of effort but may have still performed poorly.

Try to use supportive language when describing criteria that help instill a growth mindset in students. And try to avoid negative language that may demotivate students. For example, instead of describing a criterion as “lacking” an element, use the word “missing, developing, or beginning.” Also, consider using terminology like “attempted” at the C or D level; this helps recognize students’ efforts.

Lastly, when describing the grading criteria focus on the quality of the work. Utilize descriptions that help highlight the work’s quality and focus less on quantifying the students’ work. For example, if you have a grading criterion for the mechanics of writing, you can describe it without counting errors in a paper.

• The Exemplary level of performance could be described as “professional language used in a 2-page report with minimal to no errors in spelling, grammar, punctuation, and capitalization.”
• The Proficient level of performance could be described as “professional language used in a 2-page report with minor errors in spelling, grammar, punctuation, and capitalization (e.g., misplaced punctuation, homophone errors – to, too, two).”
• The Satisfactory level of performance could be described as “professional language used in a 2-page report with errors in spelling, grammar, punctuation, and capitalization (e.g., capitalization errors, missing punctuation, grammar, etc.) but still able to understand the point of view.”
• The Developing level of performance could be described as “attempted professional language in a 2-page report with numerous errors in spelling, grammar, punctuation, and capitalization that distract and cause unreadability.”

Start with the Highest Performance Level

If creating an analytic rubric or a holistic rubric, it is recommended to start with the description for the highest level of performance (exemplary level). This level would typically receive an A percentage or point value.

Once you describe the highest level of performance then you can focus on the next level and then the next level, etc. Once you have described all the criteria for the rubric, make sure to check that you are not duplicating criteria and have mutually exclusive language.

Using Exemplars with Rubrics Heading link Copy link

Using exemplars with rubrics.

Just as you can use an exemplar (exemplary work sample) to co-construct a rubric with your students; you can also use exemplars with your instructor-designed rubrics. These exemplars help to improve student understanding of the rubric and increase the inter-rater reliability of rubrics when multiple graders are using them (see the WHY section of this guide for more information on reliability).

Not all students will understand the criterion descriptions in your rubric, so by providing an exemplar students can compare the descriptions in the rubric with the work sample. Providing an exemplar will also help other instructors or TAs to understand what the rubric descriptions mean, which will, in turn, improve their consistency in grading and scoring and will positively influence the inter-rater reliability of the assessment.

Tips for Using Exemplars

• Exemplars can be former students’ work (with permission), published work (with permission), or instructor work.
• Present features of the exemplar during a class session and deconstruct the rubric using the exemplar to illustrate what the rubric descriptions mean.
• Think of exemplars as a guide for students to know how to start. Students will understand the expectations of the structure, style, layout, content, etc.
• Have students use the exemplar and rubric to self-assess their own work. Students will develop the ability to analyze their work to determine strengths and weaknesses and the ability to know how to make it better.

Guiding Questions for Rubrics Heading link Copy link

Guiding questions for rubrics.

Consider the following questions to improve the validity and reliability of the assessment as you develop and review your rubrics (Lin, 2020):

• Does the rubric measure the learning objective(s) adequately?
• Does the rubric include aspects that are irrelevant to the learning objective(s) and/or task?
• Do the descriptions for grading criteria contain tangible, supportive, and qualitative terms?
• Does the rubric include any aspects that could potentially reflect assessment biases?
• Are the grading criteria distinct from one another and use mutually exclusive language?
• Are the grading criteria weighted appropriately?
• Are the levels of performance weighted appropriately?
• Is the rubric paired with an exemplar (exemplary work sample) to support students and multiple instructors’ understanding of expectations?

EXAMPLES AND TEMPLATES Heading link Copy link

Single-point rubrics.

• Single-Point Rubric Template
• Single-Point Rubric for Music Performance
• Single-Point Rubric for an Authentic Assessment

Analytic Rubrics

• Analytic Rubric Template
• Analytic Rubric for a Presentation
• Analytic Rubric for Art
• Analytic Rubric for Group Work

Holistic Rubrics

• Holistic Rubric Template
• Holistic Rubric for Written Assignment
• Holistic Rubric for Discussion Participation
• Holistic Rubric for Essay Response
• Checklist Template
• Checklist for Computer Programming Assignment
• Checklist for a Math Assignment
• Checklist for a Science Report

CITING THIS GUIDE Heading link Copy link

Citing this guide.

Messier, N. (2022). “Rubrics.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved [today’s date] from https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/rubrics/

ADDITIONAL RESOURCES Heading link Copy link

Articles, websites, and videos.

Eberly Center. (n.d.). Grading and performance rubrics. Carnegie Mellon University.

Gonzalez, J. (2014). Know your terms: Holistic, analytic, and single-point rubrics. Cult of Pedagogy

Poorvu Center for Teaching and Learning. (n.d.). Creating and using rubrics. Yale University.

Teaching Commons. (n.d.). Rubrics. DePaul University.

REFERENCES Heading link Copy link

Abdel-Magid, T., Abdel-Magid, I. (2020). Grading of an assessment rubric. 10.13140/RG.2.2.16717.38887.

