Rubric Best Practices, Examples, and Templates

How to Get Started

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Holistic Rubrics

Advantages of holistic rubrics:

• Can place an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of criteria cannot be indicated in the rubric

Analytic/Descriptive Rubrics

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubrics

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of single point rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

 Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Consider the effectiveness of the criteria:
  • Can they be observed and measured?
  • Are they important and essential?
  • Are they distinct from other criteria?
  • Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others. The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Using AI

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric, describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics, create statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric, do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar, iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Colleagues
• Teacher assistants
• Students

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

Best Practices

• Limit the rubric to a single page for reading and grading ease
• Use parallel language. Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language. Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students. Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

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 audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling.
2. Sufficient: The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors.
3. Developing: The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work.
4. Needs Improvement: The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

More examples:

• Single Point Rubric Template (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)

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. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.