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15 Helpful Scoring Rubric Examples for All Grades and Subjects
In the end, they actually make grading easier.
When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.
What is a scoring rubric?
In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)
A rubric generally has three parts:
- Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
- Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
- Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.
Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.
Learn more about why and how to use a rubric here.
Types of Rubric
There are three basic rubric categories, each with its own purpose.
Holistic Rubric
Source: Cambrian College
This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.
Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.
Analytic Rubric
Source: University of Nebraska
Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.
Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.
Learn more about analytic rubrics here.
Developmental Rubric
Source: Deb’s Data Digest
A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.
Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.
Learn how to use developmental rubrics here.
Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.
Elementary School Rubric Examples
These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.
Reading Fluency Rubric
You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).
Learn more: Teacher Thrive
Reading Comprehension Rubric
The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.
Learn more: Pawprints Resource Center
Written Response Rubric
Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.
Learn more: Dianna Radcliffe: Teaching Upper Elementary and More
Interactive Notebook Rubric
If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.
Learn more: Classroom Nook
Project Rubric
Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.
Learn more: Tales of a Title One Teacher
Behavior Rubric
Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.
Learn more: Teachers.net Gazette
Middle School Rubric Examples
In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.
Argumentative Writing Rubric
Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.
Learn more: Dr. Caitlyn Tucker
Role-Play Rubric
Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.
Learn more: A Question of Influence
Art Project Rubric
Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.
Source: Art Ed Guru
Diorama Project Rubric
You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.
Learn more: Historyourstory.com
Oral Presentation Rubric
Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.
Learn more: Bright Hub Education
High School Rubric Examples
In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.
Presentation Rubric
Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.
Learn more: Michael A. Pena Jr.
Debate Rubric
Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.
Learn more: Education World
Project-Based Learning Rubric
Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.
Learn more: Free Technology for Teachers
100-Point Essay Rubric
Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.
Learn more: Learn for Your Life
Drama Performance Rubric
If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.
Learn more: Chase March
How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .
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Rubric Best Practices, Examples, and Templates
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
How to Get Started
Best practices, moodle how-to guides.
- Workshop Recording (Spring 2024)
- Workshop Registration
Step 1: Analyze the assignment
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
- What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
- Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
- What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
- How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?
Step 2: Decide what kind of rubric you will use
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
- Can p lace an emphasis on what learners can demonstrate rather than what they cannot
- Save grader time by minimizing the number of evaluations to be made for each student
- Can be used consistently across raters, provided they have all been trained
Disadvantages of holistic rubrics:
- Provide less specific feedback than analytic/descriptive rubrics
- Can be difficult to choose a score when a student’s work is at varying levels across the criteria
- Any weighting of c riteria cannot be indicated in the rubric
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
- Provide detailed feedback on areas of strength or weakness
- Each criterion can be weighted to reflect its relative importance
Disadvantages of analytic rubrics:
- More time-consuming to create and use than a holistic rubric
- May not be used consistently across raters unless the cells are well defined
- May result in giving less personalized feedback
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
- Easier to create than an analytic/descriptive rubric
- Perhaps more likely that students will read the descriptors
- Areas of concern and excellence are open-ended
- May removes a focus on the grade/points
- May increase student creativity in project-based assignments
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
Step 3 (Optional): Look for templates and examples.
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Step 4: Define the assignment criteria
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
- Collaborate with co-instructors, teaching assistants, and other colleagues
- Brainstorm and discuss with students
- Can they be observed and measured?
- Are they important and essential?
- Are they distinct from other criteria?
- Are they phrased in precise, unambiguous language?
- Revise the criteria as needed
- Consider whether some are more important than others, and how you will weight them.
Step 5: Design the rating scale
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
- Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
- How many levels would you like to include (more levels means more detailed descriptions)
- Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
- Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.
Step 6: Write descriptions for each level of the rating scale
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
Building a rubric from scratch
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
- Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
- You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
- For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.
Well-written descriptions:
- Describe observable and measurable behavior
- Use parallel language across the scale
- Indicate the degree to which the standards are met
Step 7: Create your rubric
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Step 8: Pilot-test your rubric
Prior to implementing your rubric on a live course, obtain feedback from:
- Teacher assistants
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
- Limit the rubric to a single page for reading and grading ease
- Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
- Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
- Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
- Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
- Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.