Al-Ghazo, A., Ta’amneh, I. (2021). Evaluation and grading of students’ writing: Holistic and analytic scoring rubrics. Journal for the Study of English Linguistics. 9. 77. 10.5296/jsel.v9i1.19060.

Al-Salmani, F., Thacker, B. (2021). Rubric for assessing thinking skills in free-response exam problems. Physical Review Physics Education Research. 17. 10.1103/PhysRevPhysEducRes.17.010135.

Hazels, T., Schutte, K., McVay, S. (2020). Case study in using integrated rubrics in assessment. Journal of Education and Culture Studies. 4. p81. Doi: 10.22158/jecs.v4n3p81. http://dx.doi.org/10.22158/jecs.v4n3p81

Jescovitch, L., Scott, E., Cerchiara, J., Doherty, J., Wenderoth, M., Merrill, J., Urban-Lurain, M., Haudek, K. (2019). Deconstruction of holistic rubrics into analytic rubrics for large-scale assessments of students’ reasoning of complex science concepts.  

Lin, R. (2020). Rubrics for scoring, interpretations and decision-making. 10.4324/9780429022081-5.

Nkhoma, C., Nkhoma, M., Thomas, S., Le, N. (2020). The role of rubrics in learning and implementation of authentic assessment: A literature review. 237-276. 10.28945/4606.

Smyth, P., To, J., Carless, D. (2020). The interplay between exemplars and rubrics.

Tomas, C., Whitt, E., Lavelle-Hill, R., Severn, K. (2019). Modeling holistic marks with analytic rubrics.

Rubrics for Written Assignments

Introduction.

Most graduate courses require students to produce written work although these products differ in purpose and required parameters (e.g., format, length, or tone). Thus, a faculty member might be called on to evaluate short reflection papers, longer lab reports, or longer still term papers. In evaluating a written product, it is important to choose or develop a rubric in order to bring consistency, fairness, and clarity to the task. Creating Rubrics

An analytic 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. How to Develop a Rubric

Using a rubric to evaluate student written work is helpful for both faculty and students. For faculty, rubrics

• Reduce the time spent grading by allowing instructors to refer to a substantive description without writing long comments
• Help to identify strengths and weaknesses across an entire class and adjust instruction appropriately
• Help to ensure consistency across time and across graders
• Reduce the uncertainty that can accompany grading
• Discourage complaints about grades

Rubrics help students to

• Understand instructors’ expectations and standards
• Use instructor feedback to improve their performance
• Monitor and assess their own progress
• Recognize their strengths and weaknesses and direct their efforts accordingly

Benefitting from Rubrics

Developing a Rubric

Developing a rubric entails the following steps:

• ​​​​​​​List all the possible criteria students should demonstrate in the assignment.
• Decide which of those criteria are crucial. Ideally, the rubric will have three to five performance criteria.
• Criteria should be: unambiguous, clearly stated, measurable, precise, and distinct.
• Prioritize the criteria by relating them to the learning objectives for the unit and determining which skills are essential at competent or proficiency levels for the assignment.
• Basic, Developing, Accomplished, Exemplary
• Poor, Below Average, Average, Above Average, Excellent
• Below Expectations, Basic, Proficient, Outstanding
• Unsatisfactory, Basic, Competent, Distinguished
• Developing, Acceptable, Target
• Does Not Meet Expectations, Meets Expectations, Exceeds Expectations
• 5, 4, 3, 2, 1
• Low Mastery, Average Mastery, High Mastery
• Missing, unclear, clear, thorough
• Below expectations, basic, proficient, outstanding
• Never, rarely, sometimes, often, always
• Novice, apprentice, proficient, master ​​​​​​​
• Develop indicators of quality. Define the performance expected of the ideal assessment for each criterion. Begin with the highest level of the scale to define top quality performance and create indicators for all performance levels.
• Discuss the rubric with students so that they are clear on the expectations. Students can even help create the rubric.
• Does the rubric relate to the outcome(s) being measured?
• Does it cover important criteria for student performance?
• Does the top end of the rubric reflect excellence?
• Are the criteria and scales well-defined?
• Share the rubric with colleagues, students, and experts
• Test the rubric on samples of student work
• If multiple raters are being used, discuss common definitions, standards, and expectations for quality and practice using the rubric and comparing ratings to determine consistency in judgments across raters.

Rubrics for Written Work

There are, of course, many types of student papers, which differ in the learning outcomes they represent and the skills they are meant to develop. Ideally, an instructor will develop a unique rubric for each assignment, based on the intent of the assignment and the relevant learning objectives as well as the overall learning objectives for the course. When creating a rubric to evaluate a written assignment, an instructor should be able to answer the following questions:

• What will distinguish the best papers from the least effective?
• What skills is this task meant to teach that should be evaluated with the rubric?
• What is the paper supposed to accomplish, and what is the process that the writer should go through to accomplish those goals?
• How will I know if they have learned what the task calls for them to learn?

