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A Rubric for Rubrics

Page history last edited by LCI, Ltd. 9 years, 9 months ago

You knew there had to be one! Want more? Check out the METARUBRIC from the Assessment Training Institute. Additionally, you may also consider reviewing the components of a quality rubric before self-assessing with the rubric below. 



Beginning Rubric

Draft Rubric

Quality Rubric

Exemplar Rubric

Descriptors-refers to the statements used to describe each heading.

Descriptors are unrelated to dimension.

Descriptors are vague and difficult to understand, leaving too much to student interpretation.

Descriptors are written in clear terms that convey teacher 

Descriptors are written in concise and clear terms that completely describe the dimensions and provide an anchor of what is expected from students at each level.

Focus on attributes that can be easily counted. Quantitative, value-laden and subjective statements (i.e. some, 1 example, and fair), with overemphasis on what is not evident.

Combination of descriptive as well as, quantitative, value-laden statements (i.e. 2 examples, good, abundant) with lower levels written in terms of what is not evident.

Emphasis on accurate statements that avoid missing or negative terms.

Emphasis on precise, concrete and descriptive statements with all levels written in terms of what is evident.

Descriptors are missing.

Descriptors are difficult to identify and may be missing at different levels.

Descriptors are identified and present at each level.

Descriptors are clearly identified and present at each level.

Content-refers to the information in the descriptors.

Content of the rubric focuses on something unrelated to the assessment. The reader cannot infer what the learner will be doing.

Content of the rubric provides a partial view of the assessment. The reader can infer the topic or general area regarding the learner’s focus.

Content of the rubric provides an overview of the assessment. The reader can infer general and specific criteria about the learner’s focus.

Rubric provides a detailed account of the assessment at each level. The reader can infer (or is told explicitly) the learner’s focus.

Levels-refers to the scale of the rubric.

The rubric contains only one level or the descriptors at adjacent levels appear to be copied and pasted, with only one or two words changed.

Unequal difference between the descriptors at adjacent levels hinders student self-evaluation and correction.

Descriptors at adjacent levels progress in even steps toward achievement.

Descriptors provide scaffolding by describing an evenly graduated progression toward excellence.

Level titles or images at the lower end are insulting or demeaning to the person rather than descriptive of student work.

Level titles focus learner/ user on grade (F, C/D, B, A).

Level titles focus learner/user on the grade and identify the levels of achievement (i.e. proficient) or a real world equivalent.

Level titles use terms which show respect for the learner /user while accurately critiquing performance on the task.

The number of levels leads to artificial, non-existent, or trivial differences in descriptors.

The number of levels does not permit sufficient distinction in quality of student work.

The number of levels is determined by external constraints (grades, outside agencies, “we always use four levels”) rather than distinctions in student performance.

The number of levels is dictated by concrete, non-trivial differences in student performance.


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