Action Verbs for Learning Objectives
Abstract Breakdown Calculate
Activate Build
Carry out
Acquire
Catalog
Adjust
Categorize
Analyze
Change
Appraise
Check
Arrange
Cite
Articulate
Classify
Assemble
Collect
Assess
Combine
Assist
Compare
Associate
Compute
Contrast
Complete
Compose
Compute
Conduct
Construct
Convert
Coordinate
Count
Criticize
Critique
Judge
Maintain Perform
Manage
Plan
Modify
Point
Predict
Limit
Prepare
List
Name
Prescribe
Locate
Observe Produce
Operate
Debate
Decrease
Define
Demonstrate
Describe
Design
Detect
Develop
Differentiate
Direct
Discuss
Discover
Distinguish
Draw
Dramatize
Employ
Establish
Estimate
Evaluate
Examine
Explain
Explore
Express
Extrapolate
Formulate Identify
Illustrate
Generalize Implement
Improve
Increase
Infer
Integrate
Interpret
Introduce
Investigate
Rank
Rate
Read
Recall
Recommend
Recognize
Reconstruct Record
Recruit
Schedule
Score
Select
Separate Sequence
Sing
Sketch
Simplify
Skim
Tabulate
Test
Theorize
Trace
Track
Train
Transfer
Translate
Update
Use
Utilize
Verbalize
Verify
Visualize
Order
Organize
Propose
Question
Reduce
Solve
Reflect
Specify
Relate
State
Remove
Structure
Reorganize Repair Summarize
Repeat
Supervise Survey
Replace
Systematize
Report Reproduce
Research Restate
Restructure Revise
Rewrite
© 2004 Education Oasis
Write
RUBRIC SAMPLES
Sample rubric for psychology assignment
Dimension
Sophisticated
Competent
Needs Work
Introduction
Position and exceptions, if any, are
clearly stated. Organization of the
argument is completely and clearly
outlined and implemented. 4-5 pts
Position is clearly stated. Organization
of argument is clear in parts or only
partially described and mostly
implemented. 2-3 pts
Position is vague. Organization of argument is
missing, vague, or not consistently maintained.
Research selected is highly relevant to
the argument, is presented accurately
and completely – the method, results,
and implications are all presented
accurately; Theory is relevant,
accurately described and all relevant
components are included; relationship
between research and theory is clearly
articulated and accurate.
Research is relevant to the argument
and is mostly accurate and complete –
there are some unclear components or
some minor errors in the method,
results or implications. Theory is
relevant and accurately described, some
components may not be present or are
unclear. Connection to theory is mostly
clear and complete, or has some minor
errors. 5 – 7 pts
Research selected is not relevant to the
argument or is vague and incomplete –
components are missing or inaccurate or unclear.
Theory is not relevant or only relevant for some
aspects; theory is not clearly articulated and/or
has incorrect or incomplete components.
Relationship between theory and research is
unclear or inaccurate, major errors in the logic
are present.
Conclusion is clearly stated and
connections to research and position are
mostly clear, some aspects may not be
connected or minor errors in logic are
present. 2-3 pts
Conclusion may not be clear and the connections
to the research are incorrect or unclear or just a
repetition of the findings without explanation.
Underlying logic has major flaws; connection to
position is not clear.
Research
8– 10 pts
Conclusions
Conclusion is clearly stated and
connections to the research and
position are clear and relevant. The
underlying logic is explicit.
4-5 pts
0-1 pts
0 – 4 pts
Writing
Paper is coherently organized and the
logic is easy to follow. There are no
spelling or grammatical errors and
terminology is clearly defined. Writing is
clear and concise and persuasive. 4-5
pts
Paper is generally well organized and
most of the argument is easy to follow.
There are only a few minor spelling or
grammatical errors, or terms are not
clearly defined. Writing is mostly clear
but may lack conciseness. 2-3 pts
Paper is poorly organized and difficult to read –
does not flow logically from one part to another.