Example of an analytic rubric for a final paper
| Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
|---|---|---|---|---|
| (Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | 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. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
| (Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | 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 an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
| (Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
Example of a holistic rubric for a final paper
| The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : 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. The readability of the work is only slightly interrupted by errors. : 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. Grammatical and spelling errors distract from the work. : 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. The readability of the work is seriously hampered by errors. |
Single-Point Rubric
| Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
|---|---|---|
| Criteria #1: Description reflecting achievement of proficient level of performance | ||
| Criteria #2: Description reflecting achievement of proficient level of performance | ||
| Criteria #3: Description reflecting achievement of proficient level of performance | ||
| Criteria #4: Description reflecting achievement of proficient level of performance | ||
| 90-100 points | 80-90 points | <80 points |
More examples:
- Single Point Rubric Template ( variation )
- Analytic Rubric Template make a copy to edit
- A Rubric for Rubrics
- Bank of Online Discussion Rubrics in different formats
- Mathematical Presentations Descriptive Rubric
- Math Proof Assessment Rubric
- Kansas State Sample Rubrics
- Design Single Point Rubric
Technology Tools: Rubrics in Moodle
- Moodle Docs: Rubrics
- Moodle Docs: Grading Guide (use for single-point rubrics)
Tools with rubrics (other than Moodle)
- Google Assignments
- Turnitin Assignments: Rubric or Grading Form
Other resources
- DePaul University (n.d.). Rubrics .
- Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
- Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
- Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
- Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.
Interactive Writing Rubric
High School
Element: Argument
Strand: Position
Criteria: Thesis
Criteria: Justification
Strand: Ideas
Criteria: Quality
Criteria: Substantiation
Strand: Organization
Criteria: Structure
Criteria: Flow
Element: Evidence
Strand: Contextualization
Criteria: Framing
Criteria: Context
Strand: Selection
Criteria: Choice
Criteria: Presentation
Strand: Interpretation
Criteria: Analysis
Element: Language
Strand: Style
Criteria: Register
Criteria: Craft
Strand: Sentence Fluency
Criteria: Fluency
Criteria: Concision
Strand: Word Choice
Criteria: Diction
Criteria: Range
Strand: Conventions
Criteria: Spelling
Criteria: Grammar
Element: Process
Strand: Process
Strand: Publishing
Criteria: Professionalism
Criteria: MLA Formatting
Criteria: Document
Position
This strand encompasses the argument in the essay—the four or five key sentences that state what you are proving and how you are proving it.
Thesis: The sentence(s) explicitly or implicitly stated early in the paper that outline the argument being made in the paper.
Assertions: The assertion is the sentence at the paragraph level that is the written articulation of the subargument. This sentence is sometimes called the topic sentence.
Ideas
This strand evaluates at the holistic and synthesis level. The Ideas strand seeks to evaluate how well the Position is proven (substantiation) and how well the ideas are synthesized and interwoven. This strand is broader than the Interpretation strand—it encompasses the essay as a whole.
Quality: Quality evaluates the correctness of ideas, the complexity of ideas, and the integration of ideas across a full spectrum.
Substantiation: Substantiation addresses the level of proof that supports the position. When scoring at levels 5-8, it is important to think about the substantiation of both the position’s depth and breadth.
Organization
Organization is a crucial aspect of argumentation. This strand addresses the overall structure of a paper. Does the organization support and encourage logical order? Do ideas flow smoothly?
Structure: This criterion addresses the overall architecture of the essay—is the paper ordered (chronologically, compare and contrast, logically, cause and effect, etc) in a way that supports the position?
Flow: Do ideas flow smoothly within sentences and paragraph and between sentences and paragraphs?
Contextualization
There are two primary criteria that make up Contextualization:
Framing: The framing criterion is the broader umbrella within contextualization. Framing occurs often occurs within the introduction, thesis statement, and around evidence. Does the author include only the basic frame (novel, historical event) or is their argument framed within the greater discourse of historical ideas and movements?
Content: Context is more specific and concrete than framing; it refers to the background information around the evidence chunks. Does the author set up the reader with enough background information for the paragraphs to be read smoothly and cohesively?
