Rubric Development Tools
Steps in the Rubric Development Process

Identify the overall educational objective for work to be
assessed

Subdivide work to be assessed into distinct components

Specify indicators for successful performance. Include scale
of various performance levels.

Assign ratings to performance levels.

Devise a scoring procedure.
Rubric Shell
Student ____________________ Course __________ Date __________
Overall Objective:
Performance
Area
Rating = 4
Rating = 3
Rating = 2
Rating = 1
Total
Overall Score = Total/_
2
Score
Sample: Written Communication Skills Rubric
Student ____________________ Course __________ Date __________
Overall Objective: The student will use clear and concise communication in the written form.
Performance
Area
Rating = 4
Rating = 3
Rating = 2
Rating = 1
Structure
Written work has
clear and
appropriate
beginning,
development and
conclusion.
Paragraphing and
transitions are also
clear and
appropriate.
Written work has
adequate
beginning,
development and
conclusion.
Paragraphing and
transitions are also
adequate.
Written work has
weak beginning,
development and
conclusion.
Paragraphing and
transitions are also
deficient.
Organizational
structure and
paragraphing have
serious and
persistent errors.
Content
The length of the
written work
provides in-depth
coverage of the
topic, and
assertions are
clearly supported
by evidence.
The length of the
written work is
sufficient to cover
the topic, and
assertions are
supported by
evidence.
Written work does
not do an
adequate job of
covering the
assigned topic,
and assertions are
weakly supported
by evidence.
Written work does
not cover the
assigned topic,
and assertions are
not supported by
evidence.
Mechanics
Written work has
no major errors in
word selection
and use, sentence
structure, spelling,
punctuation, and
capitalization.
Written work is
relatively free of
errors in word
selection and use,
sentence structure,
spelling,
punctuation, and
capitalization.
Written work has
several major
errors in word
selection and use,
sentence structure,
spelling,
punctuation, and
capitalization.
Written work has
serious and
persistent errors in
word selection
and use, sentence
structure, spelling,
punctuation, and
capitalization.
Total
Overall Score = Total/3
3
Score
Sample: Oral Communication Skills Rubric
Student ____________________ Course __________ Date __________
Overall Objective: The student will use clear and concise communication in the oral form.
Performance
Area
Rating = 4
Rating = 3
Rating = 2
Rating = 1
Score
Organization
Presenter follows
logical sequence
and provides
explanations/
elaboration.
Presenter follows
logical sequence,
but fails to
elaborate.
Presenter does not
follow logical
sequence (jumps
around in
presentation).
There is no logical
sequence of
information.
Eye Contact
Presenter seldom
returns to notes,
maintaining eye
contact with
audience
throughout the
presentation.
Presenter
maintains eye
contact with
audience most of
the time, but
frequently returns
to notes.
Presenter reads
most of report, but
occasionally
makes eye contact
with audience.
Presenter reads
entire report,
making no eye
contact with
audience.
Delivery
Presenter speaks
clearly and loud
enough for all in
audience to hear,
makes no
grammatical
errors, and
pronounces all
terms correctly
and precisely.
Presenter speaks
clearly and loud
enough to be
heard by most in
audience, makes
relatively few
grammatical
errors, and
pronounces most
terms correctly.
Presenter’s voice
is relatively clear,
but too low to be
heard by those in
the back of the
room. Presenter
makes several
major
grammatical
errors, and
mispronounces
some terms.
Presenter
mumbles,
mispronounces
terms, and makes
serious and
persistent
grammatical
errors throughout
presentation.
Presenter speaks
too quietly to be
heard by many in
audience.
Total
Overall Score = Total/3
4
Sample: Problem Solving Skills Rubric
Student ____________________ Course __________ Date __________
Overall Objective: The student will use inquiry and quantitative and analytical reasoning to
solve problems.
Performance
Area
Rating = 4
Rating = 3
Rating = 2
Rating = 1
Score
Defining the
Problem
Student states the
problem clearly
and identifies
underlying issues.
Student
Student fails to
adequately defines define the
the problem.
problem
adequately.
Student does not
identify the
problem.
Developing a
Plan to Solve
the Problem
Student develops
a clear and
concise plan to
solve the problem,
with alternative
strategies, and
follows the plan to
conclusion.
Student develops
an adequate plan
and follows it to
conclusion.
Student develops
a marginal plan,
and does not
follow it to
conclusion.
Student does not
develop a
coherent plan to
solve the problem.
Collecting
and
Analyzing
Information
Student collects
information from
multiple sources
and analyzes the
information indepth.
Student collects
adequate
information and
performs basic
analyses.
Student collects
inadequate
information to
perform
meaningful
analyses.
Student collects
no viable
information.
Interpreting
Findings and
Solving the
Problem
Student provides a
logical
interpretation of
the findings and
clearly solves the
problem, offering
alternative
solutions.
Student provides
an adequate
interpretation of
the findings and
solves the
problem, but fails
to provide
alternatives.
Student provides
an inadequate
interpretation of
the findings and
does not derive a
logical solution to
the problem.
Student does not
interpret the
findings/reach a
conclusion.
Total
Overall Score = Total/4
5
SCC Rubric: History course - Essay evaluation
Introduction
Introduces the book and informs the reader of the topic of the paper,
the main issues it will address, and the thesis of the paper.
______
Thesis/Argument
The thesis is clearly stated and it is not merely descriptive
But offers an analysis of the material.
______
Evidence
The paper provides specific information and examples to
support its main ideas/argument.
______
Historical Context
The paper places the book within a historical period and
provides an assessment of how the book reflects this larger
historical context.
Organization
Each paragraph has a topic sentence that states the central idea
