Read a Rubric

What is a Rubric?

A rubric is a scoring scale used to evaluate student performance based on task-specific criteria. It explains to students the standards against which their work will be judged. With key criteria made explicit, students can use the information to develop, revise, and judge their own work.

A rubric answers these questions:

• What are the criteria by which the work is being judged?
• What is the difference between good work and weaker work?
• How can we make sure our scores (assessments) are valid and reliable?

Rubrics:

• Focus instruction—intentionally
• Guide feedback—descriptively
• Characterize desired results—objectively
• Operationalize performance standards—purposefully
• Develop self-assessment competence—constantly
• Involves students—thoughtfully

A Rubric Deconstructed

The rows of a rubric list the categories that must be met to reach the goal of the project. For example, in the example below the categories are: Reasoning, Communication, Organization, and Conventions.

The columns in a rubric label the scale of possible points to be assigned in marking the work. In our example, Levels 1, 2, 3, and 4.

The cells in a rubric describe the key features the work must contain to reach each level of performance. In our example, in order to receive a level 4 in Communication: word use and vocabulary, the student must use vocabulary that is “clear, creative, and descriptive.”

Sample Rubric

This is a rubric used for a Grade 8 Autobiography Project.

Categories	Level 1	Level 2	Level 3	Level 4
Reasoning
Complexity of ideas and connection to topic	uses simple ideas, some of which are off topic	uses simple ideas that usually support the topic	uses developed ideas that support the topic	uses well-developed ideas that support the topic effectively
Number and relevance of supporting facts and details	provides very few supporting facts and details based on personal knowledge	provides some supporting evidences based on personal knowledge	provides specific supporting facts and details based on personal knowledge	provides extensive supporting evidence based on personal knowledge
Communication
Purpose: to tell of past experiences	topic is unclear and is described with limited detail	topic is identified and described with some detail	topic is clearly identified and described with good detail	topic is clearly identified and thoroughly described
Voice: appeal to the reader through content, style, and vocabulary	little evidence of the writer’s voice	some evidence of the writer’s voice and some attempt to interest the reader	the writer’s voice is clearly evident	the writer’s voice is clear and engages the reader’s interest
Word use and vocabulary	only basic and unclear vocabulary is used	the vocabulary is limited but clear	the vocabulary clearly conveys the meaning of the writer	the vocabulary is extensive, clear, creative, and descriptive
Sentence variety: structure, type, length	relies on one sentence type	contains a variety of sentence types	contains a wide variety of sentence types	contains a wide variety of sentences used effectively
Organization
Overall structure: beginning, middle, and links	there is no clear overall structure or organization (outline is not followed)	there is some evidence of structure and organization (outline is sometimes followed)	the organization is logical and appropriate (outline is clearly followed)	the organization supports the purpose (outline is consistently followed)
Paragraph structure	contains ideas and details that are unconnected, with no paragraph structure	includes ideas and details that are somewhat connected within the paragraph	has sentences that are linked together in paragraphs	has sentences that are clearly organized in paragraphs and logically linked
Conventions
Grammar, spelling, punctuation	there are several major errors or omissions	there are several minor errors or omissions	there are only a few minor errors or omissions	there are practically no errors or omissions
Visual presentation (e.g., indentations, spacing, margins, cover, sub-titles)	few aspects of the expected visual presentation are evident	some aspects of the expected visual presentation are evident	the visual presentation is appropriate	the visual presentation is effective

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