RubricsExamplesWriting PDF

R
ubrics – Student Learning Assessment Tool
A rubric is a scoring tool (a simple list, chart, or guide) that describes the criteria being used
to score or grade an assignment. Rubrics divide an assignment into its component parts
and provide a detailed description of what constitutes acceptable or unacceptable levels of
performance for each of those parts. Rubrics can be used for grading a large variety of assignments and
tasks like research papers, book critiques, discussion participation, laboratory reports, portfolios, group
work, oral presentations, and more. (Suskie, 2004, Assessing Student Learning: A Common Sense Guide)
Rubrics are comprised of four basic parts in which the faculty identifies the parameters of the assignment.
In its simplest form, the rubric includes a (1) task description (the assignment), (2) a scale of some sort
(levels of achievement, possibly in the form of grades), (3) the dimensions of the assignment (a
breakdown of the skills/knowledge involved in the assignment), and (4) descriptions of what constitutes
each level of performance (specific feedback) all set out on a grid. (Stevens and Levi, 2005, Introduction to
Rubrics)
Rubric formats are usually described as checklists, rating scales, descriptive rubrics, and holistic rubrics.
An analytic rubric articulates levels of performance for each criterion so that faculty can assess student
performance on each criterion. A holistic rubric in contrast to an analytic rubric, does not list separate
levels of performance for each criterion. Instead, a holistic rubric assigns a level of performance by
assessing performance across multiple criteria as a whole.
The following identifies a number of reasons why to use a rubric as an evaluation method.
• Provides faculty and students whose work is being evaluated with detailed descriptions of what is
being learned and what is not—using rubrics can help improve communication between the
student and faculty.
• Can be used as a teaching tool – students begin to understand what it is they are or are not
learning, and are or are not able to demonstrate what they know and can do. When students
begin to see what they are not learning, they can take more responsibility for their learning.
• Can make scoring assignments easier and faster.
• Combats accusations that faculty do not know what they are looking for in course assignments.
• Teaches students the standards of the discipline or the standards of the learning and
development experience.
• Allows students to help set the standards of their performance for an outcome.
• Allows students to evaluate themselves and their peers.
Even though rubrics are used most often to evaluate course work like papers, projects, performances,
and portfolios, they can also be used to obtain feedback from employers. Rubrics are increasingly being
used as assessment tools across K-12 and higher education, and in corporate and government settings.
You can begin creating a rubric by looking for models that you can adapt to meet your needs--there is a
wealth of rubric examples that can be found on the internet,. (We have included in this packet a number
of writing, critical thinking, presentations, and diversity rubrics being used at other institutions.)

Evaluation Tools
Sample Rubric
_______________________________________________________________________
School
________________________________________________________________________________
Teacher
________________________________________________________________________________
CTE Program - Level III
Rubric Examples
________________________________________________________________________________
Course Name
LEVELS OF PERFORMANCE
3 2 1 0 0
90% + 80% + 70% + 60% + Less than 60%
Mastered Exceeded Attained Approaching Unattained
Attainment
Student presents a clear, Student presents a clear, Student meets Student knowledge of the Student knowledge of the
specific understanding of specific understanding of assignment expectations. topic is understood, but at subject is not shown.
the competency. All notes, the competency. High The student demonstrates minimum level of Steps through the process
assignments, test, work interest and excitement new knowledge learned in competency. The were not followed. Notes,
place records and labs leads the student to an oral participation and or assignments, notes and tests, assignments,
required are completed on investigation that reaches written tasks. The work is labs are occasionally workbased learning and
time, are extremely well beyond requirements. All well organized and incomplete and could be labs lack neatness,
organized and questions notes, assignments, tests, complete. The student organized better. Some organization, detail and
are answered accurately. workplace records and understood the resources have been evidence of new
High interest and labs required are assignments. He/she used, but it is not clear knowledge. Work does
excitement have lead the completed on time, are used the resources what the student not meet requirements.
student to reach far very well organized and required and organized understood. Some of the Parts are missing.
beyond the requirements. questions are answered information in all notes, information included by Participation is weak, or
Student has read related accurately. The student assignments, tests,work the student was not student is often not
materials and has used has used more resources place records, debates important to the topic. participating. Labs, tests,
many sources of than required and and labs. All notes, Student does most of CTSO participation, and
information for reports and demonstrates new assignments and labs are what is required, but assignments are poorly
or experiments. The knowledge both orally and complete, carefully done nothing more. Some of done and fall well behind
student has used his/her in written work and uses and the student meets the work may not be the standard level of
new knowledge when this knowledge in his/her just above the minimum finished. Tasks are not achievement. Overall, the
participating in all oral assignments and oral requirements and carefully done and the student has failed to
discussions, assignments participation. New expectations. All tests, information from the grasp new concepts
and written work. Student knowledge is evident when work place records, CTSO resources is not used. covered in the
makes connections student shows connections participation, assignments Tests, labs, notes, CTSO competency. The level of
between classroom and between classroom and and labs meet the participation, and achievement is below
work place. The students’ work place relationships. standard level of workbased learning 60%.
notes, tests, labs, Student notes, tests, labs, achievement between results are at a level of
workplace records, work place records, CTSO 70% to 79%. achievement between
debates, CTSO participation, debates and 60% to 69%.
participation, and assignments are clearly
assignments are of the organized, carefully done,
highest level of and often go beyond
achievment above 90%. teacher expectations. All
tests are beyond the
standard level of
achievement between 80%
to 89%.
Definition of Rubric:
"A rubric is a printed set of guidelines that distinguishes performances or products of different quality. A rubric has descriptors that
define what to look for at each level of performance. Rubrics also often have indicators providing specific examples or tell-tale
signs of things to look for in work."
The word rubric derives from the Latin word for red. Long ago, a rubric was the set of instructions for a law or liturgical service,
typically written in red. Thus, a rubric instructs people on how to "lawfully" judge a performance. A good rubric allows valid and
reliable--criterion-referenced--discrimination of performance.
2 Evaluation Tools May 2004

Evaluation Tools
Accounting and Related Services
EVALUATION OF BUSINESS PLAN

http://projects.edtech.sandi.net/memorial/franchise/business_plan_rubric.htm
Rubric Examples
BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY
Summary and Product/ Gives the name of the Explains name, location, Addresses name, location, Adequately addresses
Service franchise and service sold. and services sold. history of the company, name, location, detailed
and goods/services sold. history of the company,
and the goods/services
sold.
Management Experience/ Report tells who the Report tells who owners Report tells who the Report explains who
Expertise owners are. are and how they will be owners are and how they owners are specifically
managed. will work together, and how how they will work
they will manage. together, and how
management will work.
Personnel Requirements Hiring procedures are Training is addressed and Training is addressed and Specific explanation of
addressed. hiring procedures are provides a detailed training for owners and
briefly discussed. explanation of how employees, how people will
employees will be hired be hired, and criteria for
job placement.
Market Analysis Very little numerical data is Numerical data is basically Report provides some Report provides calculated
given copied from website. No numerical data involving data and analysis for how
calculations. calculations and analysis. this company is successful.
May or may not use charts Report includes charts and
or graphs. graphs.
Oral Presentations Student exhibits fair voice Student exhibits fair voice Student exhibits good Student exhibits good
projection, fair body projection, fair body voice projection, voice projection,
language, correct grammar language, correct grammar appropriate body appropriate body
and pronunciation. No and pronunciation.Has few language, correct grammar language, correct grammar
visual aid is used. or poor quality visual aids. and pronunciation. Report and pronunciation. Report
contains adequate visual also includes visual aids
aids that complement the that enhance the oral
oral presentation. presentation.

Evaluation Tools
ACCOUNTING DEPARTMENT WRITING RUBRIC

Christopher Newport University, Newport News, VA
www.cnu.edu
Rubric Examples
Attribute Grade of A Grade of B Grade of C Grade of D Grade of F
Accounting Concepts Especially skillful Clear and competent Accurate but limited Limited grasp of Inaccurate use of
identification and use of accounting use of accounting accounting concepts accounting concepts
analysis of accounting concepts concepts
concepts
Assertions Fully developed and Developed and Assertions exist but Assertions exist but Lack of assertions,
supported assertions supported assertions are not developed or are not developed or development and/or
supported adequately supported accurately support
Structure Particularly clear Consistent focus and Paragraph flow and Weak paragraph Lack of focus
ideas with logical good transitions transitions are structure and illogical
transitions throughout adequate transitions
Language Languageespecially Free of errors in Minor errors in Fundamental Serious errors in

clear and concise with mechanics. Clear mechanics. mechanics errors. mechanics. Lack on
flawless mechanics. and concise language Sentences could be Lack of clarity and clarity and concision.
more effective concision
Evaluation Tools May 2004 5

Evaluation Tools
EVALUATING STUDENT PRESENTATIONS

Developed by Information Technology Evaluation Services,
North Carolina Department of Public Instruction
www.ncsu.edu
Rubric Examples
1 2 3 4
Organization Audience cannot Audience has difficulty Student presents Student presents
understand presentation following presentation information in logical information in logical,
because there is no because student jumps sequence which audience interesting sequence which
sequence of information around can follow the audience can follow
Subject Knowledge Student does not have Student is uncomfortable Student is at ease with Student demonstrate full
grasp of information; with information and is expected answers to all knowledge (more than
student cannot answer able to answer only questions, but fails to required) by answering all
questions about subject rudimentary questions elaborate class questions with
explanations and
elaboration
Mechanics Presentation has four or Presentation has three Presentation has no more Presentation has no
more spelling errors and/or misspellings and/or than two misspellings and/ misspellings or
grammatical errors grammatical errors or grammatical errors grammatical errors
Graphics Student uses superfluous Student occasionally uses Student’s graphics relate to Student’s graphics explain
graphics or no graphics graphics that rarely support text and presentation and reinforce screen text
text and presentation and presentation
Elocution Student mumbles, Student’s voice is low. Student’s voice is clear. Student uses a clear voice
incorrectly pronounces Student incorrectly Student pronounces most and correct, precise
terms, and speaks to pronounces some terms. words correctly. Most pronunciation of terms so
quietly for students in the Audience members have audience members can that all audience members
back of class to hear difficulty hearing hear can hear
Eye Contact Student reads all of report Student occasionally uses Student maintains eye Student maintains eye
with no eye contact eye contact, but still reads contact most of the time contact with audience ,
most of report but frequently returns to seldom returning to notes
notes