There are several spelling and/or grammatical
errors; technical terms may not be defined or are
poorly defined. Writing lacks clarity and
conciseness. 0-1 pts
Essay and Research Paper Grading Rubric
Professor Jay Aronson
Carnegie Mellon University
aronson@andrew.cmu.edu
Overall
Impression
Excellent
Good
Needs Improvement
Poor
F
Author directly addresses main
question or issue, and adds
new insight to the subject not
provided in lectures, readings,
or class discussions. The
author has retained nearly all
of the knowledge presented in
class. He/She is able to
synthesize this knowledge in
new ways and relate to
material not covered in the
course.
Author competently
addresses main question or
issue, but does not add much
new insight into the subject.
That said, it is clear that the
author has learned a great
deal in class and is able to
communicate this knowledge
to others.
Author attempts to
address main question or
issue, but fails. The
author has retained some
information from the
course, but does not fully
understand its meaning or
context and cannot clearly
convey it to others.
Essay does NOT address
main question or issue, and
it is obvious that author has
not retained any
information from the
course.
P
L
A
G
I
A
R
I
S
M
Argument
Essay contains a clear
argument—i.e., lets the reader
know exactly what the author
is trying to communicate.
An argument is present, but
reader must reconstruct it
from the text.
Author attempts, but fails,
to make an argument
(e.g., starts with a
rhetorical
question/statement or
anecdote that is never put
into context).
No attempt is made to
articulate an argument.
Evidence
Provides compelling and
accurate evidence that
convinces reader to accept
main argument. The
importance/relevance of all
pieces of evidence is clearly
stated. There are no gaps in
reasoning—i.e., the reader
does not need to assume
anything or do additional
research to accept main
argument.
Provides necessary evidence
to convince reader of most
aspects of the main
argument but not all. The
importance/ relevance of
some evidence presented
may not be totally clear.
Reader must make a few
mental leaps or do some
additional research to fully
accept all aspects of main
argument.
Not enough evidence is
provided to support
author’s argument, or
evidence is incomplete,
incorrect, or
oversimplified.
Information from lectures
and readings is not
effectively used.
Either no evidence is
provided, or there are
numerous factual mistakes,
omissions or
oversimplifications. There is
little or no mention of
information from lectures
and readings.
Excellent
Good
Needs Improvement
Poor
CounterEvidence
The author considers the
evidence, or alternate
interpretations of evidence,
that could be used to refute or
weaken his/her argument, and
thoughtfully responds to it.
Author acknowledges that
counter-evidence or
alternative interpretations
exists, and lists them fully,
but does not effectively
explain to reader why his/her
argument still stands.
Author acknowledges
some of the most obvious
counter-evidence and
alternative explanations,
but is not comprehensive
in this task. There is little
or no attempt made to
respond to them.
No acknowledgement of
counter-evidence or
alternative interpretations.
Sources
Evidence is used from a wide
range of sources, including
lectures and course readings.
When required, author also
consults scholarly books,
websites, journal articles, etc.
not explicitly discussed in class.
Evidence is used from many
sources, but author relies
heavily on a more limited set
of sources. Some effort is
made to go beyond material
presented in class when
required, but not much. If
outside sources are used,
they are primarily nonscholarly (i.e., intended for a
general audience) and/or
web-based.
Uses only a few of the
sources provided in class,
or does not go beyond
what has been provided
by professor when
required to do additional
research.
Does not use sources, only
minimally uses sources
provided by instructor, or
relies exclusively on nonscholarly outside sources.
All evidence is properly cited in
footnotes or endnotes.
All evidence is cited in
footnotes or endnotes, but
there are some minor
problems with completeness
or format of some citations.
Some pieces are
unreferenced or
inaccurately referenced,
and there are problems
with completeness and
format of citations.
No attempt is made to cite
evidence.
