Rubric Examples

Instructions on how to use a rubric.
Each worksheet tab along the bottom of the screen includes a sample rubric.
To use a template in its current form simply print the worksheet, most rubrics will print on a single p
The text in the rubrics can be edited to meet your specific needs. Note, however that the cell sizes m
adjusted so that the rubric can be printed on a single page.
To add more than one line in a cell hold the Alt key while pressing Enter.
To copy a rubric to a Word document that can be edited:

1. Open a new document in Word and change the Page Layout orientation to Landscape
2. Go to the Excel file and select the entire rubric. Click in cell A1 and while holding down the mouse
drag the cursor to the lowest right-most cell of the rubric.
3. Copy the selected cells, place the cursor in the new Word document and paste.
4. It may be necesssary to adjust the cells and text size to keep the rubric on a single page.
If you want to copy the rubric to a Word document, but you do not plan to edit the conte
it may be is easier to insert the rubric as a picture.
1. Open a new document and change the Page Layout orientation to Landscape
2. Go to the Excel file and select the entire rubric. Click in cell A1 and while holding down the mouse
drag the cursor to the lowest right-most cell of the rubric.
3. In the Home menu click on the down arrow next to Copy and select Copy as picture...
4. For the Appearance option select "As shown when printed" and press OK
5. Go to the Word document, click in the document and paste.
If you do not want the blue highlighted cells in you printed rubric the color can be remo
1.Select the entire rubric by clicking in cell A1 and dragging while holding down the mouse button.
2. In the Home menu click on the Fill Color icon
and select No Fill.
3. The labels for the columns are white so when the background cell color is removed the text is not v
make them visible select the cells and click on the Font Color icon
to change the color to bla
Rubric for Rating Oral Presentations
Student Name:
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Organization
Student shows enthusiasm and

presents information in logical,
interesting sequence which engages
the audience.
Student presents
Audience has difficulty following
information in logical
presentation because student
sequence which audience
jumps around.
can follow.
Content
Accurate and in depth information,

sufficient amount of information,
proper citing of resources.
Accurate information,
Some information is inaccurate,
sufficient information,
sufficient information, some
some resources not cited. resources are not cited.
Subject Knowledge
Style/Mechanics (PowerPoint)
Communication & Time

Management
Overall Rating
Student is at ease with

Student demonstrates full knowledge
information and gives
(more than required) and answers all
expected answers to all
questions with explanations and
questions, but fails to
elaboration.
elaborate.
Student is uncomfortable with

information and is able to answer
only rudimentary questions.
The electronic presentation displays

elements of creativity and style, and
is not simply a list of information. The
electronic presentation is presented
in a clear and concise manner.
The electronic
presentation is clear and
logical and contains
pertinent information and
images. Good clear oral
presentation.
Lacks style and reads more like a

list of information, than as a
support for an oral presentation.
Lacks neatness and clarity.
Student uses a clear voice and

correct, precise pronunciation of
terms so that all audience members
can hear presentation. The
presentation was of the proper
duration.
Student's voice is clear.

Student pronounces most
words correctly. Most
audience members can
hear presentation. The
presentation was of the
proper duration.
Student's voice is low. Student

incorrectly pronounces terms.
Audience members have
difficulty hearing presentation
and/or the presentation was
somewhat short or somewhat
long.
Excellent
Comments (continue on back if needed):
Good
Fair
Unacceptable
0- poor
Delivery not smooth and
audience attention lost
because there is no sequence
of information.
Information is inaccurate, most
sources are not cited.
Student does not have grasp of
information; student cannot
answer questions about
subject.
The presentation lacks a clear

focus and there are many
errors. Electronic presentation
is not creative.
Student mumbles, incorrectly

pronounces terms, and speaks
too quietly for students in the
back of class to hear and/or
the presentation was too brief
or too long.
Poor
Pts.
Rubric for Rating Portfolio Reflections Initial submission
SKILLS
Outcome mastery
Depth of reflection
Substantiation of
claims
Level 5
Level 4
Level 3
Excellent
Proficient
Acceptable
Demonstrates conscious and

thorough understanding of the
knowledge and skills acquired
for this domain over the
course of the graduate
program
Demonstrates a thoughtful
awareness of the knowledge
and skills acquired for this
domain over the course of
the graduate program
Demonstrates a basic awareness

of some of the knowledge and
skills acquired for this domain
over the course of the graduate
program
Using student learning

