group assignment grading rubric

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Resource library.

• Establishing Community Agreements and Classroom Norms

Sample group work rubric

• Problem-Based Learning Clearinghouse of Activities, University of Delaware

Feel free to modify this sample rubric for assessing group work to meet your teaching needs.

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.

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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.

Center for Excellence in Teaching

Home > Resources > Group presentation rubric

Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

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Eberly Center

Teaching excellence & educational innovation, grading and performance rubrics, what are rubrics.

A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Advantages of Using Rubrics

Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment helps ensure that the instructor’s grading standards don’t change over time. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments. Finally, grading rubrics are invaluable in large courses that have multiple graders (other instructors, teaching assistants, etc.) because they can help ensure consistency across graders and reduce the systematic bias that can be introduced between graders.

Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.

Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.

Examples of Rubrics

Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.

Paper Assignments

• Example 1: Philosophy Paper This rubric was designed for student papers in a range of philosophy courses, CMU.
• Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology, CMU.
• Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU.
• Example 4: History Research Paper . This rubric was designed for essays and research papers in history, CMU.
• Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
• Example 2: Engineering Design Project This rubric describes performance standards on 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 history course, CMU.
• Example 2: Oral Communication
• Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.

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, CMU.
• Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar. 

Evaluating Group Projects

Introduction.

When instructors incorporate group assignments and activities into their courses, they must make decisions regarding how to organize the groups, how to facilitate them, and how to evaluate the completed work. With regard to evaluation, the principles of assessment that apply to evaluating individual students’ work apply to group work as well; however, assessing group work has additional aspects to consider. Specifically, in addition to evaluating the group’s output, instructors need to find ways to determine how the group functioned and the extent to which each individual contributed to the effort. To obtain this information, additional sources of data may be needed.

Evaluation Considerations Include the Following:  ​​​​​​​

• Develop learning objectives for the group project. Learning objectives are statements that articulate the specific, measurable outcomes that an instructor expects successful students to achieve by the end of a course. The literature on course design recommends alignment among the three major course components: learning objectives, assessments, and instructional strategies. Learning objectives can be viewed as the foundation for the process of creating alignment.  They are the starting point for designing the rest of a course: aligning objectives to tests and assignments and then to class activities that teach students the skills needed to accomplish these objectives. In this case, the instructor must consider whether the learning objectives for a group project should include objectives related to process as well as product and individual performance as well as group performance. ▶  Developing Student Learning Objectives
• Create a rubric to set evaluation expectations.  A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. The rubric can be holistic (one overall rating) or analytic (several relevant dimensions). Analytic rubrics have three components: (a) dimensions of performance that will be assessed, (b) the characteristics associated with each dimension, and (c) a rating scale that identifies students’ level of mastery within each criterion. In this case, depending on the learning objectives identified, the instructor must decide on which dimension each objective is to be rated (e.g., product and/or group functioning) and the indicators of level of performance to be rated (e.g., what constituted outstanding performance). ▶   Creating Rubrics ​​​​​​​
• Share rubric with students. Student should be made aware as early as possible of the expectations for the assignment (as well as for the entire course). This information can be included in the syllabus, where the assignments are described, or provided when assignment are described in class. By examining the rubrics, students should be able to know how they will be graded and what they must do to attain each grade. This clarity is especially important in groups, so there is no confusion about expectations among the participating members.
• ​​​​​​​Periodically observing group meetings.
• Holding individual meetings with group members to review project status.
• Requiring students to keep journals of events that occur in each group meeting and submit them periodically. These might include information on who attended, what was discussed, and plans for future meetings.
• Asking students to keep minutes for each group meeting and submit them regularly. These might include who attended, tasks completed, tasks planned, and contributors to various tasks.
• Assess product and/or process, depending on the learning objectives. The major indicator of the success of the group project will be the final product that results from their work. As indicated, the dimensions for the rubric chosen should reflect the learning objectives for the project and may be similar to those used in evaluating individual products.Additionally, the learning objectives for a group project may also include the development of skills related to functioning as a member of a group. If developing teamwork skills is one of the learning objectives, it is important to assess students’ progress toward that goal; that is, to assess how students work, as well as the work they produce.Process can be assessed according to a number of dimensions, such as the generating a range of ideas, listening respectfully to disparate perspectives, distributing work fairly, resolving differences, and communicating effectively. These skills should be explicitly and clearly defined so they can be easily rated. Because instructors often don’t have a direct window into the dynamics of student groups, they may have to rely on teams to self-report via team evaluations, peer evaluations, and/or self-evaluations.
• Assess the performance of both the group and the individual members. Most frequently, the performance of the entire group is assessed to determine the final grade for the project. The evaluation system, however, can also be used to encourage individual accountability as well as teamwork. Students working in groups can be discouraged if they feel that their own success is dependent on team members who don’t do their share. One way to counteract this problems is to assess individual students’ learning and performance in addition to the group’s output. This strategy gives hard working students a greater sense of fairness and control and discourages “free ridership.” This can be done by evaluating individual contributions to the project and process.It also is important to assess individual understanding in addition to group product and process in order to ensure individual accountability. The instructor might decide to ask individual students to demonstrate their learning through independent write-ups, a short essays, weekly journal entries, content quizzes, or other types of individual assignments. Students can also be asked to write brief essays reflecting on what they have learned. The results of these regular assessments can provide instructors with feedback about student progress and allow the instructors, in turn, to provide feedback to students.
• Include both instructor and peer evaluations. Instructor evaluations should be based on the rubrics provided to students at the start of the project; they most often focus on the product (e.g., paper, presentation, or intervention). In addition, students can be asked to rate other group members on specific criteria. This strategy is especially helpful in evaluating individual contributions to group process. An instructor can determine what each group member has contributed to the group by asking team members to complete an evaluation form regarding group process for other group members. Students may feel social pressure not to give negative ratings; however, this approach can provide important information about the dynamics within groups and the contributions of individual members.
• Consider asking for self-evaluations. Students can rate themselves on the same criteria they use to rate other group members, or they can write a short paper assessing their individual contribution to the group. They can focus on evaluating their own teamwork skills and their contributions to the group’s process using a self-assessment of the process skills the instructor has articulated. These process skills may include respectfully listening to and considering opposing views or a minority opinion, effectively managing conflict regarding differences in ideas or approaches, keeping the group on track both during and between meetings, promptness in meeting deadlines, and appropriate distribution of research, analysis, and writing. One approach might include asking students to complete a short survey that focuses on their individual contributions to the group, how the group interacted together, and what they learned from the project.
• Decide on criteria, sources, and weighting of ratings to determine project final grade. If the learning objectives include both product and process learning, both should be reflected in students’ grades although the weight accorded each will depend on the specific learning objectives for the course and for the assignment. Additionally, in determining a project grade, an instructor might weigh the finished product and individual contributions differently. For example, in a system in which both group and individual performance are reflected in the total project grade, some faculty members make the group grade worth 50% and the individual grade worth 50%; others split it 80%/20%. There’s no perfect breakdown, but the grading scheme should reflect objectives for student learning and should be specified in the project rubrics. ▶  Grading Methods for Group Work In another example, a model is proposed that incorporates (a) peer ratings of each group member’s contributions, (b) using the ratings to determine a weighting factor for each individual, and (c) assigning individuals their group grade adjusted according to their individual weighting factor (Sharp, 2006). In this model, students who are perceived by peers to have contributed relatively more to the project will receive grades higher than the group grade, and those perceived to have contributed relatively less will receive grades lower than the group grade. The handout provides a formula for calculating the weighting factor (which takes into account both the ratings assigned to the individual student and those assigned to all other students in the group). ▶  Evaluating Collaborative Coursework