Evaluation Tools
JOB INTERVIEW SCORING RUBRIC

Developed by Tonya Skinner, found on www.angelfire.com
Rubric Examples
Competency Needs Work Better Best
First Impressions Shows up late for the interview, Shows up on time for the interview Shows up early for the interview
does not shake hands, and/or with a copy of resume in hand with a copy of the resume in hand
chews gums; does not bring a
copy of the resume or references
Preparation Knows nothing about the company Knows some general information Has researched the company and
or seems to make up information about the company and/or its the position thoroughly and is
as he/she goes along purpose apparent by answers given in
response to questions
Personal Attributes Overbearing, overaggressive, Somewhat nervous, some lapses Good eye contact and poise during
egotistical; or shy, reserved, and in eye contact; speaks too loudly interview; confident
overly nervous or softly
General attitude Lack of interest and enthusiasm Seems interested in the position Interested in the position and
about the position; passive and but could be better prepared or enthusiastic about the interview
indifferent; or overly enthusiastic informed on certain topics
Personal Appearance Dressed way below what is Dressed similar to what Dressed appropriate business
expected for someone in that employees in that position would attire; no sandals, tennis shoes, t-
position or “overdoes it” (too much wear or in business casual clothes shirts, shorts, short skirts, etc.
makeup, jewelry, cologne, etc.)
Responses Answers with “yes” or “no” and Gives well-constructed responses, Gives well-constructed, confident
fails to elaborate or explain; talks but sounds rehearsed and unsure responses that are genuine.
negatively about past employers
Evaluation Tools May 2004 7

Evaluation Tools
RESUME RUBRIC
Developed by the University of Maine (www.umeedu.maine.edu)
Rubric Examples
1 2 3 4 5
Application to Job Resume does not A few aspects of the Half of the resume Most of the resume Resume is excellent,
apply to the job in resume apply to the applies to the job applies directly to the applies directly to the
any way job job job
Clarity of Writing The writing is unclear Very little of the Meets task, but lacks Writing is mostly clear Writing is very clear
and has no writing is clear and some clarity and and reasonably
consistency to it the consistency is consistency consistent
inadequate
Voice Voice lacks any Voice lacks Voice is generally Voice is good, but Voice is both
professionalism and professionalism, but positive and has lacks personality professional and
is not positive is mostly positive some professional positive
parts
Layout Resume is poorly Resume is poorly Resume meets length Resume is generally Resume is well-
spaced and takes up spaced in that it is requirements, but well-spaced, but is spaced, taking up one
either more than one longer than one page layout is too cramped either a bit cramped page
page or significantly or too short, but an or words are too small or has a little too
less than one page. obvious effort has to read much white-space
No attempt has been been made
made to layout the
information
Mechanics Resume contains Resume contains a Resume presents Resume is generally Resume is free from
frequent or serious pattern or some errors in free from errors in errors in mechanics,
errors in mechanics, accumulation of mechanics, but not a mechanics, usage usage and structure
usage and structure errors in mechanics, pattern of such errors and sentence
usage or structure structure

Attachment A
Blackboard Participation Rubric
All LTU Online courses require students to participate in Blackboard discussion forums. Depending on
the course content, some instructors may require you to participate in a certain number of discussion
questions during each module, to post a specific number of contributions during a module, to post
contributions across multiple days of a module, or to meet other expectations. See the syllabus for
specific participation requirements established by your instructor.
Rubric Examples
The following rubric is one example of how your instructor may evaluate your discussion forum
contributions.
High Quality Medium Quality Low Quality

Criteria
• Original thoughts not already contained in the • Some original • Simple
threaded discussion thoughts "agree" or
• Cited examples from other sources, including URL • Some repeat of what "disagree"
references. has already been statements.
• Critical and respectful review of other students' contributed by other • No
contributions with justification. students. explanation
.
Posting Examples
Blackboard participation is indeed a large part of online Blackboard participation IMO nice job,
learning. Not only does it provide an avenue to communicate is a large part of our Sally!
with other classmates but it forces us to formulate answers in online learning
a clear and concise manner. One reason why I feel this way is experience and our
that the asynchronous nature of Blackboard allows me to grade.
consider my response before posting it.
I agree that is a large
Participation also provides an opportunity to hone part on online learning
researching skills using the Internet and using Blackboard and forces us to become
skills as I attempt to justify my statements. comfortable in
responding to other
students posts.
I love the way that the following site says about models: Models are helpful Adam, I don't
because they allow you agree with your
http://www.architectural-models.com/whymodels.html to demonstrate concepts, statement.
ideas, plans, etc. in a
"Models tell a story that everyone can understand and the way that most folks can
story starts the second your eyes see the model. The story understand.
may last 15 seconds for an overview, or it may last 30
minutes for the interested viewer." Models are somewhat
like pictures because
This definition can be used outside of the architectural "they are worth 1,000
reference that it is used. It can be applied to most models no words."
matter the project they are used in.
Attachment A
High Quality Medium Quality Low Quality
The site also gives a general answer to how models are used
within architecture: communication tool, project inspection,
design review, fund raising, project credibility, conventions,
preconstruction, advertising, and sales.
Models can be rendered in two or three dimensions. Two

dimensional blueprints need to be developed to show the
outer appearance of a building or the layout of plumbing,
Rubric Examples
electrical, and structural foundations.
On a personal note, I worked for some time in an

architectural firm. I was involved with using tools to develop
2-D an 3-D models. As Rich noted earlier, we used 3-D
models to show that the concept was viable and not just a
dream. We also used models to help engage the customer
about what the final product will look like.
Attachment B
Grading Rubric For Written Assignments
You will be asked to prepare written assignments for your LTU Online courses. LTU Online
instructors use the following grading rubric to evaluate your work. Some instructors will use point
totals rather than letter grades to evaluate your work; see the course syllabus for complete information
about assignments and expectations.
Rubric Examples
Letter Grade Criteria
“A” Paper • Complies fully with the assignment. Information clearly and effectively
(Exemplary) supports a central purpose or thesis and displays a thoughtful, in-depth
analysis of a sufficiently limited topic. The reader gains insights.
• Is directed towards and meets the needs of a defined audience (is persuasive
or argumentative).
• Begins, flows, and ends effectively. The introduction, body and conclusion
of the paper are sound.
• Provides compelling supporting arguments, evidence, examples and details.
The use of supporting detail is embedded in a context of discussion.
• Is well-organized and unified with ideas and sentences that relate to the
main topic. The ideas are arranged logically to support the thesis.
• Uses appropriate, direct language: writing is compelling; sentences are well-
phrased and varied in length and structure. Paragraphs are well-structured,
use of headings is excellent, and paper shows strong organization.
• Correctly acknowledges and documents sources in APA style (e.g., in-text
citations, works cited pages, etc.).
• Is free of errors in grammar, punctuation, word choice, spelling, and format.
Maintains a level of excellence throughout, and shows originality and
creativity in realizing 1-6.
“B” Paper • Complies in a competent manner with the assignment. Information provides
(Proficient) firm support for a central purpose or thesis, and displays evidence of a basic
analysis of a sufficiently limited topic. The paper demonstrates overall
competency. It shows some originality, creativity, and/or genuine
engagement with issues at hand.
• Is directed towards and meets the needs of a defined audience (is persuasive,
argumentative or informational).
• Begins, flows, and ends effectively. The introduction, body and conclusion
of the paper are adequate.
• Provides adequate supporting arguments, evidence, examples and details.
The use of supporting detail is embedded in a context of discussion.
• Is well-organized and unified: sentences relate to main topic; ideas are
arranged logically to support the thesis. Paragraphs are well structured; use
of headings is good, and paper shows general organization and flow.
• Is comprised of well-phrased sentences that are varied in length and
structure. There are occasional violations in the writing, but they don’t
present a major distraction or obscure the meaning.
• Correctly acknowledges and documents sources in APA style (e.g., in-text
Attachment B
Letter Grade Criteria
citations, works cited pages, etc.).
• Contains minimal errors in grammar, punctuation, word choice, spelling,
and format.
“C” Paper • Complies adequately with the assignment. Information supports the thesis at
(Marginal) times. Analysis is basic or general. The purpose is not always clear. The
paper completes (rather than engages in) the assignment.
• Presents an unclear (either persuasive or argumentative) rhetorical position.
Rubric Examples
• Has partial or inadequate introduction and conclusion.
• Does not provide adequate supporting arguments, evidence, examples
and/or details.
• Is not arranged logically. Ideas fail to make sense and are not expressed
clearly. The reader can figure out what the writer probably intends, but may
not be motivated to do so.
• Contains some awkwardly constructed sentences that present an occasional
distraction for the reader. Paragraphs are unstructured, headings are missing,
and general organization and flow is lacking.
• Incorrectly or partially acknowledges and documents sources in APA style
(e.g., in-text citations, works cited pages, etc.). Although occasional
references are provided, the writer relies on unsubstantiated statements. The
reader is confused about the source of ideas.
• Contains numerous errors in grammar, punctuation, word choice, spelling,
and format which distract the reader.
“D” Paper • Does not adequately comply with the assignment. The paper does not
(Unacceptable) successfully identify the thesis. Analysis is vague or not evident.
• Has no rhetorical position.
• Has an inadequate introduction and conclusion.
• Does not provide adequate supporting arguments, evidence, examples
and/or details. Paragraphs may “string together” quotations without a
context of discussion.
• Is not arranged logically. Frequently, ideas fail to make sense and are not
expressed clearly. The reader cannot identify a line of reasoning.
• Contains frequent errors in sentence structure, which present a major
distraction to the reader. Paragraphs are unstructured, headings are missing,
and the paper lacks general organization and flow.
• Incorrectly or partially acknowledges and documents sources in APA style
(e.g., in-text citations, works cited pages, etc.). Although occasional
references are provided, the writer relies on unsubstantiated statements. The
reader is confused about the source of ideas.
• Contains numerous errors in grammar, punctuation, word choice, spelling,
and format, which obscure the meaning of the passage. The reader is
confused and stops reading.
ANTHROPOLOGY PROGRAM ASSESSMENT
SHORT ESSAY RUBRIC (03-04)
Poor (2) Fair (2) Good (2) score
Topic Topic Topic completely

inappropriate appropriate with appropriate
Rubric Examples
TOPIC some tangents
none or only a few basic many and varied

