A rubric is a scoring tool that breaks down the expectations for an assignment into grading criteria. Rubrics serve as a guide for students to complete an assignment successfully and as a measurement tool for instructors to determine to what degree students have met the assignment’s expectations. Rubrics are highly flexible and can be used for a wide variety of assessments. Besides instructor grading, rubrics can also be useful for peer review and student self-evaluation. This guide provides an overview of the different types of rubrics, considerations for creating and using them, as well as examples you can borrow from.
Table of Contents
- Advantages of Using Rubrics
- Rubric Types and Components
- Recommendations for Using Rubrics
- Example Rubrics
- Questions?
- Additional Resources & Further Reading
Advantages of Using Rubrics
Using rubrics for assessment can benefit both the student and the instructor. Rubrics provide transparency in how an assignment will be graded, helping students understand their instructor’s expectations. For instructors, using rubrics can help ensure that their assignment’s grading criteria are aligned with course and assignment outcomes. Grading with a rubric can also increase consistency and objectivity, whether you are the sole grader or are working with a co-teacher or TA. Although creating a rubric requires an initial time investment, it can make your grading process more efficient in the long run.
Rubric Types and Components
Rubrics can be used to assess a wide range of activities – formative and summative assessments, written and oral reports, individual and group projects, and everything in between. Most rubrics list the criteria along the left side and performance level categories (e.g., “meets” or “does not meet” expectations) along the top, creating a matrix for scoring. Other rubrics may omit these performance level categories in favor of freeform comments. A rubric may or may not have points attached to each criterion, depending on how the rubric is being used to assess a student’s work.
Criteria
A rubric defines the criteria used to assess an activity, project, or performance. On a typical rubric, the criteria are listed along the left side, and the document is divided into rows. The number of criteria a rubric contains will vary greatly depending on the complexity of the task being assessed and how granular the instructor would like the grade breakdown to be. A rubric for a simple activity might only have two or three criteria, whereas a rubric for a complex summative assessment might have ten.
Generally speaking, a rubric’s criteria should be:
- Mutually exclusive. Criteria should not overlap with one another to avoid awarding or detracting points for the same category more than once.
- Objective. Criteria should be measurable and rely on concrete, observable evidence. Try to avoid using subjective terminology like “interesting” or “good.”
- Exhaustive. The listed criteria should cover all aspects that an assignment is designed to assess. Likewise, the point total for a rubric should match the point total for the activity.
Additionally, a rubric’s criteria should align with the assignment and course outcomes. As you develop a rubric, compare its criteria with the outcomes of the assignment. Are there any elements you need to assess that are not captured in the rubric? Are there elements in the rubric that are irrelevant to the assignment’s purpose? If you answered “yes” to either of these questions, consider revising your rubric’s criteria to more accurately reflect the assignment’s learning outcomes.
Performance Levels
Most rubrics are broken down into performance levels that describe the quality of a student’s work and/or the level of completeness. Like criteria, the number of performance level categories can vary greatly depending on the type of assessment and the preferences of the instructor. Including more performance levels allows for more granular grading, but also makes a rubric more complex. Performance levels are usually listed as a scale along the top of a rubric, dividing the document into columns.
Example Performance Level Scales
| 2 Performance Levels | 3+ Performance Levels |
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Descriptions
If you include performance levels, you should also explain what these levels look like for each criterion. For example, if “organization” is a criterion for a written report, what exactly does “excellent” organization in a report look like? What about a paper with “good” or “fair” organization? These descriptions should clarify any ambiguity about the criteria and the performance levels, guiding students in their successful completion of the assignment.
Points
It is common for each criterion of a rubric to have a point value tied to it. The point values can be the same for each criterion, or they can vary if some criteria are a bigger contributing factor to students’ success on the assignment compared to the other criteria. If the rubric uses performance levels, each performance level should be assigned a point value as well. The highest performance level is awarded the maximum point value for a given criterion, with the rest of the performance levels assigned decreasing amounts of points accordingly.
If you’re not sure how to define point categories on a rubric, first determine the maximum number of points you’d like to award for a given criterion. Then, set a point value scale based on this maximum point value and the number of performance categories. Not every point scale will contain “0”, but if the criterion is something that a student could hypothetically earn no points on, you may want to factor that into your point scale.
You will also need to decide if you want each performance level to correlate to a single point value or encompass a range of point values. Using point value ranges allows for more flexibility in terms of scoring but it can also make grading more complicated than using set values. For example, if the “excellent” performance level is worth between 8 and 10 points, that allows you to assign a score of “9,” “9.5”, or any score that falls within that range when grading.
