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A rubric consists of two dimensions, pre-established

performance criteria and performance levels (with or

withoutassociatedgrades), inwhicheach levelorgradeis

described to contrast it with the performance of other

levels.

Performancelevels,e.g.Pooradequate-goodexcellent

Performance

criteria,e.g.

Structure

Referencing

Language

A rubric ismore than just a rating scale,becausea rubric

willdescribethe differencesbetweenperformanceateach

level.Detailedexamplesareprovidedbelow.

WhyUseRubrics?

Rubricshelp clarify theexpectationsyouandothers have

forstudentperformancebyprovidingdetaileddescriptions

of those e pectations

3. Describetheworstcase(poor);4. Identifyredeemingfactorsthatmakeanexample

betterthantheworstcase(adequate).

Or

1. Usesamplesofexistingworkandsortthemintopilescorrespondingtolevelsofquality;

2. Pickoutthekeypointsthatcausethemtobeinaparticularpileorthecommoncharacteristicsof

eachpile.

Thelevelofdetailgivenfordescriptorsisamatterforthe

designer.Considerationswillincludewhotherubricisfor,

e.g. student, external/independent markers, module

owner,etc.,andofcourse,thenatureoftheassignmentorexam. There are arguments for and against both very

detailedrubricsandrubricswithlittledetail.

Trytowritedescriptorsthatfocusonpositivesasopposed

to negatives i.e. whats there in the piece of work as

opposedtowhatsmissing(seeexamplerubricbelow)

It isbestnot touse the titles with the word average in

them e ample belo a erage R brics are not designed

AssessmentRubricsArubricisadescriptivetoolfordeterminingthelevelofperformanceorqualityofapieceofwork.

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of those expectations them example below average Rubrics are not designed

Examples

Belowareexamplesofpossiblerubricsfordifferenttasks.

Simplerubricforareflectivepracticetask:

Novice Competent Proficient

Reflection Littleorno

reflectiononhow

thisrelatestoyour

ownexperience

Somegood

reflectiononhow

thisrelatestoyour

ownexperience

Somerealinsight

intohowthishas

transformedor

couldtransform

yourownpractice

Informed Littleornomention

ofresearch(formal

orinformal)

Referenceto

research,online

resourcesorcurrent

goodpractice

In-depth

considerationof

research,online

resourcesorcurrent

goodpractice

AddsValue Repeatingmore-or-

lesswhatwas

discussedinlectures

Addingsomething

newtothe

discussion

Bringsnewinsight

tothetopic

Arubricforcommunicatingcriteriatostudentsforateamworkexercise:

Beginner Developing Accomplished

Task:

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CELT,lastreviewedNovember2012

Genericmarkingschemeforanessay:

Knowledge&understanding Analysis Reading&referencing Essaystructure Useoflanguage

80-100%

AA

AsforA,plusdemonstrates

exceptionalcomprehension

oftopic

AsforA,plussophisticated

analysisusingideasand

principlesbeyondthose

introducedinthemodule

Essayfullysupportedby

referencetorelevantupto

datematerial.Accurateuse

ofHarvardreferencing

technique.

Clearstructurewhich

enrichesthediscussion

andargument

Essaydisplaysanexcellentuseof

standardwrittenEnglish

70-79%

A

Showsthoroughknowledge

andunderstandingofthe

topic,withevidenceof

readingbeyondthekeytexts

Essayshowsaresourceful

andimaginativeanalysis

usingideasandprinciples

beyondthoseintroduced

inthemodule

Clearevidenceofwideand

relevantreading.Accurate

useofHarvardreferencing

technique

Clearstructurewhich

enhancesthe

discussionand

argument

Essaydisplaysanexcellentuseof

standardwrittenEnglish

60-69%

B

Showsevidenceofrelevant

andsoundknowledgeand

understandingofthetopic

Showsevidenceofanalysis

usingideasandprinciples

introducedinthemodule

Essaywellinformedby

readingwhichgoesbeyond

keytexts.Accurateuseof

Harvardreferencing

technique

Structureisclearand

supportscoherent

discussionand

argument

Essaydisplaysaverygoodstandard

writtenEnglishwithallstatementsclearly

expressed

50-59%C

Showsrelevantknowledgeofthetopic

Theessayislargelydescriptivewithsome

discussionusingideasand

principlesintroducedin

themodule

Effectiveuseofkeyreading.AccurateuseofHarvard

referencingsystem

Structuresupportsthediscussionand

argument

EssaydisplaysaverystandardwrittenEnglishwithfew,ifany,grammaticalor

spellingerrors.Writteninan

appropriatelyacademicstyle.

40-49%

D

Showsbasicknowledgeof

thetopic

Theessayislimitedto

descriptionandincludes

frequentunsupportedfacts

andopinions

Appropriateusemadeofa

limitedrangeofreading.

