Tips in Designing Rubrics

By Edgar Lucero
Adapted from: Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on Apr 17, 2012, from
www.sdst.org/shs/library/powerpoint/rubrics.ppt and Nancy Aller, PhD (2008) Designing Rubrics.
“The more specific your rubric, the
less subjective the assessment.”
“Indicators must be established from

what you expect your students will
do in line with the contents.”
 A rubric is a guideline for rating student performance.
 It must define the range of possible performance levels.
 Within this range, there are different levels of
performance which are organized from the lowest level to
the highest level of performance.
 Usually, a scale of possible points is associated with the
continuum in which the highest level receives the
greatest number of points and the lowest level of
performance receives the fewest points.
 Benefits:
• The rubric provides assessment with exactly the
characteristics for each level of performance on which
the students and the teacher should base their
judgment.
• The rubric provides the students with clear information

about how well they performed and what they need to
accomplish in the future to better their performance.
Rubric Checklist
Rubrics include descriptors or Checklists have not judgment of

indicators for each targeted criterion. quality.
Rubrics provide a scale which Checklists can only be used when

differentiates among the descriptors. “present or absent” is a sufficient
criterion for quality.
 Criteria (Rubric and Checklist): The specific areas for
assessment and instruction. They must be clear and
relevant, age appropriate, and form and function
represented.
 Descriptors (Rubric): The level of performance for the
criteria. They must be clear and observable.
 Indicators (Checklist more than Rubric): clearly indicate
what is necessary to achieve in a level of performance.
 Levels of Performance (Rubric or Checklist): The
degrees of quality of performance or the descriptive
weigh (in numbers) of that performance.
Levels of Performance
Criteria Descriptors
Levels of Performance
Indicators
Holistic Analytical
Views product or performance as a Separate facets of performance are

whole; describes characteristics of defined, independently valued, and
different levels of performance. scored. Facets scored separately
Criteria are summarized for each
score level.
Excellent Researcher
no apparent historical inaccuracies
can easily tell which sources information
was drawn from
all relevant information is included
Good Researcher
few historical inaccuracies
can tell with difficulty where
information came from
bibliography contains most
relevant information
Poor Researcher
lots of historical inaccuracies
cannot tell from which source
information came
bibliography contains very little
information
10 tips when designing
your rubrics for your
projects….
 Use one specific rubric per
alternative assessment and per
different activity as possible.
• Efficient
• Builds recognition of excellence
 If using pre-designed rubrics, carefully
consider quality and appropriateness for
your project.
 Aim for concise, clear, jargon-free
language
“…in most instances, lengthy rubrics probably can be

reduced to succinct…more useful versions for
classroom instruction. Such abbreviated rubrics
can still capture the key evaluative criteria needed to
judge students’ responses. Lengthy rubrics, in
contrast, will gather dust” (Benjamin 23).
 Limit the number of criteria, but separate
key criteria.
 “Very clear” and “very organized” may be

punctual.
 Use key, teachable criteria.
Key Questions: What are my objectives? Are

there other generalized objectives that should be
included? What are the contents? How do I expect
my students to do their performance?
 Use concrete versus abstract, and
positives rather than negatives
 Instead of “poorly organized” use “sharply focused
statements, topic sentences clearly connected, logical
ordering of paragraphs, and conclusion ends”.
Key Question to ask yourself:Would student know

what quality “looked like” by this description?
 Use measurable criteria.
• “Includes two or more new ideas…” instead of

“creative and imaginative”
 Aim for an even number of levels
• Create continuum between least and most
• Define poles and work inward
• List skills and traits consistently across levels
 Consider including students in creating or
adapting rubrics
 Consider using “I” in the descriptors
 I followed precisely—consistently—inconsistently—MLA
documentation format.
 I did not follow MLA documentation format.
 Provide models of the different
performance levels.
 Design backwards—rubric first; then product/performance.
 Decide on the criteria for the product or performance to be
assessed.
 Write a definition or make a list of concrete indicators—
identifiable-- for each criterion.
 Develop a continuum for describing the range of performance
for each criterion.
 Keep track of strengths and weaknesses of rubric as you use it
to
assess student work.
 Revise accordingly.
 Step back; ask yourself, “What didn’t I make clear
instructionally?” The weakness may not be the rubric.
 "Rubistar Rubric Generator"
(http://rubistar.4teachers.org/
)
 "Teacher Rubric Maker" (http://www.teach-
nology.com/web_tools/rubrics/)
 “Rubrician” (
http://www.rubrician.com/language.htm”
 Rubrics for Web Lessons
(http://edweb.sdsu.edu/webquest/rubrics/webl
es sons.htm)
 Andrade, H.(2000). Using rubrics to promote thinking and learning. Alexandria, VA:
ASCD.
 Asmus, E, (1999). Rubrics. Retrieved on May 29, 2007, from
http://www.music.miami.edu/assessment/rubrics.html
 Baggio, C. Designing rubrics: Revising instruction and improving performance.
Retrieved on March 1, 2007, from http://www.edutech.org.br.
 Baggio, C. (n.d.). Tips for designing rubrics. Retrieved on May 29, 2007, from
www.sdst.org/shs/library/powerpoint/rubrics.ppt
 Benjamin, A.(2000). An English teacher’s guide to performance tasks and
rubrics.
Larchmont: Eye on Education.
 Leavell, A. (n.d.). Authentic assessment: Using rubrics to evaluate project-
based
learning. WEBLIBRARY.
 Matthews, J. (2000). Writing by the rules no easy task. Retrieved on October 25,
2000 from <http://washingtonpost.com/wp-dyn/articles/A63599-2000Oct23.html>
 Simkins, M. (1999, August). Designing great rubrics. Technology and Learning.
 Wiggins, G. & McTighe, J. (1998). Tips for developing effective rubrics.
Understanding by Design. Alexandria, VA: ASCD.

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By Edgar Lucero

“Indicators must be established from

• The rubric provides the students with clear information

Rubrics include descriptors or Checklists have not judgment of

Rubrics provide a scale which Checklists can only be used when

Views product or performance as a Separate facets of performance are

“…in most instances, lengthy rubrics probably can be

 “Very clear” and “very organized” may be

Key Questions: What are my objectives? Are

Key Question to ask yourself:Would student know

• “Includes two or more new ideas…” instead of

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