Developing a Rubric
Identify the qualities that make the difference between good and poor work.
Decide on how many levels of achievement you will illustrate (3 or 4).
For example: exemplary, satisfactory, unacceptable
exemplary, proficient, marginal, unacceptable
exemplary, good, acceptable, unacceptable
For each criterion, write a clear description of each level of achievement.
Use the table below as a starting template:
|Criteria||Levels of Achievement|
Source: Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon. Chapter 6
What are the critical components of a rubric?
- Performance Element: the major, critical attributes that focus upon best practice.
- Scale: the possible points to be assigned (high to low).
- Criteria: the conditions of a performance that must be met for it to be considered successful.
- Standard: a description of how well the criteria must be met for the performance to be considered "good".
- Descriptors: statements that describe each level of the performance.
- Indicators: specific, concrete examples or descriptions of what to look for at each level of the performance.