USE OF those terms used terms used
ANTHROPOLOGICAL presented in
TERMS essay question
KNOWLEDGE OF lack of hazy clear

CULTURAL BELIEFS understanding understanding understanding of
AND BEHAVIORS of cultural traits of cultural traits cultural traits
(eg: clothes, food,

language,kinship,
religion)
NEW unclear ideas indicate

UNDERSTANDING no indication of understanding non-ethnocentric
OF CULTURE non- of ethnocentric understanding of
ethnocentric concept culture
understanding discussed
ORGANIZATION, Difficult to Can grasp Information

GRAMMAR & follow and some logic pf presented in
MECHANICS significant ideas but with logical sequence
errors some errors with few errors
Lori Tigner and Jan Morrison July 2004

ANTHROPOLOGY PROGRAM ASSESSMENT
SHORT ESSAY RUBIC – Revised for 04-05
Poor (2) Fair (2) Good (2) score
Topic Topic Topic completely
Rubric Examples
unfocused somewhat focused on
TOPIC and around the focused, with question
ORGANIZATION question tangents
none or only a few basic many and varied

USE OF those terms used terms used
ANTHROPOLOGICAL presented in
TERMS (eg: essay question
ethnocentrism, status,
relativism, values,
beliefs, behaviors,
indigenous, etc)
KNOWLEDGE OF lack of general specific
CULTURAL BELIEFS understanding understanding understanding of
AND BEHAVIORS of cultural traits of cultural traits cultural traits
(eg: subsistence,
language, kinship,
religion, family,
technology,
economics, politics,
etc)
NEW unclear ideas indicate

UNDERSTANDING no indication of understanding non-ethnocentric
OF CULTURE non- of ethnocentric understanding of
ethnocentric concept culture
understanding discussed
GRAMMER & Difficult to Can grasp Clear and

MECHANICS follow / some ideas but articulate with
significant some errors few errors
errors interfer
Lori Tigner and Jan Morrison October 2004
ANTH 200 DaGrossa
Rubric for Cultural Anthropology Homework Assignments (5 points each)
1 1.5 2 2.5 3 3.5 4 4.5 5

no evidence that some evidence that some key words and key words and explains
of response use of concepts
completeness preparation /
material was read material was read; concepts used; may concepts used; some relevant
Rubric Examples
parroting or quoting of include quoting and evidence of use and concepts in own
words some parroting explanation in own words
words
does not respond to response has little to do responds to only part responds to all parts answers all
meets at least 2 criteria for a “2” response

the question asked with the question asked of the assignment of the assignment, parts of the
though not question in a
thoroughly thorough
manner
does not apply applies information applies information in applies information in applies
information at all incorrectly to address or an unspecific and specific OR original information in
application of
solve a particular aspect unoriginal manner to way to address or specific AND

concepts
of the assignment address or solve solve particular original way to

particular aspect of aspect of the address or solve
the assignment assignment particular aspect
of the
assignment
writing quality renders writing quality some significant minor writing errors no writing errors
answer significantly interferes writing errors (incomplete (complete
quality of writing
incomprehensible with comprehensibility of (incomplete sentences, incorrect sentences,

(incomplete sentences, answer (incomplete sentences, incorrect use of words, correct
incorrect use of words, sentences, incorrect use use of words, ungrammatical, poor punctuation,
ungrammatical, poor of words, ungrammatical, ungrammatical, poor punctuation, lacks correct word
punctuation, lacks poor punctuation, lacks punctuation, lacks organization, and/or use); well
organization, and/or organization, and/or organization, and/or difficult to organized; good
difficult to understand) difficult to understand) difficult to understand) word choice
understand)
Cooperative Learning Project
Rubric B: Outcome or Product
Name ________________________ Date _______
Rubric Examples
Class ____________________________________
Exceptional Admirable Acceptable Amateur

Organization Extremely well Presented in a thoughtful Somewhat organized; Choppy and confusing;
organized; logical format manner; there were signs ideas were not presented format was difficult to
that was easy to follow; of organization and most coherently and follow; transitions of
flowed smoothly from transitions were easy to transitions were not ideas were abrupt and
one idea to another and follow, but at times ideas always smooth, which at seriously distracted the
cleverly conveyed; the were unclear times distracted the audience
organization enhanced audience
the effectiveness of the
project
Content Accuracy Completely accurate; all Mostly accurate; a few Somewhat accurate; more Completely inaccurate;
facts were precise and inconsistencies or errors than a few the facts in this project
explicit in information inconsistencies or errors were misleading to the
in information audience
Research Went above and beyond Did a very good job of Used the material Did not utilize resources
to research information; researching; utilized provided in an effectively; did little or no
solicited material in materials provided to acceptable manner, but fact gathering on the
addition to what was their full potential; did not consult any topic
provided; brought in solicited more than 6 additional resources
personal ideas and types of research to
information to enhance enhance project; at times
project; and utilized more took the initiative to find
than 8 types of resources information outside of
to make project effective school
Creativity Was extremely clever Was clever at times; Added a few original Little creative energy
and presented with thoughtfully and touches to enhance the used during this project;
originality; a unique uniquely presented project but did not was bland, predictable,
approach that truly incorporate it throughout and lacked “zip”
enhanced the project
Rubric A: Process
Name ________________________ Date _______
Rubric Examples
Class ____________________________________

Group Participation All students At least 3/4 of students At least half the students Only one or two persons
enthusiastically actively participate confer or present ideas actively participate
participate
Shared Responsibility for task is Responsibility is shared Responsibility is shared Exclusive reliance on one
Responsibility shared evenly by most group members by 1/2 the group person
members
Quality of Excellent listening and Students show adeptness Some ability to interact; Little interaction; very
Interaction leadership skills in interacting; lively attentive listening; some brief conversations; some
exhibited; students reflect discussion centers on the evidence of discussion or students were
awareness of others’ task alternatives disinterested or
views and opinions in distracted
their discussions
Roles Within Group Each student assigned a Each student assigned a Students assigned roles No effort made to assign
clearly defined role; role but roles not clearly but roles were not roles to group members
group members perform defined or consistently consistently adhered to
roles effectively adhered to
Evaluation Form A: Process
Name ________________________ Date _______
Rubric Examples
Class ____________________________________

Group Participation
Shared
Responsibility
Quality of
Interaction
Roles Within Group
COMMENTS:
Presentation Was engaging, Was well done and Was at times interesting Was not organized
Mechanics provocative, and interesting to the and was presented effectively; was not easy
captured the interest of audience; was presented clearly and precisely; was to follow and did not
the audience and in a unique manner and clever at times and was keep the audience
Rubric Examples
maintained this was very well organized; organized in a logical interested; no use of
throughout the entire some use of visual aids manner; limited variety visual aids
presentation; great of visual aids and visual
variety of visual aids and aids were not colorful or
multimedia; visual aids clear
were colorful and clear
Evaluation Form B: Product
Name ________________________ Date _______
Rubric Examples
Class ____________________________________

Organization
Content Accuracy
Research
Creativity
Presentation
Mechanics
COMMENTS:
Project Rubric
Assignment: Communicate complete information on an African American Inventor
Beginner: Novice: Intermediate: 3 Expert: Self Teacher
1 point 2 Points points 4 points Evaluation Evaluation
Covers topic
Includes
completely and
essential
in depth.
Includes some information with
Includes little Includes
essential most sources
essential properly cited
information properly cited.
Topic/Content information sources and
with few Includes enough
and one or two complete
citations and elaboration to
Rubric Examples
facts information.
few facts. give readers an
Encourages
understanding of
readers to
the topic.
know more.
Includes few Includes fewer Includes at
pictures, than 3 genres, Includes at least least
products fewer than 3 3 genres, at least 5 genres, more
Technical incomplete, pictures or 3 pictures or than 5 pictures
Requirements few outside drawings, drawings, some and drawings,
sources, no minimal interpretation of with citations
interpretation interpretation importance. and
of importance of importance interpretation.
Includes more Grammar,
Includes 3-4 Includes 2-3
than 5 spelling,
grammatical grammatical
grammatical punctuation,
errors, errors,
Mechanics errors, capitalization
misspellings, misspellings,
misspellings, are correct. No
punctuation punctuation
punctuation errors in the
errors, etc. errors, etc.
errors, etc. text.
Works well
Cannot work with others.
Works with Works well with
with others in Assumes a
others, but has others. Takes
most clear role and
Cooperative difficulty part in most
situations. related
Group Work sharing decisions and
Cannot share responsibilities.
decisions and contributes fair
decisions or Motivates
responsibilities. share to group.
responsibilities. others to do
their best.
Great difficulty
Some difficulty Communicates
communicating
communicating Communicates ideas with
ideas. Poor
ideas, due to ideas with proper enthusiasm,
voice
Oral Presentation voice voice proje ction. proper voice
projection.
Skills projection, lack Adequate projection,
Little
of preparation, preparation and appropriate
preparation or
or incomplete delivery. language, and
incomplete
work clear delivery.
work.
Scale: 18 - 20=Expert 15 - 17=Intermediate 10 - 14=Novice
Total Points
6 - 9=Beginner
African American Inventors Who Have Changed Your Life 7

Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
Class Debate : African-American Inventors and the

Invention Process
Teacher Name: Mrs. Fannin
Rubric Examples
Student Name: ________________________________________
10-
CATEGORY 20-Expert 15-Proficient Knowledgeable 5-Novice
Respect for All statements, Statements and Most statements and Statements,
Other Team body language, and responses were responses were responses and/or
responses were respectful and used respectful and in body language were
respectful and were appropriate appropriate language, consistently not
in appropriate language, but once but there was one respectful.
language. or twice body sarcastic remark.
language was not.
Information All information Most information Most information Information had
presented in the presented in the presented in the several inaccuracies
debate was clear, debate was clear, debate was clear and OR was usually not
accurate and accurate and accurate, but was not clear.
thorough. thorough. usually thorough.
Rebuttal All counter- Most counter- Most counter- Counter-arguments

arguments were arguments were arguments were were not accurate
accurate, relevant accurate, relevant, accurate and relevant, and/or relevant
and strong. and strong. but several were
weak.
Use of Every major point Every major point Every major point was Every point was not
Facts/Statistics was well supported was adequately supported with facts, supported.
with several supported with statistics and/or
relevant facts, relevant facts, examples, but the
statistics and/or statistics and/or relevance of some
examples. examples. was questionable.
Presentation Team consistently Team usually used Team sometimes used One or more
Style used gestures, eye gestures, eye gestures, eye contact, members of the
contact, tone of contact, tone of tone of voice and a team had a
voice and a level of voice and a level of level of enthusiasm in presentation style
enthusiasm in a enthusiasm in a a way that kept the that did not keep the
way that kept the way that kept the attention of the attention of the
attention of the attention of the audience. audience.
audience. audience.
Organization All arguments were Most arguments All arguments were Arguments were not
clearly tied to an were clearly tied to clearly tied to an idea clearly tied to an
idea (premise) and an idea (premise) (premise) but the idea (premise).
organized in a tight, and organized in a organization was
logical fashion. tight, logical sometimes not clear or
fashion. logical.
Understanding of The team clearly The team clearly The team seemed to The team did not
Topic understood the undestood the topic understand the main show an adequate
topic in-depth and in-depth and points of the topic and understanding of the
presented their presented their presented those with topic.
information information with ease.
forcefully and ease.
convincingly.
Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC
To view information about the Privacy Policies and the Terms of Use, please go to the following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse
Rubric Examples
The African American Storytelling Project 11
Kathleen S. Shimko, East High School
Summer 2002
Bibliography
Abrahams, Roger D. African Folktales. New York: Pantheon Books, 1983.

Courlander, Harold. A Treasury of Afro-American Folklore. New York: Marlowe
and Company, 1996.
Geraty, Virginia Mixson, L.H.D., A Teacher’s Guide to the Gullah Language, self-
published through Wyrick and Co. Charleston, SC, 1990.
Joiner, Charles, Down by the Riverside, University of Illinois Press, Urbana and
Chicago, 1985.
Rubric Examples
Leeming, David Adams. Storytelling Encyclopedia: Historical, Cultural,
Multiethnic Approaches to Oral Traditions Around the World. Oryx Press, 1997.
Opala, Joseph A. The Gullah, Freetown, Sierra Leone, United States Printing
Office, 1987.
Rhyme, Nancy. More Tales of the South Carolina Low Country. Winston-Salem,
North Carolina: John F. Blair – publisher, 1984.
http://www.toptags.com/aama/tales/tales.htm
Evaluation Rubric
Beginning Developing Accomplished Exemplary Score

1 2 3 4
You wrote an You wrote a You wrote a You wrote an original You expertly wrote
original folktale in folktale in the folktale in the folktale in the Gullah an original folktale
the Gullah Gullah tradition Gullah tradition tradition. You and inspired your
tradition by but it was not and made the followed the teacher teacher with its
following teacher original. tale somewhat guidelines. plot, vocabulary,
guidelines. original. and depth.
You had a most You used font, You used font, You made good use You made excellent
attractive color, graphics color, graphics, of font, color, use of font, color,
product. and effects etc., effects, etc., but graphics, effects, etc. graphics, effects,
but these often occasionally to enhance your etc. to enhance the
distracted from these detracted presentation. presentation.
the presentation from the content.
of the content.
You used the You had more You had 4 errors You had three or You had no
mechanics for a than 4 errors in in spelling or fewer errors in misspellings or
written product spelling or grammar. spelling or grammar. grammatical errors.
correctly. grammar.
You presented Your delivery was Your delivery was Your delivery showed Your delivery was
your story to the not smooth and not smooth, but rehearsal, and you interesting, well
class. the audience lost you were able to held the audience rehearsed, smooth,
attention. hold the audience most of the time. and you held the
most of the time. audience.
You utilized your You performed You performed all You performed all of You enthusiastically
time in class well. some of the tasks of the tasks with the tasks with performed all of
without being minimal diligence and the tasks,
called down or reminders to stay maturity. contributing greatly
constantly on task. to the success of
reminded to stay your final
on task. presentation.
Curator Extraordinaire Rubric: 19th Century Art Culminating Event
Curator-in- Curator
Curator museum earning a Curator headed
CATEGORY extraordinaire training degree back to study
Characteristics The student's The student's The student's The student's
work identifies work identifies work identifies work shows
Rubric Examples
several a few one his/her
characteristics characteristics characteristic difficulty in
of 19th Century of 19th Century of 19th Century identifying
Art, including Art, including Art, without characteristics
Naturalism, Naturalism, including of 19th Century
Realism, and Realism, and Naturalism, Art.
Impressionism Impressionism Realism, or
found in their found in their Impressionism.
chosen pieces chosen pieces
of artwork. of artwork.
Influence of The student's The student's The student's
The student's
culture work gives work gives a gives one work shows
several detailed couple of example of his/her
examples of examples of how the difficulty in
how the how the development describing how
development of development of of industry the
industry industry development of
influenced the
influenced the influenced the industry
artist’s work.
artist’s work. artist’s work. influenced the
artist’s work.
Museum The student's The student's The student's The student's
Education work offers a work offers one work offers work is unable
couple of example of one example of to offer an
examples of what museum what museum example of
what museum visitors can visitors can what museum
visitors can learn from this learn from this visitors can
learn from this piece of art and piece of art. learn from this
piece of art and why it should piece of art.
why it should be added to the
be added to the museum
museum collection
collection.
Rubric format used from Rubistar.com

Art Rubric Sample http://www.makeworksheets.com/samples/rubrics/art.html
Art Rubric Sample
Rubric Examples
1 of 1 1/14/2009 10:49 AM
RUBRIC FOR GRADING ART -- Provided by ZimmerWorks.com http://www.zimmerworks.com/rubric.htm
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Rubric Examples
Teaching related links: Teaching home-page | Digital Art | Ceramics | Photography
RUBRIC FOR GRADING ART
79 75 70% 69 65 60%
100 95 90% 89 85 80% 59% and below
|------------| |------------|
|------------| |------------| |------------|
C D
A B F
Average Below Average
Excellent Above Average Unsatisfactory
Good Needs
Outstanding Very Good Poor
Not Yet Improvement
Exemplary Acceptable Unacceptable
Acceptable Barely Acceptable
ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE

PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY
A: Planned carefully, made several sketches, and showed an awareness of the elements and
principles of design; chose color scheme carefully, used space effectively.
B: The artwork shows that the student applied the principles of design while using one or more
elements effectively; showed an awareness of filling the space adequately.
C: The student did the assignment adequately, yet it shows lack of planning and little evidence that
an overall composition was planned.
D: The assignment was completed and turned in, but showed little evidence of any understanding
of the elements and principles of art; no evidence of planning.
F: The student did the minimum or the artwork was never completed.
Creativity/Originality
A: The student explored several choices before selecting one; generating many ideas; tried unusual
combinations or changes on several ideas; made connections to previous knowledge; demonstrated
understanding problem solving skills.
B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea;
made decisions after referring to one source; solve the problem in logical way.
C: The student tried in idea, and help out adequately, but it lacked originality; substituted
"symbols" for personal observation; might have copied work.
1 of 3 1/20/2009 9:40 AM
RUBRIC FOR GRADING ART -- Provided by ZimmerWorks.com http://www.zimmerworks.com/rubric.htm
D: The student fulfill the assignment, but gave no evidence of trying anything unusual.
F: The student showed no evidence of original thought.
Effort/Perseverance
A: The project was continued until it was complete as the student could make it; gave it effort far
beyond that required; to pride in going well beyond the requirement.
B: The student work hard and completed the project, but with a loom or effort it might have been
outstanding.
Rubric Examples
C: The student finished the project, but it could have been improved with more effort; adequate
interpretation of the assignment, but lacking finish; chose an easy project and did it indifferently.
D: The project was completed with minimum effort.
F: The student did not finished the work adequately.
Craftsmanship/Skill/Consistency
A: The artwork was beautiful and patiently done; it was as good as hard work could make it.
B: With a little more effort, the work could have been outstanding; lacks the finishing touches.
C: The student showed average craftsmanship; adequate, but not as good as it could have been, a
bit careless.
D: The student showed below average craftsmanship, lack of pride in finished work.
F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding.
Group Cooperation/Attitude
A: The student work toward group goals, effectively performed a variety of roles in group work,
followed through on commitments, was sensitive to the feelings and knowledge level of others,
willingly participated in necessary preparation or work for classroom.
B: The student participated enthusiastically, followed through with commitments, performed more
than adequately, assisted in preparation and cleanup.
C: The student mostly allowed others in the group to make all the decisions, did his or her share of
work adequately, assisted in preparation and cleanup when asked.
D: The student allowed others to do most of the work, did participate minimally, did the minimum
amount.
F: The student was part of the group, but did almost nothing toward group goals, did a minimal
amount of preparation and cleanup.
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2 of 3 1/20/2009 9:40 AM
Harvard-MIT Division of Health Sciences and Technology
HST.508: Genomics and Computational Biology
Genomics and Computational Biology 2000

