Using Rubrics: Tips and Examples
Rubrics are a tool for effective assessment of student work. A rubric identifies specific expectations from a given assignment, as well as how the successful completion of these elements contributes to a grade.
For instructors, rubrics:
- Help the grading / feedback reflect the assignment / class goals
- Remove bias from grading (including across graders / TAs)
- Save time
For students, rubrics:
- Ensure students know the expectations of an assignment(s) rubrics should be shared with students in advance
- Clearly justify grades for students
Rubrics can be used to evaluate progress, as well as to assess final products and assign grades. There are different types of rubrics, depending on the needs of the assignment:
Checklist Rubrics
Checklist rubrics assess completion of the parts of an assignment. The student is not assessed on how well each element is executed, but just on completion. Checklists can be done by the instructor, but can also be done by students themselves to self-assess their progress/product.An instructor can choose to give partial credit if an element of the assignment is partially completed. For example, for the UWS proposal assignment, a checklist rubric may look like this:
Proposal Element (completed/not completed):
- Introduction (1 paragraph)
- Literature Review (~2 pages)
- Library Research Plan (~1 page)
- Motive (1 paragraph)
- Weekly Timeline
- Annotated Bibliography (minimum of 3 sources)
An instructor can choose to give partial credit if an element of the assignment is partially completed.
Narrative / Holistic Rubrics
Narrative/holistic rubrics provide overall descriptions of [insert text here]
For example, this rubric refers to an assignment where students contributed to an online discussion board. As you can see, the assessment can be indicated in various ways—as a letter grade, as a descriptive word or phrase, or as a numerical rating. The rubric then shows a description of the expectations for that grade. To create this for a specific assignment, the instructor would consider what a submission that earned an A should look like, versus one that earned a B, C, etc. The instructor would then write detailed descriptions of what qualities a student would have to demonstrate in order to earn an A, B, C, etc.
A — Outstanding — (90-100). Student created an original post that was highly insightful and which responded thoroughly to all parts of the prompt. The response effectively utilized a variety of evidence from the literary readings for the week, directly referencing the texts at least three times. Additionally, the student responded to peers' posts with a high degree of professionalism in interaction, grammar/mechanics, and spelling.
B — Very Good — (81-99). Student created an original post that was insightful and responded to all or most parts of the prompt. The response utilized a variety of evidence from the text as well, though there may have been room for more and/or further explanation. Additionally, the student responded to peers' posts with a good degree of professionalism in interaction, grammar/mechanics, and spelling.
C — Average — (71-79). Student created an original post that was at times insightful, though lacking in substantial well-explained evidence and/or which was at times off-topic from the prompt. Responses to peers were attempted, though these responses were lacking in insightful observation and/or had errors/lapses in professional interaction, grammar/mechanics, and spelling.
D — Needs Improvement — (60-69). Student created an original post which did not effectively address the prompt and/or which was lacking in substantial evidence from the text. Responses to peers were incomplete or insubstantial with numerous errors/lapses in professional interaction, grammar/mechanics, and spelling.
F — Does not Meet Expectations — (59 and below). Student created an original post which was too brief, did not respond to the prompt, and was lacking in substantial evidence from the text. Missing or overly brief responses to peers with errors/lapses in professional interaction, grammar/mechanics, and spelling.
Source: Virginia Commonwealth University
Narrative/Holistic Rubrics can be easier for instructors to create and use. However, for students, these sorts of rubrics often provide less specific feedback. A student may not know where exactly their writing fails to meet expectations. Narrative/holistic rubrics thus should be used in tandem with specific comments that articulate where the student needs improvement. Often, when an instructor is using a narrative/holistic rubric, there is a sort of analytical rubric (see below) going on behind the scenes, which helps inform the final grade. This behind-the-scenes thinking should be communicated to students.
Analytical / Developmental Rubrics
Similar to holistic rubrics but they break down the elements of the assignment into pieces. The benefit of this approach is that students see exactly where they are and are not succeeding with their writing. These rubrics can be time consuming to produce, but are effective in both communicating expectations and justifying grades. Some instructors opt to return each writing assignment with the rubric attached, highlighted or otherwise marked to show progress. Other instructors may opt to use detailed marginal and block comments to refer to the elements of the rubric.
Assignment Elements
THESIS
A (Exceeding Standard): The major claim of the essay is complex, insightful, and unexpected.
B (Proficient): The major claim is clear and arguable but lacks complexity or is too narrow in scope.
C (Progressing): The major claim of the essay is weak, i.e., vague, simple, or obvious.
D (Not meeting standard): The major claim is missing or unclear.
EVIDENCE
A: Strong evidence is used in supportive and creative ways.
B: Most ideas are supported by evidence, but not the best evidence.
C: Evidence may be lacking or irrelevant.
D: There is little to no appropriate evidence.
STRUCTURE
A: Ideas develop over the course of the essay.
B: The argument is mostly logical and structured.
C: The argument does not develop over the course of the essay.
D: Argument shows no clear structure.
REVISION
A: Extensive & effective revision beyond instructor’s comments.
B: Extensive revision.
C: Some evidence of revision.
D: Little evidence of revision.
Some instructors opt to return each writing assignment with the rubric attached, highlighted or otherwise marked to show progress. Other instructors may opt to use detailed marginal and block comments to refer to the elements of the rubric.
Elissa Jacobs and Paige Eggebrecht