Cornell University Center for Teaching Innovation​​​​​​​ Presents a discussion of evaluating group work and an example of a group work assessment rubric. Group Work: How to Evaluate It Example of Group Work Rubric ​​​​​​​

Carnegie Mellon University Eberly Center for Teaching Excellence and Educational Innovation Provides an example of a rubric for assessing group work, as well as samples of forms for evaluating group process and self and peer evaluations. How Can I Assess Group Work? Assessing Group Work Grading rubric for a Group Project Group and Self-Assessment 

University of Tennessee Walker Center for Teaching and Learning Provides a list of techniques for evaluating group projects as well as multiple examples of forms. Evaluating Group Projects

University of North Carolina/Chapel Hill Center for Faculty Excellence This handout focuses on evaluating collaborative coursework and includes detailed instruction for using a model to derive individual grades from collaborative work. Evaluating Collaborative Coursework

Vanderbilt University Center for Teaching This is a general discussion of aspects of group work with a brief allusion and some links to evaluation. Group Work: Using Cooperative Learning Groups Effectively

University of California/Santa Cruz Center for Innovations in Teaching and Learning Provides a handout with guidelines for designing group projects, which discusses accessibility and includes a brief section on assessment. 7 Tips for Designing Effective and Accessible Group Work

University of Michigan Center for Research on Learning and Teaching These two links include a brief summary of guidelines for using groups effectively and a list of resources on the topic. Guidelines for Using Groups Effectively Teaching Strategies: Using Group Work and Team Work

University of New South Wales Teaching Includes a list of ways to encourage students to reflect on their participation in group activities and identify how they can improve as well as a variety of ways to assess group work. Supporting Students to Reflect on their Group Work Assessing by Group Work

University of Waterloo Centre for Teaching Excellence Lists advantages and disadvantages of various approaches to assessment of group work. Methods for Assessing Group Work

University of Alberta Center for Teaching and Learning This is a discussion of evaluating group work and participation and a summary table. Assessing Group Work and Participation Assessing Group Work

University of Central Florida Teaching Online Pedagogical Repository Provides examples of forms for peer evaluation of group members’ participation and contribution. Use Group Evaluating to Assess Group Work

University of California/Davis Teaching online Provides information on group work online, including grading rubrics. Group Work and Participation

Oregon State University Center for Teaching and Learning Focuses on assessing student learning in group projects. It addresses the issues of the balance between group output and individual student performance as well as the balance between product and process. Assessing group projects

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Rubrics and Grading

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Assessment rubrics and grading are essential components of effective evaluation practices in education. They provide clarity, consistency, and fairness in assessing student work while offering valuable feedback to guide student learning and growth.

Rubrics serve as structured frameworks that outline the criteria and expectations for assessing student performance. They define the components and levels of achievement that correspond to different levels of proficiency. Rubrics can take different forms, such as holistic rubrics that provide an overall assessment of performance or analytic rubrics that break down the assessment into specific criteria or dimensions.

By using well-constructed rubrics and implementing fair grading practices, educators can provide meaningful and constructive feedback to guide student learning. Rubrics and grading foster transparency, help students understand expectations, and enable educators to assess student progress effectively. They also support communication with students and other stakeholders, facilitating a clear understanding of student achievement and progress toward learning goals.

Creating a Rubric  ▾ The components and structure of a rubric are designed to align with the learning outcomes and provide clear guidelines for assessing student work. A well-designed rubric helps educators evaluate student performance objectively, focusing on specific skills, knowledge, and behaviors related to the desired learning outcomes. Learn how to design effective rubrics that clearly define criteria, performance levels, descriptors, and overall scoring.

A rubric is a tool to communicate your expectations for complex and subjective assignments, making grading more consistent and objective.  

Who’s doing this at UMB?  

The culminating assignment in Dr. Michelle Pearce’s MHS 627, Writing for the Public course, is an opinion-editorial.  To ensure students are effectively using skills covered in the course, Pearce provides them with a comprehensive rubric describing all the elements the op-ed must include, as well as a description of what each element looks like at different levels of performance. Students are encouraged to read the rubric before beginning the assignment to guide their writing. They are encouraged to read it again after they have completed their writing, as a way to self-assess before submitting their work. When the students and instructor both use the grading rubric, there are no surprises when it comes to the final grade.   

How can I do this?  