objectives from course syllabi,
the student addresses what
they learned, how they
learned it, and what is next
with regard to learning, for
this domain
Using student learning

objectives from course
syllabi, the student
addresses what they learned
and how they learned it, for
this domain, but does not
address plans for future
learning
Using student learning objectives

from course syllabi, the student
addresses either what they
learned or how they learned it for
this domain, and does not
address plans for future learning
Artifacts provide specific

examples to support claims
and interpretations
Artifacts provide relevant

examples to support claims
and interpretations
Artifacts support most of the

claims and some interpretations
Student demonstrates use of

sophisticate language with
almost no spelling or
grammatical errors

clear and interpretable language
with occasional spelling and
grammatical errors
Proficient
Good
Writing conventions sophisticated language with

essentially no spelling or
grammatical errors
Overall Rating
Comments:
Student Name:
Excellent
Level 2
Level 1
Needs Improvement
Unacceptable
Demonstrates a limited
awareness of one or two of
the knowledge and skills
acquired for this domain over
the course of the graduate
program
Demonstrates little or no
awareness of the knowledge
and skills acquired for this
domain over the course of the
graduate program
The written information

either what they learned,
how they learned it, and/or
what is next, for this domain,
but does not tie the learning
to objectives from course
syllabi
The written information

provided does not reference
student learning objectives
from course syllabi, and does
not address what they
learned, how they learned it,
or what is next, for this
domain
Artifacts provide vague

support to the claims and
interpretations
Artifacts do not support the

claims and interpretations
Student demonstrates
frequent errors and use of
unclear or incomplete
sentences so that
comprehension is difficult
Student demonstrates
multiple errors so that
comprehension is almost
Fair
Poor
Rubric for Final Exam Essay
Dimension
Thesis - 10%
Conclusion - 10%
Structure - 20%
Ideas - 20%
Evidence - 20%
Student Name:
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Thesis is placed at the start of

Thesis is somewhat unclear
the argument, is well
There is a thesis statement
articulated and defensible and or is not supported by
but it is very unclear.
explains why the two works are argument.
related.
Conclusion is a concise, wellwritten summary of the
argument
Paper is structured in a series
of well-written paragraphs, all
of which support the main
thesis
Accurately represents more
than one idea from each work
Multiple citations from each
work that are all specific and
well integrated to support
thesis
No more than three minor

Style - spelling grammar,
grammatical or spelling flaws
etc. - 20%
in the entire paper
Comments:
Conclusion is somewhat
related to the thesis and
argument.
There is a conclusion but it

is not obviously related to
the thesis or argument
Most of the material

supports the thesis
Less than half of the

material supports the thesis
Accurately represents
Accurately represents at
multiple ideas with at least least one idea from each
one from each work
work
Multiple specific citations
from each source, at least
some of which support the
main thesis
No more than one from

each, or multiple that are
not well integrated to
support the thesis
Several minor flaws, or at

No more than an average
least one major flaw (e.g. a
of two or three minor flaws
sentence that makes no
per page
sense), per page
Unacceptable
0- poor
No discernable thesis
statement
No conclusion
Paper is not structured as

a coherent argument
No accurate
representations of ideas
No specific citations from

either work
Multiple and major flaws

in spelling, grammar
and/or style
Pts.
Rubric for writing assignment

CATEGORY
Student Name:
3
All topics are addressed
and most questions
answered with at least
minimal detail - and at
least one example.
Amount of Informaton
All topics are addressed and all

questions answered with sufficient
detail and examples.
Quality of information
Information clearly relates

Information clearly relates to the main
to the main topic. Points
topic. Points are clearly made. Analysis
are made, but analysis is
is sophisticated
weak.
Information clearly relates to the

main topic. Points are insufficiently
developed. Analysis is minimal
All sources (information

All sources (information and graphics) and graphics) are
are accurately documented in the
accurately documented,
desired format.
but a few are not in the
desired format.
All sources (information and

graphics) are accurately
documented, but many are not in
the desired format.
Sources
Mechanics
Organization
Overall Rating
Comments:
No grammatical, spelling or
punctuation errors.
Almost no grammatical,
spelling or punctuation
errors
Information is very organized with well- Information is organized

constructed paragraphs and
with well-constructed
subheadings.
paragraphs.
All topics are addressed, and most

questions answered - detail is
lacking
A few grammatical spelling, or

punctuation errors.
Information is organized, but
paragraphs are not wellconstructed.
One or more topics were not

addressed.
Information has little or nothing

to do with the main topic. There
is no critical analysis.
Some sources are not

accurately documented.
Many grammatical, spelling, or

punctuation errors.
The information appears to be
disorganized.
Pts.
Rubric for General Writing Assignment
Textual citations*
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Thesis is well articulated,

defensible, and answers the
question.
Thesis - 20%
More than one citation, all of