Final Projects Grading Rubric
This rubric is designed to be as explicit as possible to ensure that all students are graded
consistently. Each component of the project will be graded on a scale from 1 to 5. The
scale is explicitly defined for each component but is roughly as follows: 1 = poor, 2 =
needs improvement, 3 = good, 4 = excellent, 5 = outstanding.
Total Possible Points: 100
I. Oral Presentation (x3 = 15)
Rubric Examples
1 = Unclear, sloppy, little apparent effort made to communicate ideas.
2 = Somewhat unclear, but a significant effort was made to communicate ideas.
3 = Clear presentation of ideas, data and take-home message from each slide clear.
4 = Same as above plus well thought-out structure, logical flow of ideas.
5 = Particularly effective in communicating ideas and engaging the audience.
II. Background (x3 = 15)
1 = Little understanding of the field or project goals.
2 = Good understanding of the field OR project goals.
3 = Good understanding of the field AND project goals.
4 = Above average understanding of the field and project goals.
5 = A particularly insightful analysis of the field and project goals.
III. Methods (x4 = 20)
1 = Analysis poorly described and irrelevant to stated goal.
2 = Analysis EITHER well described OR relevant to goal.
3 = Analysis well described AND relevant to goal.
4 = Same as above plus well executed, key complexities were anticipated.
5 = Analysis particularly well thought-out, designed, and executed.
IV. Analysis of Results (x5 = 25)
1 = Little understanding of analysis and the meaning of results.
2 = Basic understanding of analysis, but caveats poorly understood.
3 = Good understanding of analysis and its caveats.
4 = Same as above plus statistical methods well-chosen and correctly applied.
5 = Particularly insightful or sophisticated analysis of results.
V. Difficulty (x3 = 15)
1 = Very simple
3 = Appropriately Challenging
5 = Extremely Challenging
VI. Creativity (x2 = 10)
1 = Straightforward.
3 = Some creative aspects
5 = Very creative.
Level Scientific Procedures and Strategies Scientific Scientific Concepts and

Reasoning Communication/Using Data Related Content
Novice Did not use appropriate No evidence of a strategy or No explanation, or the No use, or mostly
scientific tools or technologies procedure, or used a explanation could not be inappropriate use, of scientific
(e.g., rulers, pH paper, hand strategy that did not bring understood, or was unrelated terminology.
lens, computer, reference about successful completion to the task investigation.
Rubric Examples
materials, etc.) to gather data of task investigation. No mention or inappropriate
(via measuring and Did not use, or references to relevant
observing). No evidence of scientific inappropriately used scientific concepts, principles,
reasoning used. scientific representations and or theories (big ideas).
notation (e.g. symbols,
There were so many errors diagrams, graphs, tables, Some evidence of
in the process of investigation etc.). understanding observable
that the task could not be characteristics and properties
completed. No conclusion stated, or no of objects, organisms, and/or
data recorded. materials used.
Apprentice Attempted to use appropriate Used a strategy that was An incomplete explanation Used some relevant scientific
tools and technologies (e.g., somewhat useful, leading to or explanation not clearly terminology.
rulers, pH paper, hand lens, partial completion of the presented (e.g., out of
computer, reference task/investigation. sequence, missing step). Minimal reference to relevant
materials, etc.) to gather data scientific concepts, principles,
(via measuring and Some evidence of scientific Attempted to use appropriate or theories (big ideas).
observing) but some reasoning used. scientific representations and
information was inaccurate notations, but were Evidence of understanding
or incomplete. Attempted but could not incomplete (e.g., no labels on observable characteristics
completely carry out testing a chart). and properties of objects,
question, recording all data organisms, and/or materials
and stating conclusions. Conclusions not supported or used.
were only partly supported by
data.
Level Scientific Procedures and Strategies Scientific Scientific Concepts and
Reasoning Communication/Using Data Related Content
Practitioner Effectively used some Used a strategy that led to A clear explanation was Appropriately used scientific
appropriate tools and completion of the presented. terminology.
technologies (e.g., rulers, pH investigation/task.
paper, hand lens, computer, Effectively used scientific Provided evidence of
Rubric Examples
reference materials, etc.) to Recorded all data. representations and notations understanding of relevant
gather and analyze data, to organize and display scientific concepts, principles
with only minor errors. Used effective scientific information. or theories (big ideas).
reasoning.
Appropriately used data to Evidence of understanding
Framed or used testable support conclusions. observable characteristics
questions, conducted and properties of objects,
experiment, and supported organisms, and/or materials
results with data. used.
Expert Accurately and proficiently Used a sophisticated strategy Provided clear, effective Precisely and appropriately
used all appropriate tools and and revised strategy where explanation detailing how the used scientific terminology.
technologies (e.g., rulers, pH appropriate to complete the task was carried out. The
paper, hand lens, computer, task. reader does not need to infer Provided evidence of in-
reference materials, etc.) to how and why decisions were depth, sophisticated
gather and analyze data. Employed refined and made. understanding of relevant
complex reasoning and scientific concepts, principles
demonstrated understanding Precisely and appropriately or theories (big ideas).
of cause and effect. used multiple scientific
representations and Revised prior misconceptions
Applied scientific method notations to organize and when appropriate.
accurately: (framed testable display information.
questions, designed experi- Observable characteristics
ment, gathered and recorded Interpretation of data and properties of objects,
data, analyzed data, and supported conclusions, and organisms, and/or materials
verified results). raised new questions or was used went beyond the task
applied to new contexts. investigation to make other
connections or extend
Disagreements with data thinking.
resolved when appropriate.
Research Proposal Project Grading Rubric http://acpcommunity.acp.edu/Facultystaff/moon/Biology2/FinalProjectR...
Final Biology Research Proposal Grading Rubric

Back to General Biology II Introduction Page
Back to General Biology Home Page

Component Superior Work Good Work Passable Work Unacceptable
Work
Cover Sheet Project Title is Project Title is Project Title is Project Title is
clearly & clearly displayed present missing
Rubric Examples
artistically and /or
displayed
Points available Names of Names of Names of
Names of investigators are investigators are investigators are
3 investigators are clearly displayed. present. missing
clearly displayed 0
in alphabetical 2 1
order.
3
General Style No typographic Few typographic Significant Many
or spelling or errors in number typographic or
errors. spelling. typographic or spelling errors.
spelling errors
tyle is consistent Style is consistent are present. Did not follow
Points available in voice & throughout most of directions.
10 well-written text. Style is
throughout text. 8-6 inconsistent.
3-0
10 - 8 5-4
Abstract A well-written A (~200 words) A summary is Abstract is
(200 words or summary of the present but is not missing or is very
less) summary of hypothesis, complete in incomplete.
the hypothesis, general coverage.
general experimental
Points available experimental approach,
approach, preliminary data,
preliminary data, and importance of 2-0
7 and importance of your findings is
your findings is present. 4-3
present.
6-5
7-6
Hypothesis Main hypothesis Main hypothesis Main hypothesis No testable
is stated in a clear is stated in an is stated but is not hypothesis is
Points available & concise understandable well written. stated.
manner. manner.
5
3 2-0
1 of 4 1/20/2009 9:40 AM
5 4
Significance A clear and A reasonable Some description The significance
well-written exposition of the of the significance and importance of
exposition of the significance & the & importance of your hypothesis is
significance & the importance of your your hypothesis to either not present
importance of hypothesis to Biology is present or very poorly
your hypothesis to Biology and other but it is not described.
Points available Biology and other disciplines is well-written.
disciplines is present.
present. 3-0
6
Rubric Examples
5 4
6
Background A concise A reasonable Some description Little or no
well-written description of of work done by description of
description of work done by others relating to work done by
work done by others relating to your hypothesis is others relating to
others relating to your hypothesis is present. your hypothesis is
your hypothesis is present. present.
present.
Some critical
A well thought A reasonable analysis of prior Little or no
out critical critical analysis of work is present critical analysis
Points available analysis of prior prior work is of prior work is
work is present. present present.
10 Most works are
properly cited.
All work is All work is Work not
properly cited. properly cited. properly cited.
5-4
10 - 9 8-6 3-0
Experimental A well-written
A reasonable General strategy General strategy
Design description of
description of the is not reasonably is not present or
the generalgeneral strategy described. very poorly
& Methods used is present.
strategy used is described.
present. Specific methods
are present but not
Specific Specific methods well described. Specific methods
methods are well are described with are poorly
described with advantages & described or not
advantages & disadvantages Statistical present.
disadvantages considered. analysis is
considered. described and
Statistical generally Statistical
Statistical analysis is appropriate. analysis is poorly
analysis is well reasonably described and/or
Points available
thought out, well described and not appropriate.
described and appropriate. Many methods
2 of 4 1/20/2009 9:40 AM
8 appropriate. are referenced

where possible. Few or no
Methods are Majority of methods are
properly methods are 5 referenced where
referenced where referenced where possible.
possible. possible.
4-0
8-7 6
Preliminary The results of The results of The results of The results of
Data preliminary preliminary preliminary preliminary
Rubric Examples
experiments are experiments are experiments are experiments are
clearly & reasonably present but not not present or
concisely described. well described. very poorly
described. described .
The data are The data are
Data are reasonably somewhat The data are
throughly analyzed and analyzed. poorly analyzed
analyzed and graphed. and not graphed.
Points available graphed. Some
An interpretation interpretation is of No interpretation
Interpretations that is reasonable preliminary data is is presented or it
7 that are presented in a presented is poorly
well-written are logical manner. described.
presented in a
clear & logical 6 5 4-0
manner.
7
Discussion & A well-written A reasonable Some discussion No discussion as
Interpretation discussion discussion of of whether the to whether the
of whether the whether the results results support the results support the
results support support the hypothesis is hypothesis is
the hypothesis is hypothesis is present. present.
present. present.
Very little or no No discussion of
Points available Some discussion discussion of potential
Discussion of
6 potential potential future experiments modifications for
directions for modifications for is present. future experiments
future future experiments is present.
experiments is is present. 4-3
present. 2-0
5-4
6-5
References Each of the Majority of the Many of the Papers & texts
papers & texts papers & texts papers & texts cited are not
cited are properly cited are properly cited are properly properly
referenced. referenced. referenced. referenced.
3 of 4 1/20/2009 9:40 AM
Reference format Reference format