• Decide if the assignment is “rubric worthy.”  Is the assignment complex, with multiple components? Is it an assignment in which you’re evaluating the quality of the work, rather than providing an objective score? Could students perform at different levels on different aspects of the work, making the entire thing difficult to evaluate? If you answered “yes” to any of these questions, a rubric might be helpful.  
• Break down the assignment into the components you most value.  Use the “backward design” approach to identify the specific skills you are looking for in the assignment. For example, Pearce evaluates her students’ opinion-editorials in the following criteria: “Clarity of the Main Argument,” “Interpretation of Results,” “Use of Jargon,” and “Style and Mechanics,” among others.  
• Determine how to weight each criterion.  You don’t have to assign each criterion the same value. In the op-ed example, “Clarity of Argument” is worth a total of 30 points, while “Use of Jargon” is weighted 6 points. (You can also use percentages).  
• Describe 3 to 4 levels of performance for each criterion.  First, decide what you’ll call each level of performance. We recommend language that demonstrates the iterative nature of learning — for example, “Exceeds Expectations,” “Meets Expectations,” and “Approaches Expectations” (rather than “Excellent,” “Fair,” and “Poor.”)   Then, describe what “Exceeds Expectations” looks like for each criteria. Use former student products as a guide, and try be clear about your expectations without suggesting students need to follow an exact recipe. Repeat this process for the remaining levels of performance. (Note: The middle levels of performance tend to be the trickiest to write.)  
• Decide whether to share the rubric in advance.  A rubric can be used just for grading, but they are most effective when shared with students in advance to communicate your expectations about the assignment.  
• Get feedback and revise.  Ask former students, your faculty colleagues, or a representative from the Faculty Center for Teaching and Learning for feedback on your rubric. You’ll also find areas to tweak after using the rubric a few times.      

Why are rubrics important?  

A rubric will never take all the subjectivity out of grading, but clarifying assignment expectations and describing the levels of performance can help ensure consistency when grading. Courses with TAs or other grading assistants can use rubrics to norm expectations among the group. Finally, giving your students the rubric in advance can help them make decisions about the assignment to align their work with your expectations. It also helps to reduce student questions about why a grade was received.       

How can this be done online?  

Most learning management systems, including Blackboard, have a rubric tool that you can associate with an assignment. The rubric tool allows you to click inside the level of performance for each criteria, and sends those scores directly to the Grade Center. Instructors can also provide written feedback on each criterion and the assignment as a whole.  

For more instruction on how to use a rubric in Blackboard visit: https://help.blackboard.com/Learn/Instructor/Original/Grade/Rubrics

What is a Rubric?

Other Resources    

• Brookhart, S. M. (2018, April).  Appropriate criteria: key to effective rubrics . In Frontiers in Education (Vol. 3, p. 22). Frontiers.  https://www.frontiersin.org/articles/10.3389/feduc.2018.00022/full  
• Jonsson, A., &  Svingby , G. (2007).  The use of scoring rubrics: Reliability, validity and educational consequences . Educational research review, 2(2), 130-144. https://www.sciencedirect.com/science/article/abs/pii/S1747938X07000188
• Shipman, D., Roa, M., Hooten, J., & Wang, Z. J. (2012).  Using the analytic rubric as an evaluation tool in nursing education: The positive and the negative . Nurse education today, 32(3), 246-249.  https://www.sciencedirect.com/science/article/pii/S0260691711000943  
• Using Rubrics in Blackboard: https://help.blackboard.com/Learn/Instructor/Original/Grade/Rubrics  

Revised 1/24/2020

Holistic Rubric  ▾ Holistic rubrics offer a comprehensive assessment by evaluating overall performance without breaking it down into specific criteria. They provide a broad overview of student achievement and are often used when the focus is on the overall quality of work or subjective judgment.

What is a Holistic Rubric?

A holistic rubric is an assessment tool that offers a broad and overarching evaluation of a student's performance or work. Unlike analytic rubrics that assess individual criteria separately, a holistic rubric considers the overall quality of the task or project as a whole. It uses a single scale or set of descriptors to provide an integrated and holistic perspective on student achievement.

Key Components of a Holistic Rubric:

• Performance Levels: Holistic rubrics typically include distinct performance levels that represent different degrees of proficiency. These levels may range from "Excellent" to "Needs Improvement" or "Advanced" to "Emerging."
• Overall Descriptors: Each performance level is associated with overall descriptors that outline the characteristics of work typical of that level. These descriptors help clarify expectations for students and guide educators in making consistent evaluations.
• Global Assessment: Holistic rubrics focus on assessing the entire task or performance rather than breaking it down into individual components. This approach emphasizes the overall quality of the work and its alignment with learning objectives.

Advantages of Using a Holistic Rubric:

• Simplicity and Efficiency: Holistic rubrics are easy to use and save time during the evaluation process due to their inclusive nature.
• Comprehensive Evaluation: By considering the whole performance, holistic rubrics provide a holistic view of student achievement.
• Clear Expectations: The use of performance levels and descriptors offers students a clear understanding of what is expected.
• Promotes Student Growth: Holistic rubrics encourage students to focus on improving overall performance rather than isolated elements.
• Consistency in Evaluation: Holistic rubrics promote consistent assessment practices across different evaluators.

Effective Implementation of Holistic Rubrics:

• Clear Criteria: Develop rubric criteria that align with learning objectives and clearly outline each performance level.
• Provide Exemplars: Share exemplars of work for each performance level to offer visual examples of expectations.
• Feedback and Reflection: Use holistic rubrics to provide constructive feedback and promote student self-reflection.
• Training and Calibration: Ensure evaluators receive training to use the rubric consistently and calibrate their assessments.
• Ongoing Improvement: Continuously review and refine the holistic rubric based on feedback and experiences.

The holistic rubric is a powerful assessment tool that offers educators and students a comprehensive perspective on performance. By focusing on the overall quality of work and using clear performance descriptors, the holistic rubric simplifies assessment while promoting consistent evaluation practices. Students benefit from transparent expectations and opportunities for growth, while educators gain insights into student achievement at a holistic level. As we embrace the transformative potential of the holistic rubric, we nurture a learning environment where every student's achievements are recognized, their potential is nurtured, and the journey of continuous improvement becomes an inherent part of the educational experience.