- 30% which are specific and well
integrated to support thesis
Accurate representation of
author's ideas - 30%
Student Name:
Accurately represents more than

one idea and demonstrates an
understanding of the author's
overall argument/purpose in the
relevant text
No more than three minor

Spelling, grammar and style grammatical or spelling flaws in
20%
the entire paper
Thesis statement could

use some further
There is a thesis statement,
clarification or
but it is unclear or off-topic
refinement
More than one citation,
No more than one, or multiple
at least one of which is
that are not well integrated to
well integrated to
support thesis
support thesis
Accurately represents
more than one idea
Accurately represents at least

one idea from author
Several minor flaws per page

No more than three
or at least one major flaw (e.g.
minor grammatical or
a sentence that makes no
spelling errors per page sense, or a text that is more
than 5% short)
*these do not have to be quotes, but they do need to at least cite specific content of the rel
Comments:
Unacceptable
Pts.
0- poor
No discernable thesis
statement
No specific citations of
text
No accurate
representations of
author's ideas
Multiple and major flaws

in spelling, grammar
and/or style
ntent of the relevant text
Rubric for Research Paper in APA style
Category
Introduction
Focus & Sequencing
Support Sources
Conclusion
General APA formatting
APA Style &

Communication
Citations & References
Comments:
Student Name:
Excellent
Good
Acceptable
(exceeds standards)
(occasionally exceeds)
(meets standards)
Strong introduction of topics key

question(s), terms. Clearly delineates
subtopics to be reviewed. Specific
thesis statement.
Conveys topic and key

question(s). Clearly delineates
subtopics to be reviewed.
General thesis
Conveys topic, but not key

question(s). Describes
General theses statement.
All material clearly related to

subtopic, main topic. Strong
organization and integration of
material within subtopics. Strong
transitions linking subtopics, and
main topic.
All material clearly related to

subtopic, main topic and logically
organized within subtopics.
Clear, varied transitions linking
subtopics, and main topic.
Most material clearly related to

subtopic, main topic. Material
may not be organized within
subtopics. Attempts to provide
variety of transitions
Strong peer reviewed research based Sources well selected to support

support for thesis.
thesis with some research in
support of thesis.
Sources generally acceptable but

not peer-reviewed research
(evidence) based.
Strong review of key conclusions.

Strong integration with thesis
statement. Insightful discussion of
impact of the researched material on
topic.
Strong review of key conclusions.

Strong integration with thesis
statement. Discusses impact of
researched material on topic.
Review of key conclusions. Some

integration with thesis
statement. Discusses impact of
researched material on topic.
The paper is free of grammatical

errors and spelling & punctuation.
Grammatical errors or spelling & Very few grammatical, spelling or

punctuation are rare and do not punctuation errors interfere with
detract from the paper.
reading the paper.
No errors in APA style. Scholarly style. Rare errors in APA style that do
Writing is flowing and easy to follow. not detract from the paper.
Scholarly style. Writing has
minimal awkward of unclear
passages.
All references and citations are
correctly written and present.
Errors in APA style are noticeable.

Word choice occasionally
informal in tone. Writing has a
few awkward or unclear
passages.
One or two reference or citations Several references or citations

missing or incorrectly written
missing or incorrectly written.
Adpted from:
http://faculty.rio.edu/rfish/My%20Faculty%20Website/Rubrics/APA%20Research%20Paper%20Rubric.pdf
Unacceptable
Pts.
(below standards)
Does not adequately convey
topic. Does not describe
Lacks adequate thesis
statement.
5 pts
Little evidence material is

logically organized into topic,
subtopics or related to topic.
Many transitions are unclear or
nonexistent.
5 pts
Few sources supporting thesis.

