Creating and Using Rubrics - Eberly Center - Carnegie Mellon University (2024)

FAQs

What are the 5 basic steps in developing rubrics? ›

In its simplest form, the rubric includes: A task description. The outcome being assessed or instructions students received for an assignment. The characteristics to be rated (rows).

The most equitable rubrics create a detailed table describing the key features for each criteria at each quality level. Criteria are listed along the left-most column (often according to hierarchy of importance or process order) and quality levels are arranged across the top row of the table (either from low to high or ...

A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed. It provides an easy way for teachers to check for understanding and to gauge students' interest in a topic.

The rubric for creativity suggests that we can look for four things—variety of ideas and contexts; variety of sources (including personal experiences); whether the author has combined ideas to make something new; and whether he or she has communicated something interesting or surprising.

A rubric is a tool that has a list of criteria, similar to a checklist, but also contains descriptors in a performance scale which inform the student what different levels of accomplishment look like.

These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) Under mechanics, for example, the rubric might define the lowest level of performance as "7-10 misspellings, grammar, and punctuation errors," and the highest level as " ...

What is the difference between a rubric and a rating scale? ›

Rubrics are useful in clarifying how the student has performed with respect to your expectations on an assignment or task. Scales can be useful in describing how a student has progressed in their knowledge with respect to the learning goals.

Rubrics also come with some disadvantages. Rubrics can be very time consuming to create and time is not something that most teachers have an excess of. It also can be difficult for teachers to come up with the appropriate language for the rubric so that the expectations are very clear.

-Holistic rubrics describe the characteristics of a performance to give an overall judgment of its quality. -Analytic rubrics judge each individual characteristic of a performance separately. -General or generic rubrics can be applied to a number of different tasks.

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.

A rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1) performance criteria; 2) rating scale; and 3) indicators.

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.