{"id":1122,"date":"2022-05-26T12:06:12","date_gmt":"2022-05-26T16:06:12","guid":{"rendered":"https:\/\/carleton.ca\/teachingresources\/teachingresources\/?page_id=1122"},"modified":"2026-02-25T14:47:38","modified_gmt":"2026-02-25T19:47:38","slug":"rubrics","status":"publish","type":"page","link":"https:\/\/carleton.ca\/teachingresources\/assessing-student-work\/rubrics\/","title":{"rendered":"Rubrics"},"content":{"rendered":"\n
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\n Rubrics\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n\n\n

Rubrics are marking guides for subjective evaluations (e.g. written assignments, presentations) that allow you to evaluate the quality of students\u2019 performance quickly, consistently, and clearly.<\/span> <\/span> <\/span> <\/span><\/p>\n\n\n\n

Rubrics also provide feedback to students about the strengths and weaknesses of their performance in relation to learning outcomes. Ideally, instructors would provide a rubric to students and teaching assistants alongside the assignment description or <\/span>instructions,<\/span> or at least before the assignment is due. Rubrics <\/span>can be constructed<\/span> for classes in any discipline and for different types of assignment.<\/span> <\/span><\/p>\n\n\n\n\n

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\n Table of Contents\n <\/h2>\n
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\n \n 1.\n <\/span>\n\n \n What Are Rubrics and Why Use Them\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 2.\n <\/span>\n\n \n Creating a Holistic Rubric\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 3.\n <\/span>\n\n \n Creating an Analytic Rubric\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 4.\n <\/span>\n\n \n Tips for Creating a Scoring Rubric\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 5.\n <\/span>\n\n \n ePortfolio Grading Rubrics\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 6.\n <\/span>\n\n \n Helpful Links\n <\/a>\n <\/div>\n\n <\/div>\n <\/div>\n\n <\/div>\n<\/div>\n\n\n\n

What Are Rubrics and Why Use Them<\/h2>\n\n\n\n

A rubric is a visual marking guide with two main elements:<\/span> <\/span> <\/span><\/p>\n\n\n\n

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  1. Grade levels for the assignment (e.g. letter grade, percentage, numerical); and<\/span> <\/span><\/li>\n\n\n\n
  2. Corresponding performance descriptors for each grade level.<\/span> <\/span><\/li>\n<\/ol>\n\n\n\n

    What these elements look like depends on the type of rubric. There are two common types of rubrics: holistic rubrics <\/span>and analytic rubrics.<\/span> <\/span><\/p>\n\n\n\n

    A <\/span>holistic rubric<\/span><\/i> <\/span>or <\/span>marking guide<\/span><\/i> <\/span>(see the table below) includes a series of descriptors of general performance categories, where a grade is assigned to each category according to an established grading scale (e.g. numerical or letter grade). Holistic rubrics do not provide detailed feedback to students or a high level of accuracy in grading<\/span> <\/span>but are quick and easy to make.<\/span> <\/span><\/p>\n\n\n\n

    Category<\/strong><\/th>Description<\/strong><\/th>Grade between 0-10<\/strong><\/th><\/tr><\/thead>
    Clarity<\/strong><\/td>Communicates ideas in a way that is clear and concise.<\/td> \/10<\/td><\/tr>
    Analysis of Experience<\/strong><\/td>Provides in-depth interpretation and insight into experience. Integrates multiple alternative viewpoints and contextualizes experience.<\/td> \/10<\/td><\/tr>
    Reflection on Learning Process<\/strong><\/td>Analyzes learning experience to provide in-depth insight into how learning occurred and how it transformed previous knowledge.<\/td> \/10<\/td><\/tr>
    <\/td>Total (out of 30): <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    By contrast, a<\/span>n <\/span>analytic rubric<\/span><\/i> (see table below) breaks down general performance categories by sub-skill, where each sub-skill <\/span>is graded<\/span> according to an established grading scale with descriptors for each grade level. Analytical rubrics are more time-consuming to make but provide <\/span>more detailed feedback<\/span> to students and greater accuracy in grading, especially for multiple graders and large volumes of assignments.<\/span> <\/span><\/p>\n\n\n\n

    Category<\/th>Not Attempted (0)<\/strong><\/th>Beginning (1)<\/strong><\/th>Developing (2)<\/strong><\/th>Competent (3)<\/strong><\/th>Exemplary (4)<\/strong><\/th><\/tr><\/thead>
    Reflective Thinking<\/strong><\/td>Does not describe experience or provide insight or interpretation.<\/td>Describes experience.<\/td>Describes experience and provides limited insight and interpretation.<\/td>Moves beyond simple description of the experience to provide insight and<\/td>Moves beyond simple description of the experience to provide in-depth insight and interpretation. Integrates multiple alternative viewpoints and contextualizes experience.<\/td><\/tr>
    Creative Thinking<\/strong><\/td>Does not acknowledge alternative perspectives.<\/td>Somewhat acknowledges alternate perspectives.<\/td>Acknowledges alternate and divergent perspectives.<\/td>Discusses and questions alternate and divergent perspectives.<\/td>Synthesizes alternate and divergent perspectives and ideas fully to create new knowledge.<\/td><\/tr>
    Organization<\/strong><\/td>Does not include enough content to communicate ideas.<\/td>Communicates ideas in a way that is unclear and wordy.<\/td>Communicates ideas in a way that is sometimes unclear and wordy.<\/td>Communicates ideas in a way that is mostly clear and concise.<\/td>Communicates ideas in a way that is clear and concise.<\/td><\/tr>
    Professionalism <\/strong><\/td>Always conveys meaning unclearly due to many grammar and\/or spelling errors. Does not include any citations or bibliography.<\/td>Often conveys meaning unclearly due to many grammar and\/or spelling errors. Does not include complete citations or bibliography.<\/td>Sometimes conveys meaning unclearly due to grammatical or spelling errors. Has many citation and bibliographic errors.<\/td>Often conveys meaning clearly, with few grammatical or spelling errors. Has few citation and bibliographic errors.<\/td>Always conveys meaning clearly, with no grammatical or spelling errors. Has no citation or bibliographic errors.<\/td><\/tr>
    Comments: <\/strong><\/td>Total: <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Both types of rubrics offer many advantages to you, your TAs, and your students:<\/span> <\/span><\/p>\n\n\n\n