Reference Reference format is generally not consistent.
Points available format is is consistent. consistent.
8 consistent. No peer-reviewed
At least two (2) At least one (1) journal articles.
Total Points At least three (3) peer-reviewed peer-reviewed
peer-reviewed journal articles. journal article. 2-0
70 journal articles.
6-5 4-3
8-7
Rubric Examples
Back to General Biology II Introduction Page
Back to General Biology Home Page
4 of 4 1/20/2009 9:40 AM
Rubric for MB3 Poster Presentation of Independent Research
Student Name:
Category Scoring Criteria Points Evaluation
Poster is well organized (Sufficient space between columns leaves
no doubt about where one column ends and another begins.)
10
Sequence of the presentation is easy to follow using visual clues
Organization
provided. (Clues may include numbers, letters or arrows.) 10
30 points
Text is simple and large enough to be read from a minimum of four
feet away. (A standard, easy to read text is used. Both capital and 10
Rubric Examples
small-case letters are used.)
Graphics dominate the poster visually with text playing a support
role. (Use graphics, cartoons, and figures when possible.) 5
Relative importance of poster elements is graphically
communicated. (More important information is presented with 10
Presentation larger graphics or text.)
25 points Title clearly describes the research presented. (Title is easily
understandable.)
5
Artistic elements of the poster are subtle and do not distract from
the message of the poster. (Scientific posters present information 5
clearly.)
The research subject is well covered on the poster. (Details
indicate the topic was sufficiently researched and quality 15
information is presented.)
Report of
Information is presented in a bold and explicit manner.
Research
45 points
(Title is explicit, communicating project purpose. Conclusion 20
provides interpretations, not just repeats results.)
The overall message of the poster is obvious.
(Some message is communicated by the poster.)
10
Score Total Points 100
Comments:
Developed by the faculty of the Department of Molecular Biology, Biochemistry, & Bioinformatics,
Towson University
Development of a Task and Rubric for a Biology Class at Highline Co... http://www.instruction.greenriver.edu/Avery/Faculty/pres/biology.htm
Development of a Task and Rubric for a Biology Class at Highline Community College
Julie Barclay, ESL Instructor Green River Community College
My part of this presentation involved two parts. I briefly shared how I, as an ESL instructor, align these issues
of state, local and national assessment processes into my course materials. Then I shared the process of
creating a holistic and analytical rubric. My husband (Gerry Barclay) teaches biology at Highline Community
College, and we created some rubrics to assist in the scoring of an essay project that he does as a component of
his Biology 121 class on genetics.
To create the rubrics we started with the evaluation criteria for this essay project:
Rubric Examples
Biology 121- The Genetic Revolution
Instructor: Gerry Barclay
The determinism essay will be based on the book Brave New World by Aldous Huxley and the movie
GATTACA.
Criteria for Evaluation:
Introduction includes a definition of both types of determinism.

Answers the questions:
1. What is the issue?
2. Why should we care about determinism?
3. Are their differences in how we view determinisms?
4. How is free will impacted by these determinisms?
Summary of both the film and novel and their connections to determinism.
Analysis of strengths and weaknesses of the film and novel relative to what you have learned in class.
Conclusion:
suggestions for future solutions to issues/ problems raised in Brave New World and GATTACA.
Overall clarity and cohesiveness of essay and demonstrate understanding of genetic principles.
These criteria formed the basis for creating the rubrics. We started with the holistic rubric. The bulleted points
are the criteria from above. The descriptive words in bold define a continuum of performances.
Exceptional: There is evidence in this response that the student has a full and complete
understanding of the essay assignment.
Introduction includes a full and complete definition of both types of determinism

Answers to the how, what, why questions demonstrates full synthesis of the
EXCEPTIONAL information.
The film and novel, and their connections to determinism, are summarized with
pertinent and supporting details.
Essay demonstrates effective ability to critically analyze media according to genetic
principles learned in class.
Conclusion includes several detailed relevant suggestions for future solutions to
1 of 4 1/20/2009 10:29 AM
issues/ problems raised in Brave New World and GATTACA

Essay is clear, cohesive and reveals insight into genetic principles.
Expanding: There is evidence in this response that the student has a good understanding of
the essay assignment.
3
Introduction includes a definition of both types of determinism.
Answers to the how, what, why questions demonstrate an understanding of the
information.
EXPANDING The film and novel, and their connections to determinism, are summarized.
Essay demonstrates an ability to critically analyze media according to genetic
Rubric Examples
Conclusion includes some relevant suggestions for future solutions to issues/

problems raised in Brave New World and GATTACA
Essay is clear and cohesive and reveals some understanding of genetic principles
2 Bridging : There is evidence in this response that the student has a basic understanding of
the essay assignment.
Introduction includes a partial or incomplete definition of both types of

determinism
Answers to the how, what, why questions demonstrate some understanding of the
information.
occasional errors in facts and interpretation.
BRIDGING
Essay demonstrates limited ability to critically analyze media according to genetic
Conclusion includes a suggestion for future solutions to issues/ problems raised in

Brave New World and GATTACA
Essay is somewhat clear and cohesive but reveals limited understanding of genetic
principles
2 of 4 1/20/2009 10:29 AM
Beginning: There is evidence in this response that the student has limited or no
understanding of the essay assignment.
1
Introduction includes a definition of only one type of determinism or incomplete
definition of both types determinism that contains errors.
Answers to the how, what, why questions demonstrate little or no understanding of
the information.
BEGINNING several errors in facts and limited interpretation.
Essay demonstrates limited ability to critically analyze media according to genetic
Rubric Examples
Conclusion includes suggestions for future solutions to issues/ problems unrelated

to Brave New World and GATTACA
Essay is unclear and with little cohesiveness and reveals almost no understanding
of genetic principles
This is an example from the rubric above shows how richly descriptive language can describe a range of
student performances or products.
4 3 2 1
Introduction includes a Introduction includes a Introduction includes a Introduction includes a
full and complete definition of both types partial or incomplete definition of only one
definition of both types of determinism. definition of both types type of determinism or
of determinism of determinism incomplete definition of
both types of
determinism that
contains errors.
· A holistic rubric assesses student work as a whole

· You assign a single score for a performance along a continuum of
performances
· It requires teacher judgment
This is an example of how the evaluation criteria can fit into an analytical rubric.
Weak Average Strong Exceptional
(0-1 points) (1-2 points) (2-3 points) (3-4 points)

1. Introduction with definitions of
determinisms
3 of 4 1/20/2009 10:29 AM
2. Answer the questions: What is the

issue? Why should we care about
determinism? Are their differences in how
we view determinisms? How is free will
impacted by these determinisms?
3. Summary of film or novel and connection
to its determinism.
4. Summary of other one and connection to
its determinism
5. Analysis of strengths and weaknesses of
film and novel relative to what you have
Rubric Examples
learned in class.
6. Your position and answer to #2
7. Conclusion: suggestion for future
solutions to issues/ problems raised in
Brave New World and GATTACA
8. Overall clarity in communication.
· An analytic rubric identifies and assesses components of a finished product.
· You get several scores for the task, one for each element.
“Rubrics can be powerful communication tools.
--they communicate in concrete and observable terms what is valued most
--they can provide a rationale for assigning grades to subjectively scored assignments
--sharing rubrics empowers students to critically evaluate their own work”

(Chicago Public Schools instructional intranet; http://intrane t.cps.k12.il.us/)
4 of 4 1/20/2009 10:29 AM
Info-cib-spald-dec06item01
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Foundation: Technology 4.7: Understand how technology can reinforce, enhance, or alter
products and performances.
Foundation: Responsibility and Develop a personal commitment to and apply high-quality
Flexibility 7.7: craftsmanship to a product or presentation and continually
refine and perfect it.
Foundation: Ethics and Legal Adhere to the copyright and intellectual property laws and
Responsibilities 8.4: regulations, and use and cite proprietary information
Rubric Examples
appropriately.
Foundation: Leadership and Understand how to organize and structure work individually
Teamwork 9.3: and in teams for effective performance and the attainment of
goals.
Foundation: Demonstration and Students demonstrate and apply the concepts contained in the
Application 11.0: foundation and pathway standards.
Pathway: MDA A1.2 Specific Create original works of art of increasing complexity and skill
applications of VPA Creative in a variety of media that reflect their feelings and points of
Expression standards for Visual view.
Arts at the advanced level
(grades nine through twelve)
2.1:
Pathway: MDA A1.4 Specific Employ the conventions of art criticism in writing and speaking
applications of VPA Aesthetic about works of art.
Valuing standards for Visual Arts
at the proficient level (grades
nine through twelve) 4.5:
5604 Assignment: Brief Animation Sequence
5605 1. Working in teams of two, prepare a brief (eight- to twelve-second) stop-motion

5606 animation sequence using any of the materials and techniques (cutout
5607 animation, graphic animation, direct manipulation animation, object animation,
5608 puppet animation, clay animation) covered thus far in the course [Leadership
5609 and Teamwork 9.3].
5610 a. Determine a concept for your production that is appropriate to the time
5611 available for the project [Responsibility and Flexibility 7.7].
5612 b. Storyboard the sequence, using no less than one drawing for each second
5613 of the animation.
5614 c. Write a one- or two-paragraph description of your storyboard sequence
5615 describing:
5616 • Why you chose the medium