Additional Resources

Rubrics . Berkeley Center for Teaching and Learning, University of California, Berkeley .

Rubric Best Practices, Examples, and Templates . Teaching Resources, North Carolina State University.

Analytic Rubric  ▾ Analytic rubrics assess performance based on specific criteria or dimensions. They provide detailed feedback on each aspect of student work, enabling educators to offer targeted guidance for improvement. Analytic rubrics are particularly useful when evaluating complex tasks or multidimensional skills.

What is an Analytic Rubric?

An analytic rubric is an assessment tool that breaks down a complex task or project into distinct criteria, allowing for a detailed evaluation of each component separately. Unlike holistic rubrics that provide an overall score, an analytic rubric assesses multiple aspects of student performance, enabling educators to pinpoint strengths and areas for improvement with precision.

Key Components of an Analytic Rubric:

• Criteria: Analytic rubrics include specific criteria or dimensions relevant to the task being assessed. Each criterion represents an essential aspect of the performance or work.
• Performance Levels: For each criterion, analytic rubrics typically have multiple performance levels that indicate various levels of proficiency, ranging from "Excellent" to "Needs Improvement."
• Descriptive Scale: Clear and descriptive language is used to define each performance level, providing explicit expectations for students and evaluators.

Advantages of Using an Analytic Rubric:

• Focused Assessment: Analytic rubrics allow for a comprehensive evaluation of individual criteria, providing targeted feedback.
• Clarity and Transparency: The use of specific criteria and descriptive language ensures clear expectations for students.
• Enhanced Feedback: Analytic rubrics offer detailed feedback, facilitating targeted and constructive comments.
• Informed Instruction: Educators gain valuable insights into students' strengths and areas for growth, enabling personalized instruction.
• Objective Evaluation: Analytic rubrics promote consistency and objectivity in assessment practices.

Effective Implementation of Analytic Rubrics:

• Criteria Alignment: Ensure that the selected criteria align with the learning objectives and represent key aspects of performance.
• Explicit Descriptors: Use precise and descriptive language to define each performance level for clarity and consistency.
• Use Exemplars: Provide examples of work that demonstrate each performance level to illustrate expectations.
• Transparent Grading: Share the analytic rubric with students before assessments to foster understanding and transparency.
• Ongoing Review and Improvement: Continuously review and update the analytic rubric based on feedback and learning experiences.

The analytic rubric is a powerful tool that empowers educators and students to engage in targeted assessment and foster growth. By breaking down complex tasks into specific criteria and performance levels, the analytic rubric allows for focused evaluation and detailed feedback. Students benefit from clear expectations, personalized feedback, and opportunities for improvement, while educators gain insights into students' performance with precision. As we embrace the transformative potential of the analytic rubric, we create a learning environment where assessment becomes a means of learning, feedback becomes a catalyst for growth, and every student's journey toward academic excellence is guided with purpose and clarity.

Single-point Rubric  ▾ Single-point rubrics are a specific type of rubric that primarily focuses on describing the desired performance level and provides feedback on strengths and areas for improvement. They are flexible and allow for personalized feedback tailored to individual student needs.

What is a Single-Point Rubric?

A single-point rubric is an assessment tool that identifies specific criteria for success without predefined levels of performance. Unlike analytic or holistic rubrics that include multiple performance levels, the single-point rubric focuses on target skills and expectations for students to meet or exceed.

Key Components of a Single-Point Rubric:

• Criteria: The single-point rubric clearly defines specific criteria for success, outlining what students are expected to demonstrate in their work.
• Performance Descriptors: The rubric includes descriptors of proficient performance without predefined levels. It provides guidance on what it means to meet the expectations (target skills) without limiting students to a specific grade or level.
• Feedback Space: The single-point rubric offers space for personalized feedback, encouraging educators to provide specific comments on students' strengths and areas for growth.

Advantages of Using a Single-Point Rubric:

• Focused Assessment: The single-point rubric directs attention to specific criteria, allowing for targeted assessment and feedback.
• Flexibility and Adaptability: The absence of predefined levels allows the rubric to adapt to various learning tasks and student abilities.
• Clear Expectations: The single-point rubric communicates clear and concise expectations for students to meet or exceed. Student-Centered Learning: Single-point rubrics promote student ownership of their learning, as they have room to excel and grow.
• Growth Mindset: The emphasis on improvement and growth encourages students to embrace challenges and strive for excellence.

Effective Implementation of Single-Point Rubrics:

• Identify Specific Criteria: Ensure the rubric focuses on essential criteria aligned with learning objectives.
• Include Descriptive Language: Use clear and descriptive language to outline the desired skills and performance.
• Encourage Self-Assessment: Engage students in self-assessment using the rubric to reflect on their work.
• Offer Specific Feedback: Use the feedback space to provide personalized comments on students' progress and areas for improvement.
• Promote Goal Setting: Encourage students to set goals based on the rubric feedback to guide their learning journey.

The single-point rubric is a dynamic assessment tool that empowers educators and students to concentrate on specific criteria for growth and excellence. By focusing on essential skills and providing room for personalized feedback, the single-point rubric creates an environment where students are encouraged to embrace challenges, embrace a growth mindset, and take ownership of their learning. Educators gain valuable insights into students' progress, allowing for targeted instruction and support. As we embrace the transformative potential of the single-point rubric, we cultivate a learning atmosphere where assessment becomes an avenue for growth, feedback becomes a catalyst for success, and every student's potential flourishes in pursuit of academic excellence.

Grading Scales and Criteria  ▾ Grading scales and criteria are an integral part of the assessment process. Educators use grading scales to assign scores or grades based on the level of achievement demonstrated by students. Criteria within the grading scale reflect the expectations for each level of performance. Fair and consistent grading practices ensure that students are evaluated based on predetermined standards and that grades accurately reflect their achievements.

What are Grading Scales and Criteria?

Grading scales are systems used to assign scores or grades to students based on their performance. Grading criteria are the specific standards or guidelines used to evaluate students' work, providing clarity on expectations and helping educators make fair and consistent assessments.

