presentation writing rubric

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.

Creating an Oral Presentation Rubric

In-class activity.

This activity helps students clarify the oral presentation genre; do this after distributing an assignment–in this case, a standard individual oral presentation near the end of the semester which allows students to practice public speaking while also providing a means of workshopping their final paper argument. Together, the class will determine the criteria by which their presentations should–and should not–be assessed.

Guide to Oral/Signed Communication in Writing Classrooms

To collaboratively determine the requirements for students’ oral presentations; to clarify the audience’s expectations of this genre

rhetorical situation; genre; metacognition; oral communication; rubric; assessment; collaboration

• Ask students to free-write and think about these questions: What makes a good oral presentation? Think of examples of oral presentations that you’ve seen, one “bad” and one “good.” They can be from any genre–for example, a course lecture, a museum talk, a presentation you have given, even a video. Jot down specific strengths and weaknesses.
• Facilitate a full-class discussion to list the important characteristics of an oral presentation. Group things together. For example, students may say “speaking clearly” as a strength; elicit specifics (intonation, pace, etc.) and encourage them to elaborate.
• Clarify to students that the more they add to the list, the more information they have in regards to expectations on the oral presentation rubric. If they do not add enough, or specific enough, items, they won’t know what to aim for or how they will be assessed.
• Review the list on the board and ask students to decide what they think are the most important parts of their oral presentations, ranking their top three components.
• Create a second list to the side of the board, called “Let it slide,” asking students what, as a class, they should “let slide” in the oral presentations. Guide and elaborate, choosing whether to reject, accept, or compromise on the students’ proposals.
• Distribute the two lists to students as-is as a checklist-style rubric or flesh the primary list out into a full analytic rubric .

Here’s an example of one possible rubric created from this activity; here’s another example of an oral presentation rubric that assesses only the delivery of the speech/presentation, and which can be used by classmates to evaluate each other.

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. 

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Creating and using rubrics.

A rubric describes the criteria that will be used to evaluate a specific task, such as a student writing assignment, poster, oral presentation, or other project. Rubrics allow instructors to communicate expectations to students, allow students to check in on their progress mid-assignment, and can increase the reliability of scores. Research suggests that when rubrics are used on an instructional basis (for instance, included with an assignment prompt for reference), students tend to utilize and appreciate them (Reddy and Andrade, 2010).

Rubrics generally exist in tabular form and are composed of:

• A description of the task that is being evaluated,
• The criteria that is being evaluated (row headings),
• A rating scale that demonstrates different levels of performance (column headings), and
• A description of each level of performance for each criterion (within each box of the table).

When multiple individuals are grading, rubrics also help improve the consistency of scoring across all graders. Instructors should insure that the structure, presentation, consistency, and use of their rubrics pass rigorous standards of validity , reliability , and fairness (Andrade, 2005).

Major Types of Rubrics

There are two major categories of rubrics:

• Holistic : In this type of rubric, a single score is provided based on raters’ overall perception of the quality of the performance. Holistic rubrics are useful when only one attribute is being evaluated, as they detail different levels of performance within a single attribute. This category of rubric is designed for quick scoring but does not provide detailed feedback. For these rubrics, the criteria may be the same as the description of the task.
• Analytic : In this type of rubric, scores are provided for several different criteria that are being evaluated. Analytic rubrics provide more detailed feedback to students and instructors about their performance. Scoring is usually more consistent across students and graders with analytic rubrics.

Rubrics utilize a scale that denotes level of success with a particular assignment, usually a 3-, 4-, or 5- category grid:

Figure 1: Grading Rubrics: Sample Scales (Brown Sheridan Center)

Sample Rubrics

Instructors can consider a sample holistic rubric developed for an English Writing Seminar course at Yale.

The Association of American Colleges and Universities also has a number of free (non-invasive free account required) analytic rubrics that can be downloaded and modified by instructors. These 16 VALUE rubrics enable instructors to measure items such as inquiry and analysis, critical thinking, written communication, oral communication, quantitative literacy, teamwork, problem-solving, and more.

Recommendations

The following provides a procedure for developing a rubric, adapted from Brown’s Sheridan Center for Teaching and Learning :