5617 • Why you chose the content; and
5618 • What your influences are (list two) and how you have reacted to or
5619 incorporated them in the project design [MDA A1.2 Specific applications
5620 of VPA Creative Expression standards for Visual Arts at the advanced
5621 level 2.1; Ethics and Legal Responsibilities 8.4].
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5622 d. During the classroom time provided for this activity, review each of your
5623 classmates’ storyboard sequences and provide two concrete, constructive
5624 comments on each team’s work [MDA A1.4 Specific applications of VPA
5625 Aesthetic Valuing standards for Visual Arts at the proficient level 4.5].
5626 e. Review the comments on your own work and adjust your concept or
5627 design as necessary to incorporate the feedback [Responsibility and
Flexibility 7.7].
Rubric Examples
5628
5629 f. Apply technique, materials, and tools appropriately for your given medium
5630 to produce the animation sequence in the time provided [MDA A1.2
5631 Specific applications of VPA Creative Expression standards for Visual Arts
5632 at the advanced level 2.1].
5633 g. Work together to film the final result; it should be compiled on the
5634 computer and include a title sequence and soundtrack (either musical or
5635 verbal) [Communications 2.4 Listening and Speaking Strategies and
5636 Applications 1.10; Technology 4.7].
5637 2. A written report on your project is required and should include:
5638 a. Discussion of how the sequence was designed (including the information
5639 on medium, content, and influences that you developed for your
5640 storyboard description)
5641 b. Discussion of how your team chose to respond to the feedback provided
5642 by classmates
5643 c. Analysis of the creation and filming process, including barriers
5644 encountered, the role of technology, and ideas for subsequent projects
5645 d. Analysis of the final product, with discussion of original goals versus final
5646 achievement
5647 Performance task rubric: Your grade will be based on the following rubric.
5648 Individual teachers should determine how to weigh the standards and assign points
5649 for each level.
Standard Advanced Proficient Basic Unacceptable
MDA A1.2: Medium, content, Medium, content, Medium, content, Medium, content,
Specific and presentation and presentation and presentation and presentation
applications of work well work well work together do not work well
VPA Creative together to form together to form a with some together.
Expression a strong, smooth animation problematic Sequence is
standards for seamless, and sequence. areas to form an rough or choppy.
Visual Arts at the unique animation Artistic effort and animation
advanced level sequence. sequence. Or, two or more
skill are evident, of the following
(grades nine Artistic effort and and individual Some elements
through twelve) three elements
skill are evident, style or point of of the sequence are not evident:
2.1: and individual view is reflected may be rough or artistic skill,
Create original style or point of for one team choppy. personal effort,
works of art of view is reflected
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increasing for both team member. One of the or individual style

complexity and members. following three or point of view.
skill in a variety elements is not
of media that evident: artistic
reflect their skill, personal
feelings and effort, or
points of view. individual style or
point of view.
Rubric Examples
MDA A1.4: Written report Written report Written report Written report
Specific uses correct uses correct uses correct contains
applications of terminology and terminology and terminology and significant errors
VPA Aesthetic employs the employs the employs the in terminology or
Valuing conventions of conventions of art conventions of fails to use the
standards for art criticism criticism art criticism with conventions of
Visual Arts at the accurately and accurately. some errors. art criticism
proficient level incisively. Feedback on Feedback on correctly.
(grades nine Feedback on classmates’ classmates’ Feedback is
through twelve) classmates’ projects is projects lacks vague, not
4.5: projects is substantive and clarity or constructive, or
Employ the substantive, constructive. constructiveness. incomplete.
conventions of constructive, and
art criticism in insightful.
writing and
speaking about
works of art.
Communications Soundtrack is Soundtrack is Soundtrack is Soundtrack is
2.4 Listening and complete, well- complete, well- complete, but incomplete or
Speaking synched, and synched, and suffers from nonexistent.
Strategies and appropriate to appropriate to the technical or
Applications the tone or tone or content of aesthetic flaws
(grades eleven content of the the animation. which keep it
and twelve) 1.10: animation. from meshing
Evaluate when to The wording or well with the
use different musical choice is animation.
kinds of effects innovative and
(e.g., visual, adds significant
music, sound, impact to the
graphics) to project.
create effective
productions.
Technology 4.7: Written report Written report Written report Written report
Understand how reflects on the reflects on the describes the does not discuss
technology can use of use of technology ways technology the use of
reinforce, technology, and in the product, was used in technology.
enhance, or alter uses historical and discusses creating the
products and knowledge the ways in which product.
performances. gained during the the technology
course to place enhanced or
the technologies complicated the
used in context. process.
Similarities and A brief discussion
differences of previous
Attachment 2
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between the technologies is

technology used included.
and current
trends in the field
are noted.
Responsibility The storyboards The storyboards The storyboards The storyboards
and Flexibility and animation and animation and animation and animation
Rubric Examples
7.7: Develop a sequence are sequence are sequence are sequence are
personal carefully well executed. sloppy or incomplete.
commitment to executed with The written report otherwise rough. Or, the written
and apply high- attention to discusses the The written report does not
quality detail. choice of concept report fails to discuss the
craftsmanship to The written and material and discuss at least choice of concept
a product or report explains in the use of one of the and material or
presentation and depth how feedback to following: the the use of
continually refine concept and improve the choice of concept feedback to
and perfect it. material were project. and material or improve the
chosen and how the use of project.
feedback was feedback to
used to improve improve the
the project. project.
Ethics and Legal The written The written report The written The written
Responsibilities report names two names two report names two report names
8.4: Adhere to or more influences and influences. fewer than two
the copyright and influences and discusses how The project may influences.
intellectual discusses how they influenced feel derivative Or, the project
property laws they influenced the project. but does not violates
and regulations, the project. The project is violate intellectual
and use and cite The project is original, but may intellectual property laws.
proprietary original and reflect influences property laws.
information creative, and the heavily.
appropriately. use of the
influences is
likewise fresh
and not
derivative.
Leadership and Student works well Student sets and Student minimally Student struggled
Teamwork 9.3: with partner to set meets timelines, sets and meets with teamwork,
Understand how and meet organizes timelines, setting and
to organize and timelines, organize materials, and organizes meeting timelines,
structure work materials, and completes materials, and or organization.
individually and complete assignments on completes Or, assignments
in teams for assignments time and with assignments with are inaccurate.
effective before they are accuracy. some confusion.
performance and due and with
the attainment of accuracy.
goals.
5650 Note: Demonstration and Application standard 11.0 is included in all of the above.
Attachment 2
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5651 Sample pathway occupations: Media and Design Arts
Sample of pathway occupations organized by level of education and training required for
workforce entry. Asterisked occupations require certification or licensure.
High School Postsecondary Training College/University
(diploma) (certification or AA degree) (bachelor’s degree or higher)
• Film Loader • Videographer • User Interface Designer
Rubric Examples
• Animation Assistant • Prop Maker • Sound Engineer
• Make-up Artist • Cutter/Fitter/Seamstress • Medical and Scientific
• Sign Painter • Special Effects Coordinator Illustrator
• Web Designer • Scriptwriter
• Media and Design Arts
Instructor
5652 Performing Arts

5653 Sample course sequence in the Performing Arts pathway:
CTE Introductory CTE Concentration CTE Capstone

Courses Courses Courses Related Courses
• Intro to • Professional Dance • Choreography • Entrepreneurship
Professional Dance • Musical Notation • Professional • English
• Instrument Tuning Theatre Composition
and Repair • Professional Music • Digital Audio
Composition Recording
• Radio Announcing • Shakespeare
Apprenticeship • Psychology
• Forensics/Debate
• Physiology
5654 Sample of appropriate foundation and pathway standards for the

5655 Professional Theatre course in the Performing Arts pathway:
Sample appropriate foundation standards
Communications 2.2 Writing Applications (grade eight) 2.5: Write documents related to career
development, including simple business letters and job applications:
a. Present information purposefully and succinctly and meet the needs of the intended audience.
b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).
Communications 2.4 Listening and Speaking Applications (grades nine and ten) 2.3: Apply
appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
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Communications 2.4 Listening and Speaking Strategies and Applications (grades eleven and
twelve) 2.5: Recite poems, selections from speeches, or dramatic soliloquies with attention to
performance details to achieve clarity, force, and aesthetic effect and to demonstrate an
understanding of the meaning (e.g., Hamlet’s soliloquy “To Be or Not to Be”).
Career Planning and Management 3.0: Students understand how to make effective decisions, use
career information, and manage personal career plans.
Problem Solving and Critical Thinking 5.4: Use the elements of the particular art form to observe,
Rubric Examples
perceive, and respond.
Responsibility and Flexibility 7.5: Know the current issues and trends related to the field,
distinguishing the different and convergent objectives that drive the industry.
Technical Knowledge and Skills 10.9: Understand the economic basis of for-profit and not-for-
profit performing arts organizational structures.
Demonstration and Application 11.0: Students demonstrate and apply the concepts contained in
the foundation and pathway standards.
Sample appropriate pathway standards
B2.3: Specific Applications of VPA Creative Expression standards for Theatre at the proficient
level (grades nine through twelve) 2.1: Make acting choices, using script analysis, character
research, reflection, and revision through the rehearsal process.
B2.3: Specific Applications of VPA Creative Expression standards for Theatre at the advanced
level (grades nine through twelve) 2.3: Work collaboratively as designer, producer, or actor to
meet directorial goals in scenes and plays form a variety of contemporary and classical
playwrights.
B3.3: Specific Applications of VPA Historical and Cultural Context standards for Theatre at the
proficient level (grades nine through twelve) 3.3: Perform, design, or direct theatre pieces in
specific theatrical styles, including classics by such playwrights as Sophocles, Shakespeare, Lope
de Vega, Aphra Behn, Moliere, and Chekhov.
B5.3: Specific Applications of VPA Connections, Relationships, Applications standards for
Theatre at the proficient level (grades nine through twelve) 5.1: Describe how skills acquired in
theatre may be applied to other content areas and careers.
B5.3: Specific Applications of VPA Connections, Relationships, Applications standards for
Theatre at the advanced level (grades nine through twelve) 5.4: Develop advanced or entry-level
competencies for a career in an artistic or technical field in the theatre arts.
B6.0: Students understand essential technical and technological requirements applicable to
various segments of the Performing Arts pathway.
B6.1: Understand the technical aspects of theatre (e.g., lights, sound, properties, costumes,
makeup) from the perspective of the playwright and actor.
B6.2: Analyze the physical, emotional, and social dimensions of characters found in dramatic
texts from various genres and media.
B6.3: Know various techniques and methods for theatrical, aural, and physical arts performances.
B6.4: Understand how stage sets, costumes, lighting, musical instruments, props, and other
effects support a performance.
B6.5: Understand the differing roles of creators, performers, and others involved in the production
and presentation of the performing arts.
Attachment 2
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5656 Sample analysis (or “unpacking”) of a standard for the Professional Theater
5657 course in the Performing Arts pathway:
Standard Performing Arts Pathway B6.0: Students understand essential