Key Components of Grading Scales and Criteria:

• Grading Scale Categories: Grading scales may include categories such as letter grades (A, B, C, etc.), numerical scales (e.g., 1-100), or descriptive categories (Excellent, Satisfactory, Needs Improvement).
• Performance Levels: Grading scales often have multiple performance levels within each category, indicating different degrees of achievement or proficiency.
• Rubric Criteria: Grading criteria outline the specific elements or qualities that will be assessed in a student's work. These criteria may be subject-specific or aligned with learning objectives.

Types of Grading Scales:

• Letter Grades: A common scale using letter designations (A, B, C, etc.) to represent different levels of achievement.
• Numerical Scales: Assigning numerical values to student performance (e.g., 1-100) for quantitative assessment.
• Pass/Fail: A binary scale indicating whether students have met the minimum requirements to pass or not.
• Descriptive Scales: Using descriptive labels (e.g., Excellent, Satisfactory, Needs Improvement) to provide feedback on performance.

Advantages of Using Grading Scales and Criteria:

• Clear Expectations: Grading criteria offer clear guidelines for students, helping them understand what is expected of their work.
• Fair and Consistent: Grading scales ensure consistent assessment, promoting fairness and reducing bias.
• Feedback and Improvement: Effective criteria facilitate constructive feedback to support student growth and improvement.
• Motivation and Accountability: Grading scales motivate students to strive for excellence and take responsibility for their learning.
• Assessment Transparency: Transparent grading criteria foster a better understanding of assessment practices among students.

Effective Implementation of Grading Scales and Criteria:

• Alignment with Objectives: Ensure grading criteria align with learning objectives and are relevant to the assessed tasks.
• Communicate Expectations: Clearly communicate grading scales and criteria to students at the beginning of the course or assignment.
• Rubrics and Checklists: Use rubrics or checklists to provide specific criteria and guidelines for evaluation.
• Multiple Data Points: Consider multiple sources of evidence, including formative and summative assessments, to make well-rounded evaluations.
• Regular Feedback: Provide timely and constructive feedback to guide students' progress throughout the learning process.

Grading scales and criteria are fundamental tools that guide the assessment process, providing educators and students with a structured and fair evaluation framework. By offering clear expectations, constructive feedback, and motivation for growth, grading scales, and criteria contribute to a supportive learning environment where students are empowered to excel. As we embrace the transformative potential of grading scales and criteria, we foster a culture of continuous improvement, where every student's achievements are recognized, the potential is nurtured, and learning becomes an exciting journey of exploration and development.

Davis, B. G. (2009).  Tools for teaching . John Wiley & Sons.

Grading Student Work . Center for Teaching, Vanderbilt University .

Wartel, A. & Jameton, R. (n.d.). Grading with balance [Blog post]. Center for Teaching and Learning, Lewis Clark State College .

Consistencies and Fairness in Grading  ▾ Achieving consistency and fairness in grading is crucial to maintain the integrity of the assessment process. Educators strive to minimize bias and subjectivity by applying objective criteria and establishing clear expectations for student performance. They employ reliable and valid grading practices to ensure that assessments are consistent and trustworthy.

The Importance of Consistencies and Fairness in Grading

Consistency and fairness in grading are paramount to promoting a transparent and supportive learning environment. They ensure that all students are evaluated against clear and equitable standards, irrespective of individual backgrounds, abilities, or circumstances. By adhering to these principles, educators contribute to students' motivation, self-confidence, and academic growth.

Key Principles of Consistency and Fairness in Grading:

• Clear Grading Criteria: Establish explicit and well-defined grading criteria aligned with learning objectives and assessment tasks.
• Consistent Application: Apply grading criteria consistently to all students, avoiding bias or favoritism.
• Transparent Feedback: Provide timely and constructive feedback that helps students understand their performance and areas for improvement.
• Formative Assessment: Utilize formative assessment throughout the learning process to offer ongoing support and guidance.
• Standardized Evaluation: Collaborate with fellow educators to ensure standardized grading practices within the institution.

Effective Strategies for Consistency and Fairness in Grading:

• Rubrics and Checklists: Use rubrics or checklists to provide clear grading criteria, ensuring transparent assessment.
• Blind Grading: Consider blind grading, where student identities are concealed during the evaluation process.
• Multiple Assessments: Utilize multiple forms of assessment to gain a comprehensive view of student performance.
• Calibration and Moderation: Engage in calibration and moderation sessions with colleagues to ensure consistent evaluations.
• Student Involvement: Encourage student involvement in self-assessment and goal-setting to enhance accountability.

Promoting Equity and Inclusivity:

• Culturally Responsive Assessment: Develop assessments that respect and incorporate diverse cultural backgrounds and perspectives.
• Accommodations and Accessibility: Offer appropriate accommodations and accessibility options to address students' individual needs.
• Growth Mindset: Foster a growth mindset in students, encouraging them to embrace challenges and learn from mistakes.
• Addressing Bias: Be aware of potential biases and strive to minimize their impact on grading decisions.

Consistencies and fairness in grading are essential pillars of an effective and inclusive education system. By adhering to clear grading criteria, providing constructive feedback, and applying standardized evaluation, educators create an environment where students feel empowered, motivated, and supported in their academic journey. Prioritizing equity and inclusivity in grading practices enables all students to thrive, fostering a culture of academic excellence and personal growth. As we embrace the transformative potential of consistencies and fairness in grading, we take a significant step toward nurturing well-rounded individuals who are equipped to succeed in their future endeavors and make positive contributions to society.

Creating and Using Rubrics . Center for Teaching and Learning, Indiana University—Purdue University Indianapolis .

Equity in Assessment . Center for Teaching and Learning, University of Colorado, Boulder .

Grading Strategies. Centre for Teaching and Learning, Western University .

Weighting and Calculating Grades  ▾ Weighting and calculating grades involve assigning appropriate values to different assessments and determining the final grades based on predetermined formulas. Educators carefully consider the weightage of each assessment component, ensuring that it reflects the relative importance of the learning outcomes.

The Importance of Weighting and Calculating Grades

Weighting and calculating grades are essential to accurately reflect students' achievements and progress. By assigning appropriate weights to various assessments and calculating grades based on consistent methods, educators can provide students with meaningful feedback on their performance and encourage a growth mindset.

Key Principles of Weighting and Calculating Grades:

• Clear Grading Criteria: Establish clear and well-defined grading criteria for each assessment component, aligned with learning objectives.
• Weighting Relevance: Assign weights to assessments based on their significance in measuring student understanding and growth.
• Consistency: Apply consistent grading methods and weights throughout the evaluation process to ensure fairness.
• Formative and Summative Balance: Strike a balance between formative and summative assessments to provide a comprehensive view of student progress.
• Transparency: Communicate the grading system, weights, and calculation methods to students and parents to promote understanding.

Effective Strategies for Weighting and Calculating Grades:

• Weighting Categories: Determine the percentage of each assessment category (e.g., exams, projects, discussions, quizzes, assignments) in the final grade.
• Grade Calculation Formula: Develop a clear formula to calculate final grades based on the weighted assessment scores.
• Rubrics and Score Conversion: Use rubrics and score conversion charts to standardize grading and ensure consistency.
• Automated Grading Software: Use grading software to streamline calculations and minimize errors.
• Formative Assessment Adjustments: Make adjustments to grades based on formative assessments to acknowledge growth and improvement.

Promoting Student Success:

• Personalized Feedback: Provide personalized feedback on assessments to support individual learning needs.
• Goal Setting: Encourage students to set academic goals based on their understanding of the grading system.
• Redo and Retake Policy: Offer opportunities for students to redo assessments and demonstrate their understanding.
• Data Analysis: Analyze grade data to identify trends and areas for instructional improvement.

Weighting Grades in Blackboard Original with Categories

• Create Categories: Begin by categorizing exams, assignments, and quizzes into specific categories, which might require setting up new categories other than the default ones in Blackboard.
• Assign Categories to Columns: Assign categories to appropriate Grade Center columns. This step must be repeated for each assessment or assignment column. Edit column information and choose the respective category.
• Weighted Grade Column: Establish a Weighted Total column to calculate grades as per your syllabus. If it doesn't exist, create a calculated column and choose the weighted option. Alternatively, edit the existing weighted column.
• Set Primary Display: Determine how grades will be displayed in the Weighted Column. Most commonly, a percentage display is used.
• Select Columns and/or Categories: Decide whether you want to weigh columns, categories, or a combination of both. You can add or remove columns/categories to select.
• Weighted Column Options: Configure options like including the column in calculations, showing it to students, and displaying statistics.
• Calculating Weighted Grades: Blackboard calculates weighted grades based on the assigned categories, combining grades and accounting for weightings. It provides the final weighted grade total.

Weighting Grades in Blackboard Ultra

• Formula Construction : You can develop your own formulas using arithmetic operations (addition, subtraction, multiplication, division) and parentheses. Create calculations based on average, total, maximum, or minimum variables like categories, graded items, and other calculations.
• Adding Calculations: In the Gradable Items list or student grid view, select the plus sign to add a calculation, then choose "Add Calculation."
• Configure Calculation: Give the calculation a title and description, make it visible to students if desired, and choose the display format (Points, Percentage, or Letter).
• Formula Building: Use functions (average, total, minimum, maximum), variables (graded items), and operators (add, subtract, divide, multiply) to create your formula.
• Validation: The system checks the formula for accuracy; only valid formulas can be saved.

Weighting and calculating grades are fundamental elements in the assessment process, providing students with accurate feedback on their academic performance. By aligning grading criteria with learning objectives, applying consistent weighting methods, and offering transparent communication, educators foster an environment of fairness, accountability, and growth. Empowered by a clear understanding of their progress, students are motivated to set and achieve academic goals, cultivating a culture of continuous learning and improvement. As we embrace the transformative potential of weighting and calculating grades, we empower students to reach their full potential and become confident, lifelong learners prepared for success in their educational journey and beyond.

Calculate Grades . Blackboard Learn .

Calculate Grades . Blackboard Ultra . 

Coyne, P., & Woodruff, S. J. (2022). Giving students choice: Does the use of a flexible assessment weighting scheme result in better student grades?   International Journal of Teaching and Learning in Higher Education ,  33 (3), 398-406.

Franke, M. (2018). Final exam weighting as part of course design . Teaching and Learning Inquiry, 6 (1), 91-103.

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• Center for Innovative Teaching and Learning
• Instructional Guide
• Rubrics for Assessment

A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics, therefore, will help you grade more objectively.

Have your students ever asked, “Why did you grade me that way?” or stated, “You never told us that we would be graded on grammar!” As a grading tool, rubrics can address these and other issues related to assessment: they reduce grading time; they increase objectivity and reduce subjectivity; they convey timely feedback to students and they improve students’ ability to include required elements of an assignment (Stevens & Levi, 2005). Grading rubrics can be used to assess a range of activities in any subject area

Elements of a Rubric

Typically designed as a grid-type structure, a grading rubric includes criteria, levels of performance, scores, and descriptors which become unique assessment tools for any given assignment. The table below illustrates a simple grading rubric with each of the four elements for a history research paper. 

Criteria identify the trait, feature or dimension which is to be measured and include a definition and example to clarify the meaning of each trait being assessed. Each assignment or performance will determine the number of criteria to be scored. Criteria are derived from assignments, checklists, grading sheets or colleagues.

Examples of Criteria for a term paper rubric

• Introduction
• Arguments/analysis
• Grammar and punctuation
• Internal citations

Levels of performance

Levels of performance are often labeled as adjectives which describe the performance levels. Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students. These levels tell students what they are expected to do. Levels of performance can be used without descriptors but descriptors help in achieving objectivity. Words used for levels of performance could influence a student’s interpretation of performance level (such as superior, moderate, poor or above or below average).

Examples to describe levels of performance

• Excellent, Good, Fair, Poor
• Master, Apprentice, Beginner
• Exemplary, Accomplished, Developing, Beginning, Undeveloped
• Complete, Incomplete

Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to students.

Scores make up the system of numbers or values used to rate each criterion and often are combined with levels of performance. Begin by asking how many points are needed to adequately describe the range of performance you expect to see in students’ work. Consider the range of possible performance level.