Example Point Scales
Let’s say you have a criterion worth 10 points and five performance level categories. Here are a few ways you could go about setting your point value scale depending on your grading needs. Notice that for the “Point Value Range” example there must not be any gaps or overlaps in the score ranges.
| Set Point Values (Omitting Zero) | Set Point Values (Including Zero) | Point Value Range |
| Excellent: 10 pts
Good: 8 pts Fair: 6 pts Poor: 4 pts Incomplete/No Submission: 2 pts |
Excellent: 10 pts
Good: 7.5 pts Fair: 5 pts Poor: 2.5 pts Incomplete/No Submission: 0 pts |
Excellent: 10 > 8 pts
Good: 8 > 6 pts Fair: 6 > 4 pts Poor: 4 > 2 pts Incomplete/No Submission: 2 > 0 pts |
Using Rubrics Without Points
It is also possible to use a rubric without point values. If you’d like, you can grade students using just the performance categories or by writing freeform comments for each criterion. This can be useful for low-stakes formative assessments, in-class practice activities, and peer review exercises. Using rubrics without points also allows you to provide qualitative feedback for work graded on a complete/incomplete basis.
Recommendations for Using Rubrics
In addition to the decisions outlined above regarding criteria, performance levels, descriptions, and points, here are a few recommendations to consider when using rubrics. These strategies can help you make the most out of rubrics as both a teaching tool and an assessment tool. Click on a suggestion to expand the accordion and read more.
One of the key advantages of using rubrics for assessment is that they can make your expectations more transparent to students. By sharing the rubric for an assignment in advance, students can use it as a guide to successfully complete the assignment. This practice is beneficial for all students but has particularly positive impacts for certain demographics that may require additional transparency in assignment directions, like first-gen students and neurodivergent students.
There is quite a bit of research that supports the idea of involving students in the assessment creation process to enhance their engagement and learning (Stiggins & Chappuis, 2005; Lubicz-Nawrocka, 2018; ). One way to achieve this is by developing rubrics together as a class. This work can be done synchronously through brainstorming session during class or asynchronously through a discussion board or survey. By co-authoring rubrics with your students, you allow them to develop a deeper understanding of their own learning and the nature of assessment. If you’d like to learn more about this strategy, this model for collaborative rubric construction from the Journal of University Teaching & Learning Practice is a good place to start.
Sometimes showing is more powerful than telling. In addition to providing written descriptions of your expectations within the rubric itself, consider providing a couple examples of what exemplary, satisfactory, or unsatisfactory work looks like. These could be resources that you’ve created, examples sourced online, or anonymized student work from a previous semester that you've received consent to use. Keep in mind that you can share just part of a work sample if you want it to serve as an example for a specific criterion.
Although you can grade with rubrics in Microsoft Word or write out comments on paper, using the rubrics tool in Canvas has its own unique advantages. When you attach a Canvas rubric to an assignment or graded discussion, the rubric will also show up in SpeedGrader, making it very quick and easy to grade online submissions. To grade with a Canvas rubric, simply click a box for each criterion to indicate the student’s performance level. You can also type comments for each criterion. If you check the box “use rubric for assignment grading” when attaching a rubric to an assignment, Canvas will even auto-calculate the point total as you fill out the rubric. Plus, once you’ve built a rubric in Canvas, you can easily reuse it in any of your other courses. You can learn more about creating and using Canvas rubrics in the Canvas instructor guides or by setting up and consultation with CATL.
Example Rubrics
Not sure where to start? See the examples below for rubrics for various assessments, projects, and disciplines. You might also consider using a GAI tool like Microsoft Copilot to speed up the drafting process.
- Online Discussion Rubrics (UW-Green Bay and other sources; includes 10-pt, 5-pt, and 4-pt example rubrics)
- E-Portfolio Rubric (UW-Stout)
- Annotated Bibliography Rubric (University of Texas at Austin)
- Lab Report Rubrics (University of Michigan)
- Student Self and Peer Evaluations for Group Work (Carnegie Mellon University)
- Oral Presentation Rubric (Oregon State University)
- Chemistry Paper Rubric (Utah State University)
- Rubric for Student Participation in a Lecture-Based Course (Carnegie Mellon University)
- Student Self-Reflection for Theatre Course (Carnegie Mellon University; includes pre- and post-semester review questions)
- AAC&U’s Skills-Based VALUE Rubrics (American Association of Colleges & Universities; requires creating an account to receive the free downloads)
Questions?
CATL is available for consultations if you have any questions about rubrics or are wondering how to create your own. Send us an email or fill out our consultation form to set up a meeting with a CATL member. Or drop us a comment below to let us know how you’ve rubrics in your own courses!
Additional Resources & Further Reading
Web Guides from Other Universities
- Creating and Using Rubrics by Eberly Center at Carnegie Mellon University
- See also: Course-Level Examples Listed by College
- Rubrics for Assessment by the Center for Innovation in Teaching at Northern Illinois University
- Using rubrics by the Center for Teaching Innovation at Cornell University
Books
- Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning by Danelle D. Stevens and Antonia Levi (available in the CATL library or through the UW Request/interlibrary loan systems)
Articles and Research
- Chowdhury, F. Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning. International education studies, 2018-12, Vol.12 (1), p.61; Canadian Center of Science and Education.
- Taylor, B. et al. Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives. Assessment and Evaluation in Higher Education.
