Appendix E
Sample Rubric and Guidelines for Rubric Development
Collaborative Teamwork Skills*
CATEGORY
3 - Exceptional
2– Acceptable
1- Minimum
0 – Needs Improvement
Attitude
Never is publicly critical of the
project or the work of others.
Always has a positive attitude
about the task(s).
Rarely is publicly critical of the
project or the work of others.
Often has a positive attitude
about the task(s).
Occasionally is publicly critical of the
project or the work of other members
of the group. Usually has a positive
attitude about the task(s).
Focus on the
task
Consistently stays focused on
the task and what needs to be
done. Very self-directed.
Focuses on the task and what
needs to be done most of the
time. Other group members can
count on this person.
Focuses on the task and what needs Rarely focuses on the task and
to be done some of the time. Other
what needs to be done. Lets
group members must sometimes
others do the work.
nag, prod, and remind to keep this
person on-task.
Working with
Others
Almost always listens to, shares
with, and supports the efforts of
others. Tries to keep people
working well together.
Usually listens to, shares, with,
and supports the efforts of
others. Does not cause "waves"
in the group.
Often listens to, shares with, and
supports the efforts of others, but
sometimes is not a good team
member.
Rarely listens to, shares with,
and supports the efforts of
others. Often is not a good team
player.
Contributions
Routinely provides useful ideas
when participating in the group
and in classroom discussion. A
definite leader who contributes a
lot of effort.
Usually provides useful ideas
when participating in the group
and in classroom discussion. A
strong group member who tries
hard!
Sometimes provides useful ideas
when participating in the group and
in classroom discussion. A
satisfactory group member who does
what is required.
Rarely provides useful ideas
when participating in the group
and in classroom discussion.
May refuse to participate.
Provides high quality work.
Provides work that occasionally
needs to be checked/redone by
other group members to ensure
quality.
Provides work that usually
needs to be checked/redone by
others to ensure quality.
Usually uses time well
throughout the project, but may
have procrastinated or wasted
time on one thing. Group does
not have to adjust deadlines or
work responsibilities because of
this person's procrastination or
time wasting.
Tends to procrastinate or waste time,
but always gets things done by the
deadlines. Group does not have to
adjust deadlines or work
responsibilities because of this
person's procrastination.
Rarely gets things done by the
deadlines AND group has to
adjust deadlines or work
responsibilities because of this
person's inadequate time
management.
Almost always brings needed
materials but sometimes needs to
settle down and get to work
Often forgets needed materials
or is rarely ready to get to work.
Quality of Work Provides work of the highest
quality.
Timemanagement
Routinely uses time well
throughout the project to ensure
things get done on time. Group
does not have to adjust
deadlines or work
responsibilities.
Preparedness
Brings needed materials to class Almost always brings needed
and is always ready to work.
materials to class and is ready
to work.
* http://rubistar.4teachers.org/index.php
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
Guidelines for Rubric Development
Steps in Rubric Development for an Assignment
1. Determine criteria for success
2. Keep each criterion short and simple (Include 4 - 15 items; use brief statements or phrases)
3. Each criteria should focus on a different skill/performance
4. Create a distinction between levels within a criteria
5. Ensure each level is distinct and progresses in a clear and logical order
6. Evaluate only measurable criteria
7. Ideally, the entire rubric should fit on one sheet of paper
8. Re-evaluate the rubric (Did it work? Was it sufficiently detailed?)
Terms to use in measuring range/scoring levels
Needs Improvement...Satisfactory...Good...Exemplary
Beginning...Developing...Accomplished...Exemplary
Needs work...Good...Excellent
Novice...Apprentice...Proficient...Distinguished
Numeric scale ranging from 1 to 5, for example
Example: Rubric for Professor Performance*
Far Exceed Job
Requirements (Level)
Exceeds Job
Requirements (Level)
Meets Job
Requirements (Level)
Needs Some
Improvement (Level)
Does not Meet
Minimum
Requirements (Level)
Ability
Leaps tall buildings
with a single bound
Must take a running
start to leap tall
buildings
Can only leap over a
short or medium
building…with no
spires
Crashes into buildings
when attempting to
jump them
Cannot recognize
buildings ….much less
jump
Timing
Is faster than a
speeding bullet
Is as fast as a
speeding bullet
Not quite as fast as a
bullet
Would you believe a
slow bullet?
Walks on water …
consistently
Walks on water … in
emergencies
Washes with water
Drinks water
Criteria
Adaptability
Wounds self with
bullets when trying to
shoot a gun
Passes water … in
emergencies
* Author unknown
Concept words that convey various degrees of performance
After you write your first paragraph of the highest level, circle the words in that paragraph that can vary. These words will be the ones that you will
change as you write the less than top level performances. For example:
Depth...Breadth...Quality...Scope...Extent...Complexity...Degrees...Accuracy
Presence to absence
Complete to incomplete
Many to some to none
Major to minor
Consistent to inconsistent
Frequency: always to generally to sometimes to rarely
Adapted from: http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html