Note: You
should always
consult the
assignment
description to
find out what
kinds of
sources are
required.
Citations
F
Excellent
Good
Needs Improvement
Poor
Organization
Essay contains an intro, main
body, and conclusion.
Introduction lays out main
argument and gives an outline
of what the reader can expect
in the essay. The conclusion
brings everything together,
acknowledges potential
shortcomings of the paper,
and gives the reader a sense of
what further work might be
done to advance the subject
matter described in the paper.
Essay contains an intro, main
body, and conclusion. The
introduction lays out the
main argument but gives the
reader little idea of what to
expect in the essay. The
conclusion nicely summarizes
the main argument and
evidence, but does not move
beyond what has already
been presented in the paper.
Essay contains an intro,
main body, and
conclusion. The
introduction gives the
reader an idea of what to
expect in the paper, but
does not effectively lay
out the main argument. It
may begin with a set of
rhetorical questions, or an
anecdote that is never
fully explained. The
conclusion does little
more than restate the
problematic introduction.
Intro and/or conclusion
may be too wordy or
short.
Essay has no clear
organizational pattern.
Clarity and
Style
All sentences are
grammatically correct and
clearly written. No words are
misused or unnecessarily
fancy. Technical terms, words
from other languages, and
words from other historical
periods are always explained.
All information is accurate and
All sentences are
grammatically correct and
clearly written. An
occasional word is misused
or unnecessarily fancy.
Technical terms, words from
other languages, and words
from other historical periods
are usually, but not always,
A few sentences are
grammatically incorrect or
not clearly written.
Several words are
misused. Technical terms,
words from other
languages, and words
from other historical
periods are rarely
Paper is full of grammatical
errors and bad writing.
Several words are misused.
Technical terms, words
from other languages, and
words from other historical
periods are rarely
explained. Not all
information is accurate and
F
up-to-date. Paper has been
spell-checked AND proofread
(ideally by you and somebody
else), and contains no errors.
explained. All information is
accurate and up-to-date.
Paper has been spell-checked
AND proofread, and contains
no more than a few minor
errors, which do not
adversely affect the reader’s
ability to understand the
essay.
explained. Not all
information is accurate
and up-to-date. Paper has
been spell-checked AND
proofread, but still
contains several errors.
Reader’s ability to
understand essay may be
compromised by these
errors.
up-to-date. Paper has not
been spell-checked or
proofread, and contains
numerous errors. Reader
has a difficult time
understanding essay
because of errors.
Sample of Civil Engineering rubric for team work (Based on peer evaluation, observations of group meetings and presentation)
Sophisticated
Competent
Not yet Competent
Responsibilities delegated fairly. Each
member contributes in a valuable way to
the project. All members always
attended meetings and met deadlines for
deliverables.
Some minor inequities in the delegation of
responsibilities. Some members contribute
more heavily than others but all members
meet their responsibilities. Members
regularly attended meetings with only a
few absences, and deadlines for
deliverables were met.
Major inequities in delegation of
responsibilities. Group has obvious
freeloaders who fail to meet their
responsibilities or members who
dominate and prevent others from
contributing. Members would often
miss meetings, and/or deadlines were
often missed.
Team worked well together to achieve
objectives. Members enjoyed interacting
with each other and learned from each
other. All data sources indicated a high
level of mutual respect and collaboration.
Team worked well together most of the
time, with only a few occurrences of
communication breakdown or failure to
collaborate when appropriate. Members
were mostly respectful of each other.
Team did not collaborate or
communicate well. Some members
would work independently, without
regard to objectives or priorities. A
lack of respect and regard was
frequently noted.
Component
Delegation and fulfillment of
Responsibilities
Team morale and
cohesiveness
Discussion participation for upper level class or graduate seminar
Sophisticated
Competent
Not Yet Competent
Unacceptable
Conduct
Student shows respect for
members of the class, both in
speech and manner, and for the
method of shared inquiry and
peer discussion. Does not
dominate discussion. Student
challenges ideas respectfully,
encourages and supports others
to do the same.
