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.
Dimensions |
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. |
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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. |
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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. |
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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. |