Sources insignificant or
unsubstantiated.
10 pts
Does not summarize evidence

with respect to thesis
statement. Does not discuss
the impact of researched
material on topic.
5 pts
Grammatical errors or spelling&

punctuation substantially
detract from the paper.
5 pts
Errors in APA style detract

substantially from the paper.
Word choice is informal in tone.
Writing is choppy, with many
awkward or unclear passages.
10 pts
Reference and citation errors

detract significantly from paper
10 pts
Rubric for Short paper or Report
Category
Hypotheses
Methods
Includes participants
& procedures sections
Results
Proficient
Acceptable
Hypotheses are stated with

specific directional predictions,
but unclear.
All information, meaures and

variables are provided and
explained.
All Information provided that is

sufficient to repeat the study, but Most information correct, but
more explanation is needed
some information may be
(e.g., explanation of the choice of missing or inaccurate.
measures ).
All of the criteria are met; results are

described clearly and accurately;
Most criteria are met, but there
correct type of graph chosen with
may be some lack of clarity
accurate display of IV and DV; table is
and/or incorrect information.
organized well with good category
examples.
Discussion
General APA formatting
Title page, placement of figures and

figure captions, and other APA
formatting issues all correct.
Comments:
Good
Hypotheses are clearly stated with

specific directional predictions.
Demonstrates thorough and

sophisticated understanding. All
hypotheses included; conclusions
drawn are appropriate for analyses;
data from well integrated.
Writing & organization
Student Name:
Writing is strong and easy to

understand; ideas are fully
elaborated and connected; effective
transitions between sentences; no
typographic, spelling, or grammatical
errors.
Makes some predictions, but

nondirection or unclear.
inferential statistics dont match

hypotheses, and/or not related to
participant behavior; analysis of
open-ended item is unclear.
Hypotheses are clearly stated,

Some hypotheses missing or
but some concluding statements
misstated; conclusions not
not supported by data or data
supported by data.
not well integrated.
Minor errors in formatting.

Writing is clear and easy to
understand; ideas are
connected; effective transitions
between sentences; minor
typographic, spelling, or
grammatical errors.
Major errors and/or missing

information.
Most of the required criteria are

met, but some lack of clarity,
typographic, spelling, or
grammatical errors are present.
Unacceptable
Pts.
2 pts
No predictions about results.

4 pts
Much information missing
and/or inaccurate.
5 pts
inferential statistics are missing
or incorrect; table/graphs are
missing or incorrect.
Conclusions dont match

hypotheses, not supported by
data; no integration of data
from different sources.
3 pts
3 pts
No APA style in text.
3 pts
Very unclear, many errors.
Rubric for Critical Thinking
Category
Explanation of issues
Evidence
(Selecting and using
information to investigate a
point of view or conclusion)
Influence of context and

assumptions
Exemplary (4)
Student Name:
Proficient (3)
Developing (2)
Issue/problem to be
considered critically is stated
clearly and described
comprehensively, delivering all
relevant information
necessary for full
understanding.
Issue/problem to be considered
critically is stated, described, and
clarified so that understanding is
not seriously impeded by
omissions.
Issue/problem to be considered
critically is stated but
description leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Information is taken from source(s)

with enough interpretation/evaluation
to develop a comprehensive analysis
or synthesis. Viewpoints of experts are
questioned thoroughly.
Information is taken from

source(s) with enough
interpretation/evaluation to
develop a coherent analysis or
synthesis. Viewpoints of experts
are subject to questioning.

source(s) with some
interpretation/evaluation, but not
enough to develop a coherent
analysis or Viewpoints of experts
are taken as mostly fact, with
little questioning.
Thoroughly (systematically and

methodically) analyzes own and
others assumptions and carefully
evaluates the relevance of contexts
when presenting a position.
Identifies own and others

assumptions and several
relevant contexts when
presenting a position.
Questions some assumptions.

Identifies several relevant
contexts when presenting a
position. May be more aware of
others assumptions than ones
own (or vice versa).
Students position
(perspective, thesis/
hypothesis)
Innovative Thinking
Novelty or uniqueness (of
idea, claim, question, form, etc.)
Conclusions and related

outcomes (implications and
consequences)
Comments:
Specific position (perspective,

thesis/hypothesis) is imaginative,
taking into account the complexities of
an issue. Limits of position
(perspective, thesis/ hypothesis) are
acknowedged. Others points of view
and assumptions are synthesized
within position
(perspective,thesis/hypothesis).