Largelyaccurateuseof

Harvardsystem

Evidenceofstructure

relevanttothetitle

Theworkiswrittentoanacceptable

standardofEnglish.Theremaybesome

grammaticalerrorsandtheworkmaneed

morecarefulediting.

35-39%

Fail

Signsofemerging

knowledgeofthetopicbut

insufficientforprogression

tolevel2

Essayisgenerally

descriptiveanduncritical.

Someinaccuracyinthe

material

Someuseofverylimited

reading,althoughfairly

superficial.Inaccurateuseof

Harvardreferencingsystem

Somestructure

althoughkeyissues

maybeomitted.Some

repetition

Morecareneedstobetakenwith

elementsofgrammar,spellingand

sentenceconstruction

Under35%

Fail

Showsinadequate

knowledgeofthetopicto

meetlearningoutcomes

Descriptiveanduncritical.

Somediscussionirrelevant

tothetitle

Pooruseofreading.Pooror

incorrectusingofHarvard

system

Littleevidenceof

planningtheessay

PoorstandardofwrittenEnglish.

Inappropriateregister

ExamplefromBloxham&Boyd(2007).DevelopingEffectiveAssessmentinHigherEducation,p.91,Table6.2

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CELT,lastreviewedNovember2012

Rubricforanoralpresentation:Content:

IndicatorsofEffective

Content

Beginning Developing Competent Accomplished

Introduction:

gainsattention,connectsto

topic,establishescredibility

Noattentiongettingstrategywas

evident.Noclearorrelevant

connectiontotopicorspeech

purpose.Nocredibilitywas

established.

Useofattentiongettingstrategy,

butdidnotseemtoadequately

captureaudienceattentionand/or

leadtodesiredoutcome.

Credibilitywasimplied.

Effectivestrategytocapture

listenersattention.Adequate

introductionofthetopic.

Credibilitywasestablishedbythe

speaker.

Creativeattentiongettingstrategy

captureslistenersattentionto

introducethetopic.Itisrelevanttothe

topicandclearlygainsthedesired

responsefromtheaudience.Credibility

wasestablishedbyspeaker.

Thesis-Statement:

explicit,identifiestopic,

previewsmainpoints

Nothesisstatement.Mainpoints

arenotclearlyidentified,audience

unsureofthedirectionofthe

message.

Thesisisimplied,althoughnot

explicitlystated.Topicisclearly

identified,butmainpointsarenot

clearlypreviewed.

Thesisstatementidentifiestopic

andlists/previewsmainpoints.

Speakerclearlystatedawell

formulatedthesisstatementduringthe

speechintroduction.

Thesisstatementidentifiestopicand

lists/previewsmainpoints.

ConnectiontoAudience:needs&interest,

demonstratesunderstanding

Topicseemsirrelevanttoaudienceneedsandinterests.

Noattemptmadetoconnecttopic

toaudience.

Topicseemssomewhatrelevanttoaudience.Vaguereferenceto

audienceneedsandorinterests.

Identifiestargetaudience.

Clearlystatedtherelevanceoftopictoaudienceneedsand

interests.Expressesan

understandingoftheirtarget

audience.

Connectionoftopictoaudienceneedsandinterestsisstatedwith

sophistication.

Identifiesandexpressesadeep

understandingoftheirtargetaudience.

Subject-Knowledge:

depthofcontent,relevant

support,clearexplanation

Providesirrelevantornosupport.

Explanationofconceptsis

inaccurateorincomplete.

Providessomesupportformain

points,butneededtoelaborate

furtherwithexplanations,

examples,descriptions,etc.

Supportisrelevant,butnottimely.

Mainpointsadequately

substantiatedwithtimely,

relevantandsufficientsupport.

Accurateexplanationofkey

concepts.

Depthofcontentreflectsthorough

understandingoftopic.Mainpoints

wellsupportedwithtimely,relevant

andsufficientsupport.

Providedpreciseexplanationofkey

concepts.

Organization:mainpointsdistinctfrom

support,transitions,

coherence

Lackofstructure.Ideasarenotcoherent.Notransitions.

Difficulttoidentifyintroduction,

body,andconclusion.

Generalstructure/organizationseemsadequate.Difference

betweenmainpointsand

supportingdetailsisblurred.

Logicalflow,butnoclearsignposts

fortransitions.

Clearorganizationalpattern.Mainpointsaredistinctfrom

supportingdetails.Smooth

transitionsdifferentiatekey

points.

Effectiveorganizationwellsuitedtopurpose.Mainpointsareclearly

distinctfromsupportingdetails.

Gracefultransitionscreatecoherent

progresstowardconclusion.

ExamplefromtheValenicaCommunityCollege:TheLearningEvidenceTeam