Rubric Best Practices, Examples, and Templates

How to create and use rubrics

• Step 1: Analyze the assignment and clarify your purpose
• Step 2: Choose a rubric type (holistic, analytic, single point)
• Step 3: Select a starting point (example, AI-generated, from scratch)
• Step 4: Define grading criteria
• Step 5: Define and describe performance levels
• Step 6: Pilot the rubric and gather feedback

Step 1: Analyze the assignment and clarify your purpose

Before building a rubric, ask yourself about:

• Purpose and goals
  • What is the purpose of this assignment and your feedback—evaluating mastery, encouraging revision, or both?
  • What learning outcomes or skills should students demonstrate?
  • What does “excellent” work look like, and how does it differ from acceptable or weak work?
• Assessment context
  • Is this formative (to guide improvement) or summative (final evaluation)?
  • Will students revise based on your feedback, or is it a one-time submission?
• Structure and weighting
  • Does the assignment have multiple components to assess separately, or should it be evaluated as a whole?
  • Should certain tasks or criteria carry more weight?
• Rubric design
  • Where do students often struggle, and how can the rubric address those challenges?
  • How detailed should it be—broad categories or fine-grained criteria?
  • Will you provide scores, written comments, or both?
  • Will students receive the rubric before they begin (recommended)?
  • How will grades be calculated, if applicable?

Step 2: Select a rubric type

Holistic Rubrics

Advantages:

• Emphasize overall skill, promoting a strengths-based approach
• Save time, since fewer judgments are required per student
• Support consistency across raters when they are trained

Limitations:

• Provide little detail for feedback, making it harder for students to know how to improve
• Create challenges when a student’s work is uneven across criteria
• Do not allow weighting of some criteria over others

Best uses:

• Quick assessments
• Creative or subjective work
• Final evaluations where broad distinctions are sufficient (especially if detailed feedback is given earlier)

Analytic (Descriptive) Rubrics

Advantages:

• Handle work that is uneven across criteria
• Provide detailed feedback on strengths and areas for improvement
• Allow weighting of criteria by importance
• Promote consistent grading across instructors

Limitations:

• Time-consuming to design and apply
• May overwhelm students with too much detail
• May shift focus to individual scores rather than overall quality

Best uses:

• Essays, research projects and presentations
• Assignments with multiple skills or components to assess
• Formative assessments where detailed feedback will lead to a better final product

Single-Point Rubrics

Advantages:

• Encourage growth-oriented feedback, shifting focus away from grades
• Offer flexibility through personalized feedback
• Reduce overwhelm, making students more likely to read the rubric
• Encourage creativity in project-based work by leaving room for interpretation of criterion

Limitations:

• Introduce more subjectivity in grading
• Require time to write individualized comments
• May lead to less consistent application across graders

Best uses:

• Formative assessments
• Writing assignments
• Creative or project-based work
• Situations where individualized feedback is prioritized

Step 3: Select a starting point

There are several starting points for rubric creation. Regardless of your approach, it’s a good idea to create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it to Moodle. You can also use online tools to create the rubric, but you will still have to enter the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar, iRubric

Start with an example or template

Look for credible sample rubrics (e.g., search “college-level persuasive essay rubric” or ask colleagues). This article also has examples at the end. Always edit borrowed rubrics so they align with your assignment, learning outcomes, and expectations. Tip: Draft your rubric in a table (Docs, Word, or Sheets) to keep a master copy, then enter it into Moodle manually.

Let AI create a draft for you

Tools like ChatGPT or Google Gemini can quickly generate a rubric draft. Provide a clear prompt that specifies:

• the rubric type (holistic, analytic, or single-point),
• the assignment description,
• the criteria you want included,
• the number and names of performance levels, and
• any weighting or emphasis.

Use the AI output as a starting point, then revise it using Steps 4–6. Follow your institution’s AI guidelines and avoid including student-identifiable information in prompts. See a more thorough treatment of using AI for rubric creation.

Build your rubric from scratch

Design your own rubric using Steps 4–6. This approach takes more time but ensures a perfect fit for your assignment and students.

Step 4: Define grading criteria

Regardless of rubric type, you will need to define the criteria by which student work will be evaluated. Start by listing the knowledge and skills the assignment should measure. Refer to your learning objectives, assignment instructions, and examples of past student work for guidance. You may also collaborate with co-instructors, teaching assistants, colleagues, or even students to generate the list. Keep the list manageable—too many criteria can dilute focus.