Example of scores for a rubric

1, 2, 3, 4, 5 or 2, 4, 6, 8

Descriptors

Descriptors are explicit descriptions of the performance and show how the score is derived and what is expected of the students. Descriptors spell out each level (gradation) of performance for each criterion and describe what performance at a particular level looks like. Descriptors describe how well students’ work is distinguished from the work of their peers and will help you to distinguish between each student’s work. Descriptors should be detailed enough to differentiate between the different level and increase the objectivity of the rater.

Descriptors...describe what performance at a particular level looks like.

Developing a Grading Rubric

First, consider using any of a number of existing rubrics available online. Many rubrics can be used “as is.” Or, you could modify a rubric by adding or deleting elements or combining others for one that will suit your needs. Finally, you could create a completely customized rubric using specifically designed rubric software or just by creating a table with the rubric elements. The following steps will help you develop a rubric no matter which option you choose.

• Select a performance/assignment to be assessed. Begin with a performance or assignment which may be difficult to grade and where you want to reduce subjectivity. Is the performance/assignment an authentic task related to learning goals and/or objectives? Are students replicating meaningful tasks found in the real world? Are you encouraging students to problem solve and apply knowledge? Answer these questions as you begin to develop the criteria for your rubric.

Begin with a performance or assignment which may be difficult to grade and where you want to reduce subjectivity.

• List criteria. Begin by brainstorming a list of all criteria, traits or dimensions associated task. Reduce the list by chunking similar criteria and eliminating others until you produce a range of appropriate criteria. A rubric designed for formative and diagnostic assessments might have more criteria than those rubrics rating summative performances (Dodge, 2001). Keep the list of criteria manageable and reasonable.
• Write criteria descriptions. Keep criteria descriptions brief, understandable, and in a logical order for students to follow as they work on the task.
• Determine level of performance adjectives.  Select words or phrases that will explain what performance looks like at each level, making sure they are discrete enough to show real differences. Levels of performance should match the related criterion.
• Develop scores. The scores will determine the ranges of performance in numerical value. Make sure the values make sense in terms of the total points possible: What is the difference between getting 10 points versus 100 points versus 1,000 points? The best and worst performance scores are placed at the ends of the continuum and the other scores are placed appropriately in between. It is suggested to start with fewer levels and to distinguish between work that does not meet the criteria. Also, it is difficult to make fine distinctions using qualitative levels such as never, sometimes, usually or limited acceptance, proficient or NA, poor, fair, good, very good, excellent. How will you make the distinctions?

It is suggested to start with fewer [score] levels and to distinguish between work that does not meet the criteria.

• Write the descriptors. As a student is judged to move up the performance continuum, previous level descriptions are considered achieved in subsequent description levels. Therefore, it is not necessary to include “beginning level” descriptors in the same box where new skills are introduced.
• Evaluate the rubric. As with any instructional tool, evaluate the rubric each time it is used to ensure it matches instructional goals and objectives. Be sure students understand each criterion and how they can use the rubric to their advantage. Consider providing more details about each of the rubric’s areas to further clarify these sections to students. Pilot test new rubrics if possible, review the rubric with a colleague, and solicit students’ feedback for further refinements.

Types of Rubrics

Determining which type of rubric to use depends on what and how you plan to evaluate. There are several types of rubrics including holistic, analytical, general, and task-specific. Each of these will be described below.

All criteria are assessed as a single score. Holistic rubrics are good for evaluating overall performance on a task. Because only one score is given, holistic rubrics tend to be easier to score. However, holistic rubrics do not provide detailed information on student performance for each criterion; the levels of performance are treated as a whole.

• “Use for simple tasks and performances such as reading fluency or response to an essay question . . .
• Getting a quick snapshot of overall quality or achievement
• Judging the impact of a product or performance” (Arter & McTighe, 2001, p 21)

Each criterion is assessed separately, using different descriptive ratings. Each criterion receives a separate score. Analytical rubrics take more time to score but provide more detailed feedback.

• “Judging complex performances . . . involving several significant [criteria] . . .
• Providing more specific information or feedback to students . . .” (Arter & McTighe, 2001, p 22)

A generic rubric contains criteria that are general across tasks and can be used for similar tasks or performances. Criteria are assessed separately, as in an analytical rubric.

• “[Use] when students will not all be doing exactly the same task; when students have a choice as to what evidence will be chosen to show competence on a particular skill or product.
• [Use] when instructors are trying to judge consistently in different course sections” (Arter & McTighe, 2001, p 30)

Task-specific

Assesses a specific task. Unique criteria are assessed separately. However, it may not be possible to account for each and every criterion involved in a particular task which could overlook a student’s unique solution (Arter & McTighe, 2001).

• “It’s easier and faster to get consistent scoring
• [Use] in large-scale and “high-stakes” contexts, such as state-level accountability assessments
• [Use when] you want to know whether students know particular facts, equations, methods, or procedures” (Arter & McTighe, 2001, p 28) 

Grading rubrics are effective and efficient tools which allow for objective and consistent assessment of a range of performances, assignments, and activities. Rubrics can help clarify your expectations and will show students how to meet them, making students accountable for their performance in an easy-to-follow format. The feedback that students receive through a grading rubric can help them improve their performance on revised or subsequent work. Rubrics can help to rationalize grades when students ask about your method of assessment. Rubrics also allow for consistency in grading for those who team teach the same course, for TAs assigned to the task of grading, and serve as good documentation for accreditation purposes. Several online sources exist which can be used in the creation of customized grading rubrics; a few of these are listed below.

Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.

Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.

The Teaching, Learning, and Technology Group (n.d.). Rubrics: Definition, tools, examples, references. http://www.tltgroup.org/resources/flashlight/rubrics.htm

Selected Resources

Dodge, B. (2001). Creating a rubric on a given task. http://webquest.sdsu.edu/rubrics/rubrics.html

Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.

