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Analytic Rubrics
Analytic Rubrics
An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost
column and with levels of performance 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 criteria is scored individually.
Above Average
(4)
The central
The central
The central
purpose of the
purpose of the
purpose of the
student work is
student work is
student work is
identified. Ideas
clear and ideas are clear and
are generally
almost always
supporting ideas
focused in a way focused in a way always are always
that supports the
that supports the
well-focused.
thesis.
thesis. Relevant
Details are
details illustrate the relevant, enrich the
authors ideas.
work.
Information and
Information and
Information and
Organization Information and
ideas are presented ideas are presented ideas are presented
(Sequencing of ideas are poorly
in an order that the in a logical
in a logical
elements/ideas) sequenced (the
author jumps
audience can
sequence which is sequence which
around). The
follow with
followed by the
flows naturally and
audience has
minimum
reader with little or is engaging to the
difficulty following difficulty.
no difficulty.
audience.
the thread of
thought.
There are five or There are no more There are no more There are no more
Mechanics
than three
than two
(Correctness more misspellings than four
and/or systematic misspellings and/or misspellings and/or misspelled words
of grammar
grammatical errors or grammatical
and spelling) grammatical errors systematic
per page or 8 or
grammatical errors per page and no
errors in the
more in the entire per page or six or more than five in document.
document. The
more in the entire the entire
readability of the document. Errors document. The
work is seriously distract from the
readability of the
hampered by
work.
work is minimally
errors.
interrupted by
errors.
Developing (2)
Sufficient (3)
Developmental Rubrics
Developmental rubrics are a subset of analytic trait rubrics.
The main distinction between developmental rubrics and other analytic trait rubrics is that the
purpose of developmental rubrics is not to evaluate an end product or performance. Instead,
developmental rubrics are designed to answer the question, to what extent are students who
engage in our programs/services developing this skill/ability/value/etc.?
Generally, this type of rubric would be based on a theory of development.
Intermediate Level of
Development (2)
Mature Level of
Development (3)
Ability to consciously
shift perspectives and
behaviors into an
alternative cultural
worldview and to use
multiple cultural frames
Capacity to create an
internal self that openly
engages challenges to
ones views and beliefs
and that considers social
identities (race, class,
gender, etc.) in a global
cultures; externally
defined identity yields
externally defined beliefs
that regulate interpretation
of experiences and guide
choices; difference is
viewed as a threat to
identity
Dependent relations with
similar others is a primary
source of identity and
social affirmation;
perspectives of different
others are viewed as
wrong; awareness of how
Interpersonal
social systems affect
group norms and
intergroup differences is
lacking; view social
problems egocentrically,
no recognition of society
as an organized entity
Willingness to interact
Capacity to engage in
with diverse others and
meaningful,
refrain from judgment;
interdependent
relies on independent
relationships with diverse
relations in which multiple others that are grounded in
perspectives exist (but are an understanding and
not coordinated); self is
appreciation for human
often overshadowed by
differences; understanding
need for others approval. of ways individual and
Begins to explore how
community practices
social systems affect
affect social systems;
group norms and
willing to work for the
intergroup relations
rights of other
King, P.M. & Baxter Magolda, M.B. (2005). A developmental model of intercultural maturity,
Journal of College Student Development, 46(2), 571-592.
Useful when the goal of evaluation is to determine level of development rather than the
quality of a final product.
o Especially when there is no expectation that students should or could fully
develop a skill or ability during the course of their education or potentially ever
(such as in Maslows Hierarchy of Needs, there is no expectation people can or
will become self-actualized).
Rubric can be based on relevant developmental theory.
Holistic Rubrics
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 the rater
assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of
the student work. The rater matches an entire piece of student work to a single description on the
scale.
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.