Student shows respect for
members of the class and for
the method of shared inquiry
and peer discussion.
Participates regularly in the
discussion but occasionally has
difficulty accepting challenges
to his/her ideas or maintaining
respectful attitude when
challenging others’ ideas.
Student shows little respect
for the class or the process as
evidenced by speech and
manner. Sometimes resorts to
ad hominem attacks when in
disagreement with others.
Student shows a lack of
respect for members of the
group and the discussion
process. Often dominates the
discussion or disengages from
the process. When
contributing, can be
argumentative or dismissive of
others’ ideas, or resorts to ad
hominem attacks.
Ownership/L
eadership
Takes responsibility for
maintaining the flow and quality
of the discussion whenever
needed. Helps to redirect or
refocus discussion when it
becomes sidetracked or
unproductive. Makes efforts to
engage reluctant participants.
Provides constructive feedback
and support to others.
Will take on responsibility for
maintaining flow and quality of
discussion, and encouraging
others to participate but either
is not always effective or is
effective but does not regularly
take on the responsibility.
Rarely takes an active role in
maintaining the flow or
direction of the discussion.
When put in a leadership role,
often acts as a guard rather
than a facilitator: constrains or
biases the content and flow of
the discussion.
Does not play an active role in
maintaining the flow of
discussion or undermines the
efforts of others who are
trying to facilitate discussion.
Component
Reasoning
Arguments or positions are
reasonable and supported with
evidence from the readings. Often
deepens the conversation by
going beyond the text,
recognizing implications and
extensions of the text. Provides
analysis of complex ideas that help
deepen the inquiry and further
the conversation.
Arguments or positions are
reasonable and mostly
supported by evidence from
the readings. In general, the
comments and ideas contribute
to the group’s understanding of
the material and concepts.
Contributions to the
discussion are more often
based on opinion or unclear
views than on reasoned
arguments or positions based
on the readings. Comments or
questions suggest a difficulty
in following complex lines of
argument or student’s
arguments are convoluted and
difficult to follow.
Comments are frequently so
illogical or without
substantiation that others are
unable to critique or even
follow them. Rather than
critique the text the student
may resort to ad hominem
attacks on the author instead.
Listening
Always actively attends to what
others say as evidenced by
regularly building on, clarifying, or
responding to their comments.
Often reminds group of comments
made by someone earlier that are
pertinent.
Usually listens well and takes
steps to check comprehension
by asking clarifying and probing
questions, and making
connections to earlier
comments. Responds to ideas
and questions offered by other
participants.
Does not regularly listen well
as indicated by the repetition
of comments or questions
presented earlier, or frequent
non sequiturs.
Behavior frequently reflects a
failure to listen or attend to
the discussion as indicated by
repetition of comments and
questions, non sequiturs, offtask activities.
Reading
Student has carefully read and
understood the readings as
evidenced by oral contributions;
familiarity with main ideas,
supporting evidence and
secondary points. Comes to class
prepared with questions and
critiques of the readings.
Student has read and
understood the readings as
evidenced by oral
contributions. The work
demonstrates a grasp of the
main ideas and evidence but
sometimes interpretations are
questionable. Comes prepared
with questions.
Student has read the material,
but comments often indicate
that he/she didn’t read or
think carefully about it, or
misunderstood or forgot many
points. Class conduct suggests
inconsistent commitment to
preparation.
Student either is unable to
adequately understand and
interpret the material or has
frequently come to class
unprepared, as indicated by
serious errors or an inability to
answer basic questions or
contribute to discussion.
Senior final project
Sophisticated
Competent
Not yet Competent
Component
Research & Design
Identifies project objectives based
on general description and client
requirements
All important major and minor
objectives are identified and
appropriately prioritized.
