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A rubric (or evaluation grid) helps students understand precisely what is expected of them when assignments are graded. It helps a teacher respond objectively and consistently when grading. Rubrics do require some careful thought and a bit of extra effort in their creation, but they facilitate grading and improve quality when used. You can use the tables feature available in most word processors to easily create your grid.
To design a rubric for an activity:
STEP 1: List the qualities you will grade
First consider the qualities you will be looking for when you grade the activity. Some of the most typical qualities teachers look for in student work include neatness, completeness, accuracy, inclusion of targeted content, and evidence of effort. Depending on the activity, you may have additional qualities.
STEP 2: Create a grid
In the grid, targeted qualities are listed down the right and possible grades are listed across the top.
| Qualities | A | B | C | D | F |
|---|---|---|---|---|---|
| Neatness | |||||
| Accuracy | |||||
| Completeness |
STEP 3: Specify expectations
In the cells of the grid, describe your expectations in terms of each of the qualities you will be looking for. Specificity allows students to know precisely what they must do to earn the grade they desire. It places the burden of responsibility for quality squarely on the student rather than on the teacher. Below is an example of a fully articulated evaluation rubric.
| Qualities | A | B | C | D | F |
|---|---|---|---|---|---|
| Neatness | All work is neatly completed and bound | Most work is neat and bound; some messy sections or pages | Some pages neat and bound; others contain unsightly corrections and binding | Many unsightly corrections and messy pages; pages not bound | Neatness is evident on very few pages; few or no pages bound |
| Accuracy | All work is accurate; no errors evident | Most work is accurate; very few errors evident | Work is somewhat accurate; contains minor errors | Minor and major errors evident; work does not show accuracy | Many major and minor errors and inaccuracies |
| Completeness | All work is complete and meets requirements | Most of the requirements have been met | Many requirements met; some were omitted | Many components omitted; incomplete work | Few components completed; very incomplete |
STEP 4: Ask students to self-evaluate using the rubric
Self evaluating using your rubric requires that students judge their own work based on the criteria you have established. The self-evaluation gives students a chance to determine if their work will earn them the grade they desire. It takes the guess-work out of wondering the grade they will be assigned and instead requires that they deliver the quality required for the grade.
You may want to include a grading grid similar to the one below to help students evaluate the quality of their work.
| GRADING GRID | ||||||
|---|---|---|---|---|---|---|
| Use your rubric to grade your activities with an A, B, C, D or F. Write your grade in the space provided. Your teacher will grade you using the same rubric and will record your grade on the grid so you can compare them. | ||||||
| Activity | Neatness | Accuracy | Completeness | |||
| My Grade | Teacher Grade | My Grade | Teacher Grade | My Grade | Teacher Grade | |
| My Essay | ||||||
| Homework | ||||||
| Poster | ||||||
| Journal | ||||||
Download Microsoft Word documentTo Download:
PC:
Right Click the link and choose "Save Target As" from the dropdown menu.
Mac:
Hold the Control key and click the link and select "Download Link to Disk" form the dropdown menu.
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