 Your grading criteria should:

• Align directly with stated learning objectives
• Reflect observable and measurable aspects of the work
• Use clear, specific and student-friendly language
• Focus on the most important elements, not minor details
• Balance flexibility with enough specificity to ensure fairness

Step 5: Define and describe performance levels

Your approach will vary depending on rubric type, but in all cases:

• Use clear, descriptive labels (e.g., Exemplary, Proficient, Developing, Needs Improvement).
• Focus on broad characteristics that distinguish strong work from work needing improvement.
• Keep the emphasis on overall quality, not isolated elements.
• Ensure levels are distinct—avoid vague wording or minor word changes.
• Use parallel structure in your descriptions for clarity.

Holistic rubrics

• Write a broad description of the an assignment at each performance level
• Example (argumentative essay):
  • “The argument is clear, well-supported with strong evidence, and logically structured.” (Excellent);
  • “Your position is clear, but stronger evidence and clearer organization would improve the essay.” (Developing)

Analytic rubrics

• List criteria in the left-hand column; place levels across the top row.
• In each cell, describe how the criterion looks at that performance level (usually 3–5 levels).
• Group related skills together for readability.
• Example (organization criterion):
  • Exemplary: “The essay flows logically, with clear transitions enhancing readability.”
  • Proficient: “The essay is generally clear, though some transitions are weak.”

Single point rubrics:

• Create a three-column table with one row for each criterion.
  • Middle column: describe the proficient level for each criterion.
  • Left column: space for feedback on areas needing improvement.
  • Right column: space for feedback on areas of excellence.
• Example (organization criterion): “The essay is logically structured, with clear transitions that enhance readability.”

Step 6: Pilot the rubric and gather feedback

Before using your rubric in a live course, test it. Seek input from colleagues, teaching assistants, or even students. Apply the rubric (or, ask AI to pilot the rubric) using a few samples of student work and check:

• Do the criteria align with learning objectives?
• Are the performance levels clear and distinct?
• Do different raters apply the rubric consistently?
• Does it generate useful feedback for students?

Use what you learn to revise and refine. Piloting helps you catch problems early and ensures your rubric is fair, effective, and student-friendly.

Reminders: Best Practices

• Keep it concise: Limit the rubric to one page for ease of reading and grading.
• Use parallel language: Keep wording consistent across levels and criteria so the rubric reads smoothly left-to-right.
• Write student-friendly descriptions: Use clear, age-appropriate language. If you include academic terms, plan to teach them.
• Share and discuss with students: Position the rubric as a tool for learning, reflection, and self-assessment—not just grading.
• Plan for reuse: Create adaptable templates you can adjust for multiple assignments.
• Be descriptive, not vague: Replace generic words like “good” or “excellent” with specific qualities (e.g., “uses credible, peer-reviewed sources”). Avoid over-reliance on quantities (e.g., “three misspellings”) and focus instead on the impact (e.g., “spelling errors do not distract from readability”).
• Check for clarity and fairness: Make sure descriptors are precise and not open to misinterpretation. Ask yourself whether all students would know what’s expected based on the language you’ve used.
• Align with grading system: Double-check that rubric point values match the course gradebook setup.
• Pilot readability: Test whether another instructor or TA can apply the rubric consistently; if not, adjust language.
• Support accessibility: Ensure tables and text are screen-reader friendly (important if you post in Moodle).

Examples

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Articulating thoughts through written communication— final paper.

1. Above Average: The main point is clear and fully supported with strong details. Ideas flow smoothly in a logical order. Grammar and spelling are nearly error-free and do not affect readability.
2. Proficient: The main point is clear and supported with relevant details. Ideas are organized in a logical way that is easy to follow. Occasional grammar or spelling errors do not distract from the work.
3. Developing: The main point can be identified, but supporting details may be limited or uneven. Organization is sometimes unclear. Grammar or spelling errors distract from readability.
4. Needs Improvement: The main point is hard to identify or not supported. Ideas are disorganized and difficult to follow. Frequent grammar or spelling errors make the work hard to read.

Single-Point Rubric

More examples:

• Single Point Rubric Template (single point rubric 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

Moodle How-To Guides

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Workshop Information

Rubrics & Grading Guides: Consistent, Effective, & Efficient Assessment in Moodle

• Workshop Recording (Spring 2024)
• Workshop Registration

Resources

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.
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics