1. What is a Rubric?
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2. What is a Rubric?
A scoring scale used to assess student performance
along a task-specific set of criteria.
For Students:
For Instructors:
● it outlines what is expected
● it indicates relative weights
● it diagnoses the quality of
student work
● it informs future work
● it helps ensure that
instruction leads to desired
outcomes
● it aids reliability (and
consistency) in scoring
● it justifies grades

3. Parts of a Rubric
Criteria
Levels of Achievement: 2-4
Descriptors

4. Levels of Achievement
Define the levels of performance and often have points
associated with them.
Terms to use in measuring range/scoring levels
●
Needs Improvement...Satisfactory...Good...Exemplary
●
●
●
●
Beginning...Developing...Accomplished...Exemplary
Needs work...Good...Excellent
Novice...Apprentice...Proficient...Distinguished
Numeric scale ranging from 1 to 5, for example
Ways to calculate:
● Points (1, 2, 3 ,4)
● Point Range (0-1, 2-3, 3-4)
● Percent (0, 50, 75, 100)
● Percent Range (0-25, 25-50)

5. Criteria
Describe the conditions that any performance must meet to be successful. Depending
on your assignment these may include:
● Purposes, Goals, Desired results:
●
●
Explains…
Includes 2…
● Work Quality/Craftsmanship:
●
●
Creativity
Use of tool
● Methods:
●
●
Essay includes…
Presentation includes…
● Content:
●
●
Grammar
Structure
● Sophistication of the performance:
●
●
Thorough discussion
Includes new ideas

6. Criteria Example
• This allows for a due date to be set, but to include expectations for
participation such as an initial post and responses to others.
• This allows the instructor to set specific expectations for written
expression.
• This allows the instructor to indicate the length of the post as well as any
expectations regarding inclusions such as connections to material and
references.
• This allows the instructor to indicate how the students are to “behave” in
the online environment regarding their posts and responses.
• This allows the instructor to more clearly define the expectations for the
included posts and responses regarding the overall understanding of the
topic.

7. Descriptors
Specifics for each Level of Achievement. Once you have decided what
constitutes a high scoring assignment, work your way down.
Task Requirements
All
Most
Some
Very Few or
none
Frequency
Always
Usually
Some
Rarely
Accuracy
No
Few
Some
Frequent
Comprehensibility
Always
Almost Always
Gist
Isolated
Content
Fully
developed
Adequately
Partially
Minimally
Vocabulary
Broad
Adequate
Limited
Very Limited

8. Descriptors
You can see here how the instructor defines the levels of achievement, utilizing the
descriptors:
Does not address, Addresses some, Addresses all, and Addresses all in depth
Each descriptor must clearly describe the expectations for that level.