Types of Rubrics
•Rubrics can be holistic or analytic, general or task specific
•Holistic vs. analytic
Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.
ƒ Advantages: quick scoring, provides overview of student achievement
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Disadvantages: does not provide detailed information, may be difficult to provide one overall score
Analytic rubrics provide specific feedback along several dimensions.
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Advantages: more detailed feedback, scoring more consistent across students, provides more guidance for instructional planning
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Disadvantage: time consuming to score
•General vs. task specific
General rubrics contain criteria that are general across tasks.
Advantage: can use the same rubric across different tasks
Disadvantage: feedback ma y not be specific enough
Task specific rubrics are unique to a specific task.
ƒ Advantage: more reliable assessment of performance on the task
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Disadvantage: difficult to construct rubrics for all specific tasks
What type of rubric works best for your purposes?
•Use a holistic rubric when:
You want a quick snapshot of student performance level.
•Use an analytic rubric when:
You want to see relative strengths and weaknesses.
You want detailed feedback.
You want to assess complicated skills or performance.
You want students to self-assess their understanding or performance.
You want information for instructional planning.
•Use a general rubric when:
You want to assess reasoning, skills and products.
All students are not doing exactly the same task.
Using Rubrics for Assessment

When students are made aware of the rubrics prior to instruction and assessment, they know the level of performance expected.
If you are providing a rubric, share it with students before they complete the task. This will help them understand the performance standards.
Use rubrics for summative and formative evaluation.
Rubrics can provide both a grade (summative) and detailed feedback to improve future performance (formative).
Use rubrics to promote student self-assessment of their own learning and performance.
A
An analytic rubric resembles a grid with the domains (dimensions) listed in the leftmost column and with levels of performance (i.e., performance descriptors, criteria) listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the domains is scored individually.
Parallel focus across each level
Review of Research, Written Communication,
Presentation, Content, Reflection, etc.
Example Analytic Rubric: Articulating Thoughts through Written Communication

Needs Improvement
(1)
Clarity (Thesis The purpose of the supported by student work is not relevant information and ideas.) well-defined. Central ideas are not focused to support the thesis.
Thoughts appear disconnected.
Developing (2)
The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis.
Sufficient (3)
The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.
Above Average (4)
The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.
Organization Information and ideas
(Sequencing of are poorly sequenced elements/ideas) (the author jumps around). The audience has difficulty following the thread of thought.
Information and ideas are presented in an order that the audience can follow with minimum difficulty.
Mechanics
(Correctness of grammar and spelling)
Misspellings and/or systematic grammatical errors seriously hamper the readability of the work.
Misspellings and/or systematic grammatical errors distract from the work.
Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.
Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.
The readability of the work is minimally interrupted by misspellings and/or systematic grammatical errors.
Misspellings and/or grammatical errors do not hamper the readability of the work.
 Provide useful feedback on areas of strength and weakness.
 Criterion can be weighted to reflect the relative importance of each dimension.
 Takes more time to create and use than a holistic rubric.
 Unless each point for each criterion is well-defined raters may not arrive at the same score.

A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric a single score
(usually on a 1 to 4 or 1 to 6 point scale) is assigned to student work based on an overall judgment. The entire piece of student work is matched to a single description on the scale.
Example Holistic Rubric: Articulating Thoughts through Written Communication
4.
Above Average: The audience is able to easily identify the focus of the work and is engaged by its clear focus and relevant details. Information is presented logically and naturally. Mechanical errors or misspelled words do not distract the reader.
3.
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. Minimal interruption to the work due to misspellings and/or mechanical errors.
2.
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. There are some misspellings and/or mechanical errors, but they do not seriously distract from the work.
1.
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. There are many misspellings and/or mechanical errors that negatively affect the audience's ability to read the work.
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Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do.
 Saves time by minimizing the number of decisions raters make.
Can be applied consistently by trained raters increasing reliability.
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Does not provide specific feedback for improvement.
When student work is at varying levels spanning the criteria points it can be difficult to select the single best description.
Criteria cannot be weighted.