holding the paragraph together. Paragraphs relate to the thesis.
Mechanics
Sentences are clear and free of spelling, grammar, and
punctuation errors. Quotes are integrated into the text. Paper
does not use contractions.
Conclusion
Restates the important conclusions of the paper and sums
up the argument. Does not introduce new ideas or information.
Symbol key:
+
Excellent
√+
Good
√
Adequate
√Needs work
6
______
______
______
______
SCC Rubric: Psychology course- Research Paper assignment
Criterion
(150 points possible)
Points Earned
Articles (30 points)
 Student located two articles about the topic
 Student effectively incorporated the information presented
in the article in the introduction and/or discussion of the paper
Content (80 points)
 Student presented a clear introduction to the project that
incorporates information from outside sources
 Student clearly described the method he or she used in
conducting the study (e.g., describing how dreams were
recorded; discussing how and where observations were
made and recorded for the “prejudice” project; detailing
how inkblots were created and the procedures used for
gathering responses from individuals; discussing how a
psychological test was created and how items were
developed)
 Student presents the results of the study in a clear and
detailed fashion
 Student discusses the implications of the results clearly
and comprehensively, incorporating information from
outside sources
Style (40 points)
 Paper was typed, double-spaced, with one-inch margins
 Paper was free of typographical and grammatical errors
 Student used APA style correctly to cite references within
the text, and student cited references at the end of the paper
 Student organized the paper using APA style (introduction,
method, results, discussion)
7
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
SCC Rubric: Research methods course - Final report
Performance
Area
Rating = 4
Rating = 3
Rating = 2
Rating = 1
- Presents well-developed
applied context of
research question
- Fully integrates question
with appropriate support.
- Provides related results
of previous studies
- Briefly introduces
design and clearly states
hypothesis with IV,DV&
directionality specified
Presents any 3 of
the 4
components
with, at least a
moderate level
of development.
Presents any 2
of the 4
components
with, at least a
moderate level
of development.
Inadequate
development
of at least 3 of
4 components
Statement of
hypothesis must
be included.
Statement of
hypothesis must
be included.
Presents all necessary
sections with operational
definitions and critical
procedural details (task
requirements, timelines,
etc.)
Presents all
necessary
sections with, at
least moderate
level of support
and procedural
details
Presents 50% of
the necessary
sections with, at
least moderate
level of support
and procedural
details
Presents<50%
of sections
w/ at least
moderate
support and
procedural
details
Results
6 points
Presents all necessary
descriptive and inferential
stats using appropriate
terminology.
Clearly links both stats
with each measure.
Presents most
descriptive and
inferential stats
using appropriate
terminology.
Adequately links
both stats with
each measure
Presents at least
50% of
necessary stats.
Deficits in
usage of
appropriate
terminology
and/or links.
Presents less
than 50% of
necessary
stats.
Discussion
-Application
of statistical
inference;
critical
analysis;
Extrapolation
10 points
Clearly compare findings
to hypotheses and
previous lit; Employ
specific principles of
research design strengths
and limitations to fully
interpret findings;
Formulate future
implications of findings
Cover first 2
elements with, at
least moderate
development and
clarity.
Cover first 2
elements
without specific
comparisons or
connections to
research
principles.
Limited
coverage of 2
or fewer
components
Introduction
Research
question
developmentHypothesis
12 points
Methods
8 points
8
Statement of
hypothesis
not included
or not
presented
clearly
Score
Peripheral
sectionscontent
Title page,
abstract, refs,
Figures
6 points
APA style
and paper
organization,
mechanics
8 points
All necessary elements
included with full details,
where appropriate.
Most elements
included with
sufficient details
provided
Key elements
missing and/or
insufficient
details provided
Majority of
elements
missing or
extensively
deficient.
Applied APA style
conventions appropriately
and throughout all
sections; Constructed
logical development of
material in all sections.
Utilized appropriate
language and terminology.
Applied APA
style and
conventions
throughout most
sections;
Adequate
organization,
logical
development and
language use.
Inconsistent use
of APA style
and conventions
Underdevelope
d organization
and logical
development.
Extensive
misuse of
APA style,
format and/or
organization
and logic
deficits that
significantly
impact
presentation
Total
9
SCC Rubric: History course - debate and argument analysis
Team Letter: ____
Debate Topic: _________________________________________ Team pro/con? ______
Historical Understanding 50%
0 1 2 3 4
Team has stuck to the facts, using only verifiable evidence from
reliable sources
Team has considered and presented the most persuasive evidence
available to them that will make their case
Team has given clear, persuasive explanation of why their evidence
proves their case
Team has explained how their case contrasts with or contradicts the
opposition’s case
In rebuttal, team has responded directly to the evidence and logic
presented by the opposition
Teamwork and Presentation 40%
Every member of team has worked together to play a significant role
in presenting the team’s case
Team members have used their own words to present their evidence
and ideas clearly and accurately
Team members have spoken persuasively to the classroom
Team members have disagreed respectfully with the opposition
Preparation for Debate 10%
As seen in worksheets and outlines submitted to instructor, team has made reasonable preparations for the debate,
including:
-
assigning roles and responsibilities at organizational meeting and
providing a written outline of roles and arguments at the debate
Total Team Score/Letter Grade:_____________________
10