1|Sample Rubrics

Holistic Rubric: assesses performance criteria together

Rogers, G. (Oct. 2006). Rubrics: What are they good for? Part II. ABET’s CommunityMatters. Retrieved from
http://sites.psu.edu/objectives/wpcontent/uploads/sites/26668/2015/04/Holistic-Rubric-Example.pdf
 2|Sample Rubrics

Analytic Rubric: assesses performance criteria separately

AAC&U. (2017). VALUE rubric development project. Retrieved from https://www.aacu.org/value/rubrics.

 3|Sample Rubrics

General Rubric: can be applied to assessments of the

Rubric for Assessing Lab Reports same type throughout the semester

1 2 3 4

Beginning or incomplete Developing Accomplished Exemplary Score

Abstract/Summary Several major aspects of the Abstract misses one or more major Abstract references most of the major Abstract contains reference to
experiment are missing, student aspects of carrying out the aspects of the experiment, some minor all major aspects of carrying
displays a lack of understanding experiment or the results details are missing out the experiment and the
about how to write an abstract results, well-written

Introduction Very little background Some introductory information, but Introduction is nearly complete, missing Introduction complete and
information provided or still missing some major points some minor points well-written; provides all
information is incorrect necessary background
principles for the experiment

Experimental Missing several important Written in paragraph format, still Written in paragraph format, important Well-written in paragraph
procedure experimental details or not missing some important experimental details are covered, some format, all experimental
written in paragraph format experimental details minor details missing details are covered

Results: Figures, graphs, tables contain Most figures, graphs, tables OK, All figures, graphs, tables are correctly All figures, graphs, tables are
errors or are poorly constructed, some still missing some important drawn, but some have minor problems or correctly drawn, are numbered
data, figures, graphs, have missing titles, captions or or required features could still be improved and contain titles/captions.
tables, etc. numbers, units missing or
incorrect, etc.

Discussion Very incomplete or incorrect Some of the results have been Almost all of the results have been All important trends and data
interpretation of trends and correctly interpreted and discussed; correctly interpreted and discussed, only comparisons have been
comparison of data indicating a partial but incomplete minor improvements are needed interpreted correctly and
lack of understanding of results understanding of results is still discussed, good understanding
evident of results is conveyed

Conclusions Conclusions missing or missing Conclusions regarding major points All important conclusions have been All important conclusions have
the important points are drawn, but many are misstated, drawn, could be better stated been clearly made, student
indicating a lack of understanding shows good understanding

Appearance and Sections out of order, too much Sections in order, contains the All sections in order, formatting generally All sections in order, well-
formatting handwritten copy, sloppy minimum allowable amount of good but could still be improved formatted, very readable
formatting handwritten copy, formatting is
rough but readable

Adapted from Winona State University. Rubric for assessing lab reports. Retrieved from https://course1.winona.edu/shatfield/air/No%20Carolina%20assess_lab_rubric.doc
 4|Sample Rubrics

Task-Specific Rubric: can be applied to a single

assessment. Often used for culminating or unique
assessments. Allow for more specific feedback.

Rubric to Assess Presentational Writing Task: “Visiting Monuments in Paris” in a French Language and Culture Course

Strong Performance Meets Expectations Approaching Expectations

Use of past tenses Past and imperfect tenses are used Past and imperfect tenses are used Choice of past and imperfect tenses
(Domains: appropriately, and forms of all verbs appropriately most of the time. Verb is inappropriate in several sentences
Functions, are accurately spelled. Any error in forms are accurately spelled most of and/or several verb forms are
Language Control) choice of tense/spelling is minor and the time. Errors do not interfere with misspelled. Errors make
infrequent, and does not interfere understanding. understanding difficult at times.
with understanding.
Use of story form Story is well-organized with Story is well-organized with some Story is a list of sentences loosely
(Domains: text descriptions and details to add descriptions and/or details to add connected with some sequencing
type) interest. A variety of sequencing interest. Sequencing words are used words.
words are used to connect the events to connect the events of the story.
of the story appropriately.
Use of cultural Incorporates extensive and correct Incorporates correct knowledge of Incorporates a minimal amount of
knowledge knowledge of current and historical current and historical significance of correct knowledge of current and/or
(Domain: Cultural significance of all monuments all monuments pictured. historical significance of all
Awareness) pictured. monuments pictured.

Center for Advanced Research on Language Acquisition at the University of Minnesota. Task-specific rubric for a presentational writing task: “Visiting monuments in Paris” –
intermediate level. Retrieved from http://carla.umn.edu/assessment/vac/improvement/p_5.html
 5|Sample Rubrics

Adapted General Rubric: can be applied to assessments of the

same type throughout the semester with minor changes to one
performance criterion
Discussion Board Rubric

Criteria Developing Satisfactory Exemplary

Quantity and Timeliness Fails to submit an initial response Submits one initial response and two Submits one initial response and
(20%) and/or substantial replies to at least substantial replies to peers on time. more than 2 substantial replies to
two peers. peers.
Spelling and Mechanics Does not submit posts that are in Posts are written in complete Posts are written in complete
(10%) complete sentences or all posts sentences, but one post contains sentences and are grammatically
contain grammar and/or spelling minor grammar and/or spelling correct and free from spelling errors.
errors. errors.
Demonstrates Knowledge and
Understanding of Content
(40%)

Generates Learning Within the Posts do not attempt to elicit Posts attempt to elicit responses and Posts elicit responses and reflections
Community responses and reflections from other reflections from other learners. from other learners and responses
(30%) learners and/or responses do not Responses are build upon the ideas build upon and integrate multiple
build upon the ideas of other learners of other learners to take the views from other learners to take the
to take the discussion deeper. conversation deeper. discussion deeper.

Green cells indicate where minor modifications can be made to adapt the rubric to individual discussion board post assignments. Other performance criteria and
descriptions would remain the same.

Adapted from Norther Arizona University. Sample discussion rubrics. Retrieved from http://www.uwgb.edu/catl/files/workshops/business/samplerubrics.pdf
 6|Sample Rubrics

Section of the PA Department of Education Certified School Nurse Rubric Proficiency-Based Rubric: used to evaluate and communicate
student progress towards achieving a proficiency or competency
(typically defined by a professional body or specialized accreditor)

*Note: This rubric lists “failing” as a level of performance. I would recommend using non-judgmental language whenever possible.
From Pennsylvania Department of Education. Rubric assessment: Certified school nurse. Retrieved from
http://www.education.pa.gov/Documents/TeachersAdministrators/Educator%20Effectiveness/Nonteaching%20Professionals/Certified%20School%20Nurse%20Rubric.
pdf