thesis/hypothesis) takes into
thesis/hypothesis) acknowledges
account the complexities of an
different sides of an issue.
issue. Others points of view and
assumptions are acknowledged
within position(perspective,
thesis/hypothesis).
Extends a novel or unique idea,

question, format, or product to create
new knowledge or knowledge that
crosses boundaries.
Creates a novel or unique idea,

question, format, or product.
Experiments with creating a

novel or unique idea, question,
format, or product.
Conclusions and related outcomes

(consequences and implications) are
logical and reflect students informed
evaluation and ability to place
evidence and perspectives discussed
in priority order.
Conclusion is logically tied to a

range of information, including
opposing viewpoints; related
outcomes (consequences and
implications) are identified
clearly.
Conclusion is logically tied to

information (because information
is chosen to fit the desired
conclusion); some related
outcomes (consequences and
implications) are entified
clearly.
Adapted from:
http://www.webster.edu/documents/global-citizenship/criticalthinking.pdf
Beginning ( 1 or 0)
Issue/problem to be
considered critically is stated
without clarification or
description.

source(s) without any
interpretation/evaluation.
Viewpoints of experts are taken
as fact, without question.
Shows an emerging
awareness of present
assumptions (sometimes labels
assertions as assumptions).
Begins to identify some
contexts when presenting a
position.
Pts.

thesis/hypothesis) is stated, but
is simplistic and obvious.
Reformulates a collection of
available ideas.
Conclusion is inconsistently tied

to some of the information
discussed; related outcomes
(consequences and
implications) are
oversimplified.
Rubric for Critical Thinking
Category
Identifies and summarizes the
problem/question at issue (and/or
the source's position).
Identifies and presents the

STUDENT'S OWN hypothesis,
perspective and position as it is
important to the analysis of the
issue.
Identifies and considers OTHER
salient perspectives and positions
that are important to the analysis.
Identifies and assesses the key
assumptions.
Innovative Thinking
Novelty or uniqueness (of idea,
claim, question, form, etc.)
Student Name:
Exemplary (4)
Proficient (3)
Identifies the main problem and subsidiary, embedded, or implicit

aspects of the problem, and identifies them clearly, addressing their
relationships to each other.
Identifies not only the basics of the issue, but recognizes nuances of the
issue.
Developing (2)
Does not identify and summarize the problem, i

identifies a different and inappropriate problem
Does not identify or is confused by the issue, or

issue inaccurately.
Identifies, appropriately, one's own position on the issue, drawing

support from experience, and information not available from assigned
sources.
Addresses a single source or view of the argum

clarify the established or presented position rela
Fails to establish other critical distinctions.
Addresses perspectives noted previously, and additional diverse

perspectives drawn from outside information.
Deals only with a single perspective and fails to

possible perspectives, especially those salient t
Identifies and questions the validity of the assumptions and addresses

the ethical dimensions that underlie the issue.
Does not surface the assumptions and ethical is

the issue, or does so superficially.
Examines the evidence and source of evidence; questions its accuracy,

precision, relevance, completeness.
Merely repeats information provided, taking it a

evidence without adequate justification.
Observes cause and effect and addresses existing or potential

consequences.
Confuses associations and correlations with cau
Does not distinguish between fact, opinion, and

Clearly distinguishes between fact, opinion, & acknowledges value
judgments.
Identifies and considers the

influence of the context * on the
issue.
Analyzes the issue with a clear sense of scope and context, including an
assessment of the audience of the analysis.
Considers other pertinent contexts.
Discusses the problem only in egocentric or so
Does not present the problem as having conn

contexts-cultural, political, etc
Identifies and discusses conclusions, implications, and consequences

considering context, assumptions, data, and evidence.
Identifies and assesses conclusions,

implications and consequences
Objectively reflects upon the their own assertions.
Comments:
Adapted from:
http://www.uh.edu/writecen/Faculty/WSUCriticalThinkingScoringGuide.doc
Fails to identify conclusions, implications, and c

the issue or the key relationships between the o
the problem, such as context, implications, assu
and evidence.
Beginning ( 1 or 0)
ize the problem, is confused or

ropriate problem.
d by the issue, or represents the
iew of the argument and fails to

ented position relative to one's own.
distinctions.
ective and fails to discuss other

lly those salient to the issue.
ons and ethical issues that underlie

ally.
ovided, taking it as truth, or denies

stification.
relations with cause and effect.
fact, opinion, and value judgments.
n egocentric or sociocentric terms.
m as having connections to other