All major objectives are identified but
one or two minor ones are missing or
priorities are not established.
Many major objectives are not
identified.
Identifies relevant & valid
information to support decisionmaking.
All relevant information is obtained
and information sources are valid.
Design recommendations are well
supported by the information.
Sufficient information is obtained and
most sources are valid. Design
recommendations are mostly
supported by the information.
Insufficient information is obtained
and/or sources lack validity. Design
recommendations are not supported
by information collected.
Generation and analysis of
alternatives.
Three or more alternatives are
considered. Each alternative is
appropriately and correctly analyzed
for technical feasibility.
At least three alternatives are
considered. Appropriate analyses are
selected but analyses include some
minor procedural errors
Only one or two alternatives are
considered. Inappropriate analyses
are selected and/or major procedural
and conceptual errors are made.
Identifies relevant constraints
(economic, environmental/ safety
sustainability, etc)
All relevant constraints are identified
and accurately analyzed.
Most constraints are identified; some
are not adequately addressed or
accurately analyzed.
Few or no constraints are identified
or some constraints are identified but
not accurately analyzed.
Generates valid
conclusions/decisions
Recommended solution is based on
stated criteria, analysis and
constraints.
Solution/decision is reasonable;
further analysis of some of the
alternatives or constraints may have
led to different recommendation.
Only one solution is considered or
other solutions were ignored or
incompletely analyzed. Many
constraints and criteria were ignored.
Sophisticated
Competent
Not yet Competent
Report is well organized and clearly
written. The underlying logic is clearly
articulated and easy to follow. Words are
chosen that precisely express the
intended meaning and support reader
comprehension. Diagrams or analyses
enhance and clarify presentation of ideas.
Sentences are grammatical and free from
spelling errors.
Report is organized and clearly written for
the most part. In some areas the logic or
flow of ideas is difficult to follow. Words
are well chosen with some minor
exceptions. Diagrams are consistent with
the text. Sentences are mostly
grammatical and only a few spelling errors
are present but they do not hinder the
reader.
Report lacks an overall organization.
Reader has to make considerable
effort to understand the underlying
logic and flow of ideas. Diagrams are
absent or inconsistent with the text.
Grammatical and spelling errors make
it difficult for the reader to interpret
the text in places.
Component
Communication
Written Communication
Presentation
Visual Aids
Oral Presentation
Body Language
Slides are error-free and logically present
the main components of the process and
recommendations. Material is readable
and the graphics highlight and support
the main ideas.
Slides are error-free and logically present
the main components of the process and
recommendations. Material is mostly
readable and graphics reiterate the main
ideas.
Slides contain errors and lack a
logical progression. Major aspects of
the analysis or recommendations are
absent. Diagrams or graphics are
absent or confuse the audience.
Speakers are audible and fluent on their
topic, and do not rely on notes to present
or respond. Speakers respond accurately
and appropriately to audience questions
and comments.
Speakers are mostly audible and fluent on
their topic, and require minimal referral to
notes. Speakers respond to most
questions accurately and appropriately.
Speakers are often inaudible or
hesitant, often speaking in
incomplete sentences. Speakers rely
heavily on notes. Speakers have
difficulty responding clearly and
accurately to audience questions.
Body language, as indicated by
appropriate and meaningful gestures
(e.g., drawing hands inward to convey
contraction, moving arms up to convey
lift, etc.) eye contact with audience, and
movement, demonstrates a high level of
comfort and connection with the
audience.
Body language, as indicated by a slight
tendency to repetitive and distracting
gestures (e.g., tapping a pen, wringing
hands, waving arms, clenching fists, etc.)
and breaking eye contact with audience,
demonstrates a slight discomfort with the
audience.
Body language, as indicated by
frequent, repetitive and distracting
gestures, little or no audience eyecontact, and /or stiff posture and
movement, indicate a high degree of
discomfort interacting with audience.