Rubric Writing Resource
A well-crafted rubric helps students understand exactly what is expected of them. It connects grading and feedback to the course’s learning objectives and ensures consistency, especially when multiple instructors are involved. Rubrics also clarify assignment expectations and show students how each task fits into the broader goals of the course. Rather than acting as a simple checklist, effective rubrics guide students to reflect on their learning, recognize their strengths, and identify areas for growth.
What is a rubric?
A rubric is a structured evaluative tool that outlines specific criteria for assessing student work, such as written assignments, presentations, or exams. When thoughtfully designed and implemented, rubrics offer several key benefits:
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Clarify performance expectations by defining standards and criteria.
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Promote consistency and fairness in grading across learners and assignments.
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Strengthen alignment between assessments, instructional activities, and learning outcomes
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Targeted, constructive feedback that supports student growth and self-reflection.
Rubrics not only improve the transparency of assessment but also serve as a bridge between instruction, evaluation, and student development.
Parts of a Rubric
1. Criteria
2. Performance Levels
3. Descriptors
|
Level 1 (Score 1) |
Level 2 (Score 2) | Level 3 (Score 3) | Level 4 (Score 4) | |
|---|---|---|---|---|
| Criteria 1 |
Descriptor
|
Descriptor | Descriptor | Descriptor |
| Criteria 2 |
Descriptor
|
Descriptor | Descriptor | Descriptor |
| Criteria 3 |
Descriptor
|
Descriptor | Descriptor | Descriptor |
Parts of a Rubric
Criteria:
Criteria are the distinct skills or outcomes you want to measure. Aim for 4-7 criteria, ensuring each is:
- Concise: Use clear labels like “Communication,” “Technical Skill,” “Professionalism.”
- Essential: Every criterion should be relevant to an outcome or competency.
Performance Level/Score:
Define how many performance levels you will assess (e.g., 3-level, 4-level, or 5-level scale). Common terminology includes:
- Numeric (4 = Excellent, 3 = Good, 2 = Fair, 1 = Poor)
- Descriptive (Exemplary, Proficient, Developing, Beginning)
Descriptor:
Descriptors provide detailed explanations for each level of each criterion. They should:
- Use objective language: Focus on observable behaviors (e.g., “asks open-ended questions,” “maintains sterile technique”).
- Differentiate levels: Clarify what sets “Proficient” apart from “Developing.”
Types of Rubrics
(Expand each section to read more about each type of rubric)
Break an assignment or skill into multiple criteria, each rated separately (e.g., communication skills, procedural technique, documentation accuracy).
Offers detailed feedback on each skill area or task component; students see exactly where they excel and where they can improve.
Example: A clinical skills assessment rubric might include criteria such as hand hygiene, sterile technique.
Rather than focusing solely on a final outcome, it tracks a learner’s progress over a set time.
Allows for development of skills and knowledge and importantly it tracks growth.
Example: Writing development in composition courses (e.g., from basic structure to sophisticated argumentation).
Clinical skills (e.g., developing from observation to independent practice).
Break an assignment or skill into multiple criteria, each rated separately (e.g., communication skills, procedural technique, documentation accuracy).
Offers detailed feedback on each skill area or task component; students see exactly where they excel and where they can improve.
Example: A clinical skills assessment rubric might include criteria such as hand hygiene, sterile technique.
A checklist rubric is a simple evaluation tool that lists required elements or tasks for an assignment or performance. Each item is marked as complete or incomplete, usually with a yes/no or checkmark.
Example: A checklist rubric helps verify learners included the required components, without needing to assess the quality of each part. In a video assignment you could include the following: Keeps the video under 3 minutes
Designing the Rubric
Define the Assessment Task:
- Clearly define the assessment task: what students are expected to do, the purpose of the task, and how it aligns with course goals.
- Specify the conditions for completion, including the format, required components, and final deliverable.
- Providing this context ensures your rubric is aligned with both the assignment and your evaluation criteria.
Create the Criteria:
- Key skills or knowledge the task is meant to assess.
- Criteria should align directly with the learning objectives and reflect what quality work looks like for that assignment.
- Avoid vague terms and make each criterion specific, observable, and relevant to the task.
- Limit the number of criteria to what you can assess meaningfully—usually 3–6 main areas. Use clear, language and ensure each criterion measures a distinct aspect of the work
Choose the Performance Levels/Score:
- 3–5 levels of achievement that clearly reflect how well each criterion is met from high to low (e.g., Exceeds Expectations to Does Not Meet Expectations).
- Use consistent, specific language across levels to highlight observable differences in quality, not just quantity.
- Make sure the levels are balanced and clearly distinguish what higher level work looks like. This helps both students understand expectations and instructors’ grade more effectively.
Draft the Descriptors:
- Specific, measurable, and clearly distinguish one level from another.
- Focus on observable behaviors, skills, or outcomes.
- Well written descriptors help students understand expectations and guide instructors in consistent scoring.
- Avoid repetition across levels and ensure that each description accurately reflects the progression from lower to higher performance.
Implementing Rubrics Best Practices
Review the rubric
Learners Self-score the assignment
Best Practices:
Share the rubrics early
- Place the rubric into LMS or provide printed copy before learners start the assignment.
Review the rubric with learners
- Provide examples of work that meets the performance levels (e.g., what “Exceeds Expectations” looks kike).
Encourage self-reflection and self-assessment
- Ask the learners to self-assess their work using the rubric before the due date.
CETL Session Effective Rubric Writing
References
DePaul University. (n.d.). Types of rubrics. Teaching Commons. https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx
Nadolski, R. J., Hummel, H. G. K., Rusman, E., Vermeulen, M., & Van Bruggen, J. (2021). Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education. Educational Technology Research and Development, 69, 2663–2682. https://doi.org/10.1007/s11423-021-10030-7
Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment & Evaluation in Higher Education, 38(8), 919–940. https://doi.org/10.1080/02602938.2012.758229