ural, political, etc.
Pts.
mplications, and consequences of

ips between the other elements of
implications, assumptions, or data
Rubric for Critical Thinking (General)
Student Name:
*Code: NA = Not Applicable (i.e. not in the assignment); NP = 0 = Not Present in Observation
Category
Exemplary (4)
Proficient (3)
Developing (2)
1. Problem/Issue
Identification of issues
Assumptions
Clearly identified, explicit.
Identified implicitly or
incompletely described.
Problem/issue present, but a little

ambiguous.
Clearly identified and

explained.
Clear identification, somewhat

unclear explanation.
Identified, not explained.
Some inappropriate choice/use

of method(s).
Choice/use of method(s) needs

improvement.
2. Analysis of Problem/Issue/Investigation
Method(s)
Alternate points of view
Selected & used appropriately.
Thoroughly considered multiple Thoroughly considered attention Some attention to at least one
alternate points of view.
to one alternate view.
alternate view.
3. Credibility of Resources/Source Material

Appropriate & relevant (number Most resources/ sources
relevant, appropriate credible.
Resources/source materials content, credible).
Some resources/source materials

are relevant, appropriate,
credible.
4. Conclusion/Problem Solution
Limitations
Integration
Conclusions/
Solution(s)
5. Creativity
Thoroughly considered.
Given some attention.
Ideas well integrated into a Ideas integrated into a
coherent argument, solution, somewhat coherent piece.
presentation, etc.
Conclusions/
solutions based on
evidence/sound methods.
Limitations mentioned briefly.

Some connections to a few
ideas are made.
Most conclusions/
Some unwarranted
solutions based on evidence. conclusions drawn, or some
solution errors.
Creativity
Fresh ideas, reflecting indepth student engagement

with the topic.
Some new insights, reflects

some in depth consideration
of topic.
Very few new insights;

primarily based on collection
& repetition of other peoples
ideas, products, images.
6. Communication with and Adaptation to the Audience

Communication/
Adaptation
Highly evident.
Evident most of the time, a

few lapses.
Few small considerations of

communication and/or
adaptation.
Comments (continue on back if needed):
Adapted from From:
George Mason University Office of Institutional Assessment

https://assessment.gmu.edu/StudentLearningCompetencies/Critical/documents/Scoring%20Guide%20for%20CT_SP07.doc
Pts. or
vation
Beginning ( 1 or 0)
Problem/issue ambiguous/ not
present.
Not identified, not explained.
Completely inappropriate
choice & method(s) use.
Obvious alternate views
ignored.
No resources/source materials
are relevant, appropriate,
credible.
Limitations ignored.
Ideas lack connection or
coherence.
Conclusions/solution(s)
unwarranted; maintains
preconceived views
regardless of evidence or
need for different solution.
Code (NA/NP)
No evidence of
engagement/new ideas on
topic; work simply a rehash
of other peoples ideas.
No communication/
adaptation.
7.doc
Rubric Template for Performance
Student Name:
Beginning
Developing
Accomplished
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
reflecting development and
movement toward mastery of
performance
performance charecteristics
reflecting mastery of
performance
Stated Objective or
Performance
performance.
performance
performance
Stated Objective or
Performance
performance.
performance
performance
Stated Objective or
Performance
performance.
performance
performance
Stated Objective or
Performance
performance.
performance
performance.
Developing
Accomplished
Overall Rating
Comments:
Beginning
Exemplary
4
performance
characterisics reflecting
the highest level of
performance
performance
performance.
performance
performance.
Score
performance
performance.
performance
performance
Exemplary
Rubric for Basic Science
Student Name:
Scientific Procedures
and Resoning
Techniques
Scientific
Communication/
Using Data
Did not use appropriate scientific

tools or technologies (e.g., rulers, pH
paper, hand lens, computer,
reference materials, etc.) to gather
data (via measuring and observing)
No evidence of a strategy or
procedure, or used a strategy
that did not bring about
successful completion of task/
investigation.
No evidence of scientific
reasoning used.
There were so many errors in
the process of investigation that
the task could not be completed.
No explanation, or the
explanation could not be
understood, or was unrelated
to the task/ investigation.
Did not use, or
inappropriately used scientific
representations and notation
(e.g. symbols, diagrams,
graphs, tables, etc.).
No conclusion stated, or no
data recorded.
Attempted to use appropriate tools

and technologies (e.g., rulers, pH
paper, hand lens, computer,
data (via measuring and observing)
but some information was inaccurate
or incomplete.
Used a strategy that was

somewhat useful, leading to
partial completion of the
task/investigation.
Some evidence of scientific
reasoning used.
Attempted but could not
completely carry out testing a
question, recording all data and
stating conclusions.
An incomplete explanation
or explanation not clearly
presented (e.g., out of
sequence, missing step).
Attempted to use
appropriate scientific
representations and
notations, but were
incomplete (e.g., no labels on
chart).
Conclusions not supported
or were only partly supported
by data.
Scientific Tools and