Selection
Selection primarily evaluates evidence selection—relevance, persuasiveness, and concision. Included in this strand is evidence presentation—how smoothly is argument incorporated into the paragraph.
Choice: When we evaluate choice, we are analyzing the type of evidence selected—is it pertinent, is it relevant, is it authoritative?
Presentation: Evidence must be presented clearly within an essay; this criterion addresses the blending, chunking, and overall weaving of evidence into an argument.
Interpretation
Interpretation deals with logic, analysis, and reasoning. The Ideas strand within Argument is comprehensive and evaluates the synthesis of ideas. The interpretation strand is much more specific to the paragraph level.
Analysis: Analysis evaluates the discussion of evidence. At the lower level, is the interpretation accurate and focused? At higher level, students are expected to analyze thoughtfully, including subtle nuances while retaining clarity.
Justification: Justification evaluates a student’s ability to develop a link from evidence to assertion. As readers and teachers, we often find that students almost prove their argument but fail to fully land on their point: this criterion addresses that logic gap.
Style
Formal essay writing style is more limited than its creative counterparts. The style strand evaluates the formal register, or formal style, of the author’s writing as well as their craft.
Register: Addresses the appropriateness of style/language for the task/audience. For academic writing pieces assessed using this rubric, we strive for formal register.
Craft: Craft refers to the specific writer’s moves in expository writing.
Sentence Fluency
Sentence Fluency focuses on the type, fluidity, and effect of sentences within the essay. Strong sentence fluency leads to natural, active, and concise writing.
Fluency: Fluency is the ability to expertly deliver information quickly, naturally, and correctly.
Concision: Concision is marked by effective and efficient communication: it is free of superfluous information and requires a strong command of language and a dedication to revision.
Word Choice
This strand evaluates one’s ability to select the best word to communicate an idea and utilize a broad range of dynamic, striking, and sophisticated words.
Diction: Selecting the best word to most clearly and powerfully communicate an idea.
Range: The breadth of words used correctly; an author’s vocabulary.
Conventions
Authors need to understand and apply grammatical rules; they also need to spell correctly.
Grammar: These are Standard English rules of communication.
Spelling: This criterion evaluates spelling in an essay.
Process
David Conley clearly articulates that “self-management behaviors” are one of the four key levers to ensure college and career readiness. Revision evaluates the changes made from the rough draft to final draft, including the depth of those changes, the independence of the author, and the effect of the changes on the essay. In this way, we require students learn self-management behaviors (reflection, time management, advocating for themselves, professional meetings, etc.) in order to revise their paper.
Quality: “As the lone criterion for Revising, quality evaluates all aspects of revision.”
Publishing
This strand encompasses the final product, from completion, timeliness, and presentation to MLA formatting guidelines.
Professionalism: Includes completion, timeliness, attention to the details of the assignment, and final product presentation.
MLA Formatting: Follows MLA formatting guidelines.
Document: Formatting of the document, from headers and title to spacing.
Click Numbers to View Standard Bearers
Justification
Substantiation
- 0 Ideas 0
- 2 Ideas 2
- 3 Ideas 3
4 Ideas 4 (Set 1) Ideas 4 (Set 2)
5 Ideas 5 (Set 1) Ideas 5 (Set 2)
- 8 Ideas 8
- Most ideas and content are plausible
- Basic interpretation
- Almost all ideas/content are reasonable
- Accurate interpretation
- Almost all ideas/content are logically, accurately interpreted
- Slight nuances introduced
- Overall, depth of understanding
- Overall, strong depth of understanding
- A few key nuances introduced
- Overall, insightful depth of understanding
- A few key nuances slightly incorporated into argument
- Overall, insightful depth of understanding/ analysis
- Key nuances incorporated into argument
- Position is controlling idea
- Overall, position mostly substantiated
- Opposing viewpoints are anticipated and addressed when necessary
- Overall, position strongly substantiated
- Overall, position compellingly substantiated
0 Contextualization 0 (Set 1) Contextualization 0 (Set 2)
- 3 Contextualization 3
4 Contextualization 4 (Set 1) Contextualization 4 (Set 2) Contextualization 4 (Set 3)
- 5 Contextualization 5
- 6 Contextualization 6
- Mostly reasonable, basic background of text/ content
- Mostly reasonable background of text/ content
- Primarily accurate, general background of text/ content
- Clear, sufficient background of text/ content