Rubric Builders and Generators

eMints.org (2011). Rubric/scoring guide. http://www.emints.org/webquest/rubric.shtml

General Rubric Generator. http://www.teach-nology.com/web_tools/rubrics/general/

RubiStar (2008). Create rubrics for your project-based learning activities. http://rubistar.4teachers.org/index.php

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Rubrics for assessment. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

• Active Learning Activities
• Assessing Student Learning
• Direct vs. Indirect Assessment
• Examples of Classroom Assessment Techniques
• Formative and Summative Assessment
• Peer and Self-Assessment
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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.

Grading rubric strategies

A rubric is an evaluation tool that identifies criteria relevant to an assignment and describes levels of performance expectations for the assignment or other student work. Grading rubrics communicate expectations and help assess the extent to which students are achieving developmental learning outcomes. There are many types of rubrics and most are organized into a table for ease of communication and the purpose of building them into WebCampus.

Rubrics are beneficial to both the instructors and the students for the following reasons:

• Ease of communication: In WebCampus, a rubric can be integrated with a variety of assessments, such as assignments, discussions, presentations, and group projects. Your students will be able to quickly access a detailed explanation as to why they received the grade they did and how to improve for the next assignment.
• Rubrics convey the assessment standards to students and also reduce the workload in grading. You’ll be doing far less typing/writing if you use a rubric. Rubrics remove the monotony of repeating yourself.
• They help ensure that the assignments are evaluated fairly and consistently.
• Rubrics also provide students with clear learning goals, specific requirements, and acceptable performance standards for each assignment. This means that they help students become more aware and better able to efficiently evaluate their own work. When the assignments are scored with the rubric, students can easily identify and understand what area needs further effort in order to meet the performance standard.

Components of a rubric

At its core, a successful rubric involves three important components:

• Rubric description: The rubric description provides information to students about what aspects of an assignment or project will be assessed and how they will be assessed.
• Criteria: Criteria, often called dimensions, identify the characteristics or components of the task to be rated. For example, a rubric for a presentation could include content , organization , style , communication , use of visual aid , and presentation skills . A rubric for a written assignment or research paper could include argument , evidence , counter-evidence , sources , and citations .
• Levels of achievement: Levels of achievement are often called scale. Scale uses labels to describe how well or poorly a task has been performed by students. For example, you can use excellent , good , needs improvement , and poor ; or sophisticated , competent , and not yet competent to set up the assignment scale.

Steps to designing rubrics

1. define the purpose of the assignment/assessment for which you are creating a rubric..

To define the purpose of the assignment, consider the following questions as you do so:

• What exactly is the assigned task? Does it break down into a variety of different tasks? Are these tasks equally important? What are the learning objectives for this assignment or task? What do you want students to demonstrate in their completed assignments or performances?
• What might an exemplary student product/performance look like? How might you describe an acceptable student product or performance? How might you describe work that falls below expectations?
• What kind of feedback do you want to give students on their work or performance? Do you want to give them detailed feedback on a variety of criteria? Do you want to give them specific feedback that will help them improve their future work?

2. Define the criteria.

In defining the criteria, start by asking what knowledge and skills are required for the assignment/assessment? Make a list of these, group and label them, and eliminate any that are not critical. The list should contain no more than 6–7 criteria, but it need not include that many. You may also want to review the learning objectives for the course, the assignment prompt, existing grading checklists, comments on previous work, past examples of student work, and/or discuss the criteria with colleagues.

After drafting some criteria, consider its effectiveness: Can they be observed and measured? Are they important and essential? Are they distinct from other criteria?

3. Design the rating scale.

Overall, most rating scales include 3–5 levels: Excellent, Good, Adequate, Inadequate, Fail, etc. You should use the descriptive words with which they are most comfortable, or not at all. Numbers and grade designations of A, B, C, D, F may be preferred over labels or descriptions. Finally, the rubric may be ordered from lowest to highest or highest to lowest.

4. Write descriptions for each level of the rating scale.

Write descriptions for each level of the rating scale you came up with. You may do this for each particular criterion of the rubric or provide information in a more holistic fashion. These descriptions help students understand your expectations.

Well-written descriptions describe observable and measurable behavior, parallel language across the scale, indicate the degree to which the standards are met, and allow the rubric to be used with all assignments for which the rubric was created.

5. Create your rubric.

After working hard on designing your rubrics, you should build them within WebCampus. Once you create a Rubric in WebCampus, it will be available for student viewing on the same page as the assignment description. Students can use this as they prepare the assignment, making sure they address each of the areas you note. When it’s time for grading, the same rubric will appear in the SpeedGrader, where you can click on the rating the student earned for each category, and provide comments-per-category if you’d like. When you are finished, the Rubric tool will auto-calculate the total for you. See below for more information on how the Rubrics tool in WebCampus.

WebCampus tool: Rubrics

Learn how to create and manage rubrics in your WebCampus course.

Please see the Canvas Guide: How do I use a rubric to grade submissions in SpeedGrader? For more information.

Or watch the rubrics overview video .

Sample rubrics

Here is a sample of a rubric designed for online discussion:

Here is a sample of what a rubric designed for an essay and provided in an assignment or syllabus:

Feedback with rubrics

Creating rubrics in WebCampus will take some time at the beginning but this is time well-spent. For instructors, rubrics can be reused over time and can help you to grade more efficiently and with greater consistency. For students, rubrics are beneficial because they can receive more timely and meaningful feedback from instructors and they can develop their self-regulated learning skills as they apply the feedback to their work (Stephens & Levi, 2013).

As you create rubrics, consider the following suggestions:

• Involve students in rubric construction. Stephen and Levi point out the benefits of this approach in that it prevents misunderstanding of expectations and increases students’ awareness of themselves as "stakeholders" in the learning process.
• Use pre-existing rubrics if they exist, and modify them as needed. You can find respected sources of rubrics such as the AACU Value Rubrics (registration required). You may also ask your colleagues about rubrics they use or work with them to create rubrics you share across classes.

Rippé, C. (2009, August 31). Using Rubrics to Improve Online Teaching, Learning, and Retention . Faculty Focus.

Stephens, D.D., & Levi, A.J. (2013). Introduction to rubrics (2nd Ed.). Serling, VA: Stylus Publishing, LLC.

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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

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

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