Technologies
NOVICE
APPRENTICE
Effectively used some appropriate

tools and technologies (e.g., rulers,
pH paper, hand lens, computer,
and analyze data, with only minor
errors.
Used a strategy that led to

completion of the
investigation/task.
Recorded all data.
Used effective scientific
reasoning.
Framed or used testable
questions, conducted
experiment, and supported
results
A clear explanation was

presented.
Effectively used scientific
representations and notations
to organize and display
information.
Appropriately used data to
support conclusions
Accurately and proficiently used all

appropriate tools and technologies
(e.g., rulers, pH paper, hand lens,
computer, reference materials, etc.)
to gather and analyze data.
Used a sophisticated strategy

and revised strategy where
appropriate to complete the
task.
Employed refined and complex
reasoning and demonstrated
understanding of cause and
effect.
Applied scientific method
accurately: (framed testable
questions, designed experiment,
gathered and recorded data,
analyzed data, and verified
results).
Provided clear, effective

explanation detailing how the
task was carried out. The
reader does not need to infer
how and why decisions were
made.
Precisely and appropriately
used multiple scientific
representations and notations
to organize and display
information.
Interpretation of data
supported conclusions, and
raised new questions or was
applied to new contexts.
Disagreements with data
resolved when appropriate
Practitioner
EXPERT
Pts.
Comments:
Scientific Concepts
and Related data
No use, or mostly
inappropriate use, of
scientific terminology.
No mention or
inappropriate references to
relevant scientific concepts,
principles, or theories (big
ideas).
Some evidence of
understanding observable
characteristics and
properties of objects,
organisms, and/or materials
used.
Used some relevant

Minimal reference to
relevant scientific concepts,
principles, or theories (big
ideas).
Evidence of understanding
observable characteristics
and properties of objects,
used.
Appropriately used
Provided evidence of
understanding of relevant
scientific concepts,
principles or theories (big
ideas).
Evidence of understanding
observable characteristics
used
Precisely and appropriately

used scientific terminology.
Provided evidence of
indepth, sophisticated
understanding of relevant
scientific concepts,
principles or theories (big
ideas).
Revised prior
misconceptions when
appropriate.
Observable characteristics
used went beyond the
task/investigation to make
other connections or extend
thinking.

Rubric Examples

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rubric Examples

Uploaded by

Copyright:

Available Formats

Instructions on how to use a rubric.

To copy a rubric to a Word document that can be edited:

Rubric for Rating Oral Presentations

Student shows enthusiasm and

Accurate and in depth information,

Communication & Time

Student is at ease with

Student is uncomfortable with

The electronic presentation displays

Lacks style and reads more like a

Student uses a clear voice and

Student's voice is clear.

Student's voice is low. Student

Comments (continue on back if needed):

The presentation lacks a clear

Student mumbles, incorrectly

Rubric for Rating Portfolio Reflections Initial submission

Demonstrates conscious and

Demonstrates a basic awareness

Using student learning

Using student learning

Using student learning objectives

Artifacts provide specific

Artifacts provide relevant

Artifacts support most of the

Student demonstrates use of

Student demonstrates use of

Student demonstrates use of

Writing conventions sophisticated language with

The written information

The written information

Artifacts provide vague

Artifacts do not support the

Rubric for Final Exam Essay

Thesis is placed at the start of

No more than three minor

There is a conclusion but it

Most of the material

Less than half of the

No more than one from

Several minor flaws, or at

Paper is not structured as

No specific citations from

Multiple and major flaws

Rubric for writing assignment

All topics are addressed and all

Information clearly relates

Information clearly relates to the

All sources (information

All sources (information and

Information is very organized with well- Information is organized

All topics are addressed, and most

A few grammatical spelling, or

One or more topics were not

Information has little or nothing

Some sources are not

Many grammatical, spelling, or

Rubric for General Writing Assignment

Thesis is well articulated,

More than one citation, all of

Accurately represents more than

No more than three minor

Thesis statement could

Accurately represents at least