- Presents larger frame of argument
- Precisely, articulately frames larger argument and, when appropriate, larger discourse
- Mostly plausible basic background about most evidence
- Primarily accurate basic background about almost all evidence
- Primarily accurate background when necessary
- Most context appropriately incorporated into paragraph – is not clunky
- Clear, sufficient evidence background when necessary
- Sometimes previews/ hints at interpretation
- Precise, clear, sufficient evidence background when necessary
- Most context smoothly incorporated into paragraph
- Generally previews/ hints at interpretation
- Concise, precise, sufficient evidence background when necessary
- Almost all context smoothly incorporated into paragraph
- Effectively previews/ hints at interpretation
Presentation
1 Interpretation 1 (Set 1) Interpretation 1 (Set 2)
2 Interpretation 2 (Set 1) Interpretation 2 (Set 2)
- 3 Interpretation 3
- 5 Interpretation 5
- 6 Interpretation 6
- 8 Interpretation 8
- Connected to assertion
- Adequate in amount
- Some basic analysis
- Generally plausible analysis
- Some adequate analysis
- Mostly plausible analysis
- Roughly incorporates some key words
- Almost all adequate analysis
- Generally focused, logical, accurate
- Roughly incorporates key words
- Some thoughtful analysis
- Mostly focused, logical, clear analysis
- Appropriately incorporates key words when appropriate
- Mostly thoughtful, articulate analysis
- Largely focused, logical, clear analysis
- Effective key word analysis incorporated when appropriate
- Almost all thoughtful, articulate analysis
- Largely focused, clear, nuanced analysis
- Effective key word analysis incorporated when appropriate to substantiate assertion
- Comprehensive analysis demonstrates thorough, critical thought while retaining clarity
- Effective key word analysis substantiates position
- Generally understandable interpretation/ reasoning
- Most explanation related to assertion
- Mostly understandable interpretation/ reasoning
- Some rough word glue , some rough logic glue
- Connects evidence to assertion
- Mostly understandable, sound interpretation/ reasoning
- Generally effective word glue, rough logic glue
- Links evidence to assertion
- Primarily understandable, sound, generally thoughtful interpretation/ reasoning
- Generally effective word glue/ logic glue
- Logically develops link from evidence to assertion
- Primarily effective word glue/ logic glue
- Logically, mostly develops link from evidence to assertion
- Primarily effective word glue/ logic glue when necessary
- Largely convincing, thoughtful justification
- Logically, fully develops link from evidence to assertion
- Smooth, primarily effective word glue/ logic glue when necessary
- Largely focused, convincing, thoughtful justification
- Articulately, fully substantiates assertion
- Smooth, masterful use of word glue/ logic glue when necessary
- Primarily focused, compelling, thoughtful justification
- Articulately, fully substantiates position
- 2 Word Choice 2
3 Word Choice 3 (Set 1) Word Choice 3 (Set 2)
- 4 Word Choice 4
5 Word Choice 5 (Set 1) Word Choice 5 (Set 2)
- 6 Word Choice 6
- Some active verbs
- Some accurate active verbs
- Functional diction
- Mostly accurate active verbs when appropriate – minimizes be/ have/ ~ing
- Strong, active verbs when appropriate – minimizes be/ have/ ~ing
- Words effectively convey intended message
- Effective diction
- Powerful, energizing active verbs when appropriate – minimizes be/ have/ ~ing
- Words precisely convey intended message
- Precise diction
- Some appropriate academic language
- Some appropriate basic content language
- Academic, task specific content language generally correct
- Attempts at sophisticated vocab
- Varied academic, content language mostly correct
- Broad range of academic language mostly correct
- Generally effective use of sophisticated, varied vocab
- Broad range of academic language overwhelmingly impactful, correct
- Overwhelmingly effective use of sophisticated, varied, powerful vocab
- 1 Conventions 1
- 2 Conventions 2
- 3 Conventions 3
4 Conventions 4 (Set 1) Conventions 4 (Set 2) Conventions 4 (Set 3) Conventions 4 (Set 4)
- 5 Conventions 5
- Most task/ content specific language correct
- Most general academic, task/ content specific language correct
- Almost all correct
- Several errors do not obstruct meaning
- Errors do not hinder reading
- Few or no mistakes
- Capitalization errors ≤ pages
- Capitalization/ end punctuation errors ≤ pages
- Capitalization/ punctuation (excluding commas) errors ≤ pages
- Grammar does not obstruct meaning
- Capitalization/ punctuation (no commas)/ subject-verb agreement errors ≤ pages
- Grammar does not hinder reading
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These two rubrics are used in 9th and 10th grade to provide students scores on the FSA Writing Assessment and practice assessments. These documents are utilized in classrooms across Osceola County as a framework for strong writing.