Designing and Using Rubrics

A review of a sample of rubrics for evaluating papers indicates that they vary in both the number of dimensions and the content of the dimensions included used; however, it is possible to extract several common dimensions for evaluation. These may include the following:

• ​​​​​​​Thoroughness/completeness
• Currency/recency

Organization/structure

• Thesis statement/argument
• Supporting evidence
•  Logic/coherence
• Cohesiveness

Presentation of ideas

• Integration/synthesis
•  Evaluation
•  Creativity/originality

Writing style

• Conciseness
• Punctuation
• Word choice
• Sentence structure
• Use of APA style in text
• Use of APA style in references

An instructor creating a rubric should consider these dimensions and determine which ones are pertinent to the purpose of the assignment being evaluated. It is also possible to adopt or adapt existing rubrics. One common source is the Association of American Colleges and Universities Value Rubrics: Written Communication.

AACU Value Rubrics: Written Communication

Other examples of specific rubrics include the following:

Examples of Rubrics for Research Papers

Research Paper Rubric Cornell College Cole Library

Rubric for Research Paper Kansas State Assessment Toolkit

Rubric for Research Paper University of Florida Center for Teaching Excellence

Writing Rubric for Psychology Middlebury College Academics

Rubrics for Essays

Grading Rubrics: Essays Brandeis University Writing Program

Analytic and Critical Thinking ​​​​​​​Mount Holyoke College Teaching & Learning Initiative

Argument Essay Grading Rubric Saint Paul College Academic Effectiveness and Innovation

Rubrics for Class Papers

College Level Writing Rubric Virginia Union University

Grading Rubric for Papers St. John’s University

Grading Rubric for Writing Assignment The American University of Rome

Rubrics for Reflection Papers

Reflection Writing Rubric Carnegie Mellon University Eberly Center for Teaching Excellence

Reflective Essay University of Florida Center for Teaching Excellence

Grading Rubric for Reflective Essay Mount Holyoke College Teaching & Learning Initiative

Creating Rubrics University of Texas/Austin Faculty Innovation Center

Evaluating Rubrics DePaul University Teaching Commons

Using Rubrics University of North Carolina/Chapel Hill Office of Institutional Research and Assessment

Building A Rubric Columbia University Center for Teaching and Learning

Designing & Using Rubrics University of Michigan Sweetland Center for Writing

Grading with Rubrics Western University Center for Teaching and Learning

Grading Rubrics Berkeley Graduate Division Graduate Student Instructor Teaching & Resource Center

Writing Rubrics

Samples of Basic, Expository, and Narrative Rubrics

• Grading Students for Assessment
• Lesson Plans
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Special Education
• Homeschooling

Rubric Basics

How to score a rubric, basic writing rubric, narrative writing rubric, expository writing rubric.

• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

An easy way to evaluate student writing is to create a rubric . A rubric is a scoring guide that helps teachers evaluate student performance as well as a student product or project. A writing rubric allows you, as a teacher, to help students improve their writing skills by determining what areas they need help in.

To get started in creating a rubric, you must:

• Read through the students' writing assignment completely.
• Read each criterion on the rubric and then reread the assignment, this time focusing on each feature of the rubric .
• Circle the appropriate section for each criterion listed. This will help you score the assignment at the end.
• Give the writing assignment a final score.

To learn how to turn a four-point rubric into a letter grade, use the basic writing rubric below as an example. The four-point rubric uses four potential points the student can earn for each area, such as 1) strong, 2) developing, 3) emerging, and 4) beginning. To turn your rubric score into a letter grade, divide the points earned by the points possible.

Example: The student earns 18 out of 20 points. 18/20 = 90 percent; 90 percent = A

Suggested Point Scale :

88-100 = A 75-87 = B 62-74 = C 50-61 = D 0-50 = F

• Scoring Rubric for Students
• Sample Essay Rubric for Elementary Teachers
• How to Make a Rubric for Differentiation
• Rubrics - Quick Guide for all Content Areas
• Tips to Cut Writing Assignment Grading Time
• Create Rubrics for Student Assessment - Step by Step
• Assignment Biography: Student Criteria and Rubric for Writing
• How to Create a Rubric in 6 Steps
• ESL Essay Writing Rubric
• What Is a Rubric?
• Rubric Template Samples for Teachers
• Grading for Proficiency in the World of 4.0 GPAs
• How to Calculate a Percentage and Letter Grade
• A Simple Guide to Grading Elementary Students
• Holistic Grading (Composition)
• How Dyslexia Impacts Writing Skills

A Sample Rubric for Grading Student Writing

All written work should be assessed using a rubric. Using a set of criteria linked to standards not only allows for uniform evaluation, but helps students understand what is important about an assignment and encourages them to reflect on their work.

Introduction

The rubric below is designed for ninth grade cross-curricular writing, but educators at any grade level can develop their own rubrics using these as a guide.

Start with a four-point rubric: Exemplary (4) , Proficient (3) , Zone of Proximal Development (2) , and Significant Reteaching (1) . When developing rubrics, begin by describing the criteria for proficient — not average — work. It’s impossible to know what is Exemplary or Zone of Proximal Development writing without first determining what students need to know and be able to do to be considered proficient.

A General Writing Rubric

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