• Define the goal and purpose of the task that is being evaluated - Before constructing a rubric, instructors should review their learning outcomes associated with a given assignment. Are skills, content, and deeper conceptual knowledge clearly defined in the syllabus , and do class activities and assignments work towards intended outcomes? The rubric can only function effectively if goals are clear and student work progresses towards them.
• Decide what kind of rubric to use - The kind of rubric used may depend on the nature of the assignment, intended learning outcomes (for instance, does the task require the demonstration of several different skills?), and the amount and kind of feedback students will receive (for instance, is the task a formative or a summative assessment ?). Instructors can read the above, or consider “Additional Resources” for kinds of rubrics.
• Define the criteria - Instructors can review their learning outcomes and assessment parameters to determine specific criteria for the rubric to cover. Instructors should consider what knowledge and skills are required for successful completion, and create a list of criteria that assess outcomes across different vectors (comprehensiveness, maturity of thought, revisions, presentation, timeliness, etc). Criteria should be distinct and clearly described, and ideally, not surpass seven in number.
• Define the rating scale to measure levels of performance - Whatever rating scale instructors choose, they should insure that it is clear, and review it in-class to field student question and concerns. Instructors can consider if the scale will include descriptors or only be numerical, and might include prompts on the rubric for achieving higher achievement levels. Rubrics typically include 3-5 levels in their rating scales (see Figure 1 above).
• Write descriptions for each performance level of the rating scale - Each level should be accompanied by a descriptive paragraph that outlines ideals for each level, lists or names all performance expectations within the level, and if possible, provides a detail or example of ideal performance within each level. Across the rubric, descriptions should be parallel, observable, and measurable.
• Test and revise the rubric - The rubric can be tested before implementation, by arranging for writing or testing conditions with several graders or TFs who can use the rubric together. After grading with the rubric, graders might grade a similar set of materials without the rubric to assure consistency. Instructors can consider discrepancies, share the rubric and results with faculty colleagues for further opinions, and revise the rubric for use in class. Instructors might also seek out colleagues’ rubrics as well, for comparison. Regarding course implementation, instructors might consider passing rubrics out during the first class, in order to make grading expectations clear as early as possible. Rubrics should fit on one page, so that descriptions and criteria are viewable quickly and simultaneously. During and after a class or course, instructors can collect feedback on the rubric’s clarity and effectiveness from TFs and even students through anonymous surveys. Comparing scores and quality of assignments with parallel or previous assignments that did not include a rubric can reveal effectiveness as well. Instructors should feel free to revise a rubric following a course too, based on student performance and areas of confusion.

Additional Resources

Cox, G. C., Brathwaite, B. H., & Morrison, J. (2015). The Rubric: An assessment tool to guide students and markers. Advances in Higher Education, 149-163.

Creating and Using Rubrics - Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

Creating a Rubric - UC Denver Center for Faculty Development

Grading Rubric Design - Brown University Sheridan Center for Teaching and Learning

Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation 7(3).

Quinlan A. M., (2011) A Complete Guide to Rubrics: Assessment Made Easy for Teachers of K-college 2nd edition, Rowman & Littlefield Education.

Andrade, H. (2005). Teaching with Rubrics: The Good, the Bad, and the Ugly. College Teaching 53(1):27-30.

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.

Sheridan Center for Teaching and Learning , Brown University

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Research Presentation Rubric

The format of research presentations can vary across and within disciplines. Use this rubric (PDF) to identify and assess elements of research presentations, including delivery strategies and slide design. This resource focuses on research presentations but may be useful beyond. 

Rubrics for Oral Presentations

Introduction.

Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.

A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students.  Creating Rubrics

Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.

A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.

When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions.  Evaluating Group Projects

Creating Rubrics

The steps for creating an analytic rubric include the following:

1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?

2. Look for existing rubrics that can be adopted or adapted for the specific assignment

3. Define the criteria to be evaluated

4. Choose the rating scale to measure levels of performance

5. Write descriptions for each criterion for each performance level of the rating scale

6. Test and revise the rubric

Examples of criteria that have been included in rubrics for evaluation oral presentations include:

• Knowledge of content
• Organization of content
• Presentation of ideas
• Research/sources
• Visual aids/handouts
• Language clarity
• Grammatical correctness
• Time management
• Volume of speech
• Rate/pacing of Speech
• Mannerisms/gestures
• ​​​​​​​Eye contact/audience engagement

Examples of scales/ratings that have been used to rate student performance include:

• Strong, Satisfactory, Weak
• Beginning, Intermediate, High
• Exemplary, Competent, Developing
• Excellent, Competent, Needs Work
• Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
• Exemplary, Proficient, Developing, Novice
• Excellent, Good, Marginal, Unacceptable
• Advanced, Intermediate High, Intermediate, Developing
• Exceptional, Above Average, Sufficient, Minimal, Poor
• Master, Distinguished, Proficient, Intermediate, Novice
• Excellent, Good, Satisfactory, Poor, Unacceptable
• Always, Often, Sometimes, Rarely, Never
• Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable

Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Using Rubrics Cornell University Center for Teaching Innovation

Rubrics DePaul University Teaching Commons

Building a Rubric University of Texas/Austin Faculty Innovation Center

Building a Rubric Columbia University Center for Teaching and Learning

Rubric Development University of West Florida Center for University Teaching, Learning, and Assessment

Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning

Designing Grading Rubrics ​​​​​​​ Brown University Sheridan Center for Teaching and Learning

Examples of Oral Presentation Rubrics

Oral Presentation Rubric Pomona College Teaching and Learning Center

Oral Presentation Evaluation Rubric University of Michigan

Oral Presentation Rubric Roanoke College

Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness

Presentation Skills Rubric State University of New York/New Paltz School of Business

Oral Presentation Rubric Oregon State University Center for Teaching and Learning

Oral Presentation Rubric Purdue University College of Science

Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School

RUBRIC FOR A PERSUASIVE PRESENTATION

Dr. elise gold (engineering).

Below you will find the various criteria used to evaluate your presentation along with categories describing your performance in these areas. The boxes highlighted indicate your overall performance in the broader areas as described. Items specifically needing work may be underlined. Along with a grade, an overall evaluation follows, with a few major suggestions for improvement.

GRADE: _________

(Points lost for not showing up for presentation, not submitting copy of presentation outline, notes, and handout copy of slides on day of presentation for not being present to serve as a peer=s assigned questioner? __________)

OVERALL EVALUATION:

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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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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 .

Plus, 25 of the best alternative assessment ideas ..

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