Argumentative Writing Rubric
Informative writing rubric.
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Essay Rubric
About this printout
This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.
Teaching with this printout
More ideas to try.
Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.
- Routinely have students score peers’ essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer’s Comments section to add any praise, constructive criticism, or questions.
- Alter some expectations or add additional traits on the rubric as needed. Students’ needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
- After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
- Print this resource
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5 Analytic Rubric Examples for High School
Analytic rubrics are one of the best ways to assess students. While holistic rubrics are a great way to highlight success and what students have done well, analytic rubrics are much more comprehensive. In this post, we’re going to highlight 5 analytic rubric examples for high school.
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What is an analytic rubric.
Analytic rubrics are assessment resources that assess students across specific criteria. In an analytic rubric, each section of the rubric has an independent score.
For example… in an essay, you might score the student’s ability to summarize, use vocabulary, connect ideas – etc. Each section or criteria of the rubric will have an independent score which is totalled up at the end to provide a comprehensive grade.
With analytic rubrics, the combination of multiple criteria that determine both strengths and areas for growth creates a grade that is comprehensive and helps the student to understand where they were successful and what they might need help developing.
Let’s take a look at some of the most common advantages and disadvantages of analytic rubrics.
Advantages of Analytic Rubrics
- Comprehensive assessment
- Assessment of multiple categories/criteria
- Simple to understand
Disadvantages of Analytic Rubrics
- Can take longer to use (if online tools are not utilized)
- They also highlight areas for growth (weaknesses)
Now that we understand what an analytic rubric is, let’s take a look at 5 pre-built rubrics that can be accessed in our rubric maker .
1. Book Report Rubric
Default Assessment Criteria: Book Summary, Critical assessment of text, presentation of ideas, use of language and conventions, word choice.
Use the Book Report Rubric Maker – Click here.
2. Discussion Forum Rubric
Default Assessment Criteria: primary content contribution, Critical engagement, frequency, use of language and conventions, formatting and referencing.
Analytic Discussion Forum Rubric – Click here.
3. Essay Rubric
Default Assessment Criteria: Content and clarity, thematic organization & thesis, formatting and referencing, use of language and conventions, perspective.
Use the Essay Rubric Maker – Click here.
4. Research Paper Rubric
Perhaps one of the most important writing tasks for students who are entering post-secondary studies; a research paper is essential. Our research paper rubric is based on an analytical design that highlights the most important criteria for developing a well written paper.
Default Assessment Criteria: Content and focus, purpose integration, formatting and referencing, use of language and conventions, word choice.
Analytic Research Paper Rubric – Click here.
5. Reading Response Rubric
One of the most common types of assignments in class – assessing a reading response could help your students to better understand how they should be engaging with material in class.
Default Assessment Criteria: Understanding and reflection, depth of connections, use of language and conventions, word choice, formatting and referencing.
Use the Reading Response Rubric Maker – Click here.
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High School Rubric Examples In high school, it's important to include your grading rubrics when you give assignments like presentations, research projects, or essays.
Essay Rubric Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay.
Control is the ability to use a given feature of written language effectively at the appropriate grade level. A paper receives a higher score to the extent that it demonstrates increasing control of the features in each domain. The rubric included in the blueprint for the EOC writing assessment explains score points for each domain.
The essay includes at a minimum: end punctuation for one thought unit. one complete sentence with or without subject‐verb agreement. The essay includes at a minimum: one use of standard English conventions (end punctuation for one.
Rubric Best Practices, Examples, and Templates A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
To use this approach, review the rubric for the type of writing in question before you begin scoring, and keep the criteria listed on the rubric in mind as you read and score each paper on the scale of 0-4.
View Achievement First's Interactive Writing Rubric for High School students, including sections on Argument, Evidence, Language, and Process.
Essay Scoring These two rubrics are used in 9th and 10th grade to provide students scores on the FSA Writing Assessment and practice assessments. These documents are utilized in classrooms across Osceola County as a framework for strong writing.
High School Narrative Essay Rubric High School Persuasive Essay Rubric
Routinely have students score peers' essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer's Comments section to add any praise, constructive criticism, or questions.
What is an Analytic Rubric? Analytic rubrics are assessment resources that assess students across specific criteria. In an analytic rubric, each section of the rubric has an independent score. For example… in an essay, you might score the student's ability to summarize, use vocabulary, connect ideas - etc.
Rubric for Artwork: High School. Criteria. Poor Quality. 2 Good Quality. 3 Excellent Quality. Score. Craftmanship. No evidence of skill development in the media; little technical competency.
Essay Contest Judging Rubric. For each criterion listed, score the essay on a scale of 1-5, with 5 being the best score. Use a separate form for each essay. Do not score in decimals or fractions - whole numbers only. Understanding of the topic: To what extent did the writer demonstrate a clear understanding of the question and respond with ...
Expository Rubrics pository writing. These rubrics can be used successfully to assess any piece of pository writing. Use each skill rubric individually or combine each skill rubric for a total score - maximum score of 24;
A rubric is a chart used in grading essays, special projects and other more items which can be more subjective. It lists each of the grading criteria separately and defines the different performance levels within those criteria. Standardized tests like the SAT's use rubrics to score writing samples, and designing one for your own use is easy if you take it step by step. Keep in mind that ...
The rubric provides criteria for scoring essays and artwork on a scale of 1 to 4. For essays, it evaluates focus/main point, support/examples, organization, language use/style, and originality. For artwork, it assesses craftsmanship, formal qualities, creativity, and interpretation of topic. Scores of 1 indicate poor quality, while 4 represents excellent quality.
Project aim and research hypotheses The main aim of this project was to develop a new scoring rubric grounded in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12 (hereafter, WIDA ELD Standards Framework, 2020 Edition or 2020 Edition).This rubric will be used for
The scoring rubric identifies the criteria for scoring Prose Constructed Response (PCR) items. The rubric is used to score responses to the Research Simulation Task and the Literary Analysis Task.
Short essay question rubric Sample grading rubric an instructor can use to assess students' work on short essay questions.
See how the ACT essay rubric works and how you're graded. Learn expert strategies on how to write a better essay and improve your Writing score.
IA Rubric. What is a rubric? A rubric essentially guides the markers on what score should be given based on what you have written. In this article, we will break down the rubrics for the most popular subjects including Math, English, Chemistry and Biology. Math IA Rubric. The math rubric contains 5 main parts: Criterion A: Presentation (/4)
Rubric for Assessing a Social Science Research Study The rubric presented in this section was developed by Kenneth Wolf (a co-author of this article) and his colleagues in the School of Education and Human Development for use in research methods classes for students who are earning a master's degree in education or counseling (see Table 5).
Student persuasive speech/essay rubric CATEGORY 4 - Above Standards 3 - Meets Standards 2-Approaching Standards 1 - Below Standards Focus or Thesis Statement not name the topic The thesis statement names the topic of the essay and outlines the main points to be discussed. essay.
Preview pages of the 1962 yearbook from Moscow High School from Moscow, Kansas online. Register for free to see them all, or buy a printed copy of yearbooks from Moscow High School from Moscow, Kansas today.
We invite Classmates of Moscow High School's 1965 class in Moscow Idaho to participate in this site.
We invite Classmates of Moscow High School's 1965 class in Moscow Idaho to participate in this site.
You must complete 15 A-G courses with at least 11 courses finished prior to the beginning of your last year of high school. To be competitive in the UCLA admission process, applicants should present an academic profile much stronger than any minimum UC admission requirements. See below for a listing of the A-G requirements: 2 years history/social science
Road-trippers in Wyoming can expect to see lower gas prices this year than they did last year. Find out who has the cheapest gas in Casper and around Wyoming.