technical and technological requirements applicable to various
segments of the Performing Arts Pathway.
Standard Performing Arts Pathway B6.5: Understand the differing roles of
Rubric Examples
subcomponent creators, performers, and others involved in the production and
presentation of the performing arts.
Course level Introductory Concentration X Capstone
Concepts Benchmark
What do students 1. Understand the roles of talent 1. Explain the casting, hiring, and
need to know? agents, casting directors, and contracting process.
producers/directors in the casting 2. Explain the influence of trade
At what level? and contracting process. unions on the industry, citing at
2. Understand the role of trade and least two examples of different
craft unions in the performing unions.
arts. 3. Identify the responsibilities of
3. Know the variety of twenty key crew positions when
responsibilities and roles in the provided with a list by the
crew in pre-production, instructor.
production, and post-production 4. Explain how the producer and
of a performing arts presentation. director influence the creative
4. Understand the roles of direction of a production and cite
producers and directors, and two examples of producers or
how they affect creative control directors with strong personal
in a performing arts production. styles.
5. Understand the role of the actor 5. Cite five interactions the actor
and how it relates to the roles of has with the crew and production
the crew and director/producer. team, including the director, and
6. Understand the role of marketing discuss ways in which s/he takes
and distribution in performing direction on his/her performance.
arts productions. 6. Describe the role of marketing
7. Understand the differences in and distribution in performing
roles and terminology between arts productions and provide four
for-profit and non-profit examples of effective marketing
production companies and types and distribution.
of production (e.g., theatre, 7. List four differences between
musical theatre, film, and production processes for
television). different types of theatre and two
terminology differences.
Skills Benchmark
What should 1. Visualize the hierarchies and 1. Design a flow chart that
students be able to relationships between all major includes all the major roles and
do? roles in a theatre production. their relationships to one
2. Know the steps involved in a another for a specific type of
At what level? theatre production, from company and production.
storyboarding to distribution. 2. List the major steps involved in
a specific type of theatre
production, with at least two
sub-steps cited for each.
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Topics/Contexts 1. Basic knowledge concepts 1–7 above

2. Analysis of artistic roles and relationships
What must be 3. Organizational principles of the performing arts
taught? 4. Work flow in the production process
5. Commercial aspects of the performing arts
5658 Sample performance task based on the skills and concepts:
Rubric Examples
5659 Standards: This sample performance task targets the following Arts, Media, and
5660 Entertainment industry sector foundation standards and Performing Arts pathway
5661 (PA) standards.
Standard # Standard
Foundation: Communications Write documents related to career development, including simple

2.2 Writing Applications business letters and job applications.
(grade eight) 2.5: a. Provide clear and purposeful information and address the
intended audience appropriately.
b. Use varied levels, patterns, and types of language to achieve
intended effects and aid comprehension.
c. Modify the tone to fit the purpose and audience.
d. Follow the conventional style for that type of document (e.g.,
résumé, memorandum) and use page formats, fonts, and
spacing that contribute to the readability and impact of the
document.
Foundation: Communications Apply appropriate interviewing techniques:
2.4 Listening and Speaking a. Prepare and ask relevant questions.
Applications (grades nine and b. Make notes of responses.
ten) 2.3: c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
Foundation: Career Planning Know the personal qualifications, interests, aptitudes, knowledge,
and Management 3.1: and skills necessary to succeed in careers.
Foundation: Career Planning Develop a career plan that is designed to reflect career interests,
and Management 3.2: pathways, and postsecondary options.
Foundation: Career Planning Understand the role and function of professional
and Management 3.3: organizations, industry associations, and organized labor in
a productive society.
Foundation: Demonstration Students demonstrate and apply the concepts contained in
and Application 11.0: the foundation and pathway standards.
Pathway: PA B6.5 Understand the differing roles of creators, performers, and
others involved in the production and presentation of the
performing arts.
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5662 Assignment: Students choose one aspect of professional theatre based on their
5663 own interests and aptitudes and explore the requirements and strategies for
5664 successful entry into the industry.
5665 1. Each student should consider his/her skills and interests and select a
5666 compatible aspect of professional theatre to explore [PA B6.5; Career Planning
5667 and Management 3.1].
Rubric Examples
5668 2. Students should research the standard job-seeking process for their chosen
5669 aspect and:
5670 a. Create a headshot/résumé/cover letter/demo tape, as dictated by the

5671 hiring conventions of the chosen aspect [Communications 2.2 Writing
5672 Applications 2.5].
5673 b. Research the guild(s), association(s), or union(s) associated with the
5674 chosen aspect. Determine:
5675 • Whether membership is required in order to secure work

5676 • What non-monetary prerequisites are required for membership
5677 • What fees are required to join and to maintain membership
5678 • Whether wages are negotiated through the organization for members
5679 • What networking opportunities are available through the
5680 guild/association/union?
5681 • Is the guild/association/union centralized at the national level, or does it
5682 have local “chapters?” [Career Planning and Management 3.3].
5683 3. Find a local person who is currently employed in the chosen aspect of
5684 professional theatre. The instructor may be able to help with this; direct calls to
5685 a local television station, local musical theatre troupe, local chapter of the
5686 guild/association/union, etc. may also produce results [Communications 2.4
5687 Listening and Speaking Strategies and Applications 2.3].
5688 a. Arrange and conduct an “informational interview” with the individual.

5689 Interviews that are conducted in person will be weighted more heavily than
5690 telephone interviews.
5691 b. Transcribe the interview; thorough notes are an acceptable substitute for
5692 direct transcription.
5693 4. Write a report that includes:

5694 a. The rationale for choosing the particular aspect, with reference to personal
5695 aptitudes and comparison with other aspects of professional theater
5696 b. A discussion of what was learned from the research and interview
5697 c. An outline of a comprehensive strategy for seeking future work in the
5698 chosen aspect of professional theatre [PA B6.5; Career Planning and
5699 Management 3.2].
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5700 Performance task rubric: Your grade will be based on the following rubric.
5701 Individual teachers should determine how to weigh the standards and assign points
5702 for each level.
PA B6.5: Student clearly Student clearly Student Student does not
Rubric Examples
Understand the demonstrates demonstrates demonstrates understand the
differing roles of understanding of understanding of basic chosen aspect of
creators, the chosen aspect the chosen aspect understanding of professional
performers, and of professional of professional the chosen aspect theatre.
others involved in theatre and its theatre. of professional Or, student is not
the production relationship to Student is aware theatre. aware of
and presentation other aspects. of most Student is aware requirements and
of the performing Student is aware requirements and of some expectations of
arts. of the stated and expectations of requirements and employers for
implied employers for expectations of related positions.
requirements and related positions. employers for
expectations of related positions,
employers for but is missing
related positions. some elements of
understanding.
Communications All necessary All necessary All necessary One or more
2.2 Writing and suggested career search career search necessary career
Applications career search documents are documents are search documents
(grade eight) 2.5: documents and complete. complete. is incomplete or
Write documents materials are Résumé/cover Résumé /cover missing.
related to career complete, letter is clear, free letter may contain Résumé /cover
development, including résumé of errors, and consistency, letter is riddled
including simple and (where neatly formatted, formatting, or with significant
business letters relevant) thoroughly spelling errors but errors or does not
and job headshot and documenting reflects relevant reflect relevant
applications. demo tape. relevant experience. experience.
a. Provide clear Résumé /cover experience.
and purposeful letter is clear,
information and professional, free
address the of errors, and
intended well-targeted to
audience jobs in the
appropriately. chosen aspect of
b. Use varied professional
levels, patterns, theatre.
and types of
language to
achieve intended
effects and aid
comprehension.
c. Modify the
tone to fit the
purpose and
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audience.
d. Follow the
conventional
style for that type
of document
(e.g., résumé,
memorandum)
Rubric Examples
and use page
formats, fonts,
and spacing that
contribute to the
readability and
impact of the
document.
Communications Student conducts Student conducts Student conducts Student conducts
2.4 Listening and an in-person an in-person or an in-person or a telephone or e-
Speaking interview and telephone telephone mail interview and
Applications asks more than interview and interview and asks less than five
(grades nine and ten relevant asks eight to ten asks five to eight questions, or does
ten) 2.3: Apply questions of the relevant relevant not conduct an
appropriate interviewee. questions of the questions of the interview.
interviewing Student’s notes interviewee. interviewee. Student’s notes
techniques: are legible and Student’s notes Student’s notes are illegible or
a. Prepare and provide a good are legible and are legible but extremely limited.
ask relevant record of thoroughly record incomplete or Questions are
questions. questions asked responses. slapdash. poorly phrased
b. Make notes of and responses. Questions are Questions are and do not show
responses. Questions are well phrased and not always well evidence of
c. Use language well-phrased, show evidence of phrased and research or elicit
that conveys show evidence of research. some do not useful information.
maturity, research, and The written report show evidence of The written report
sensitivity, and are designed to evaluates the research or elicit does not
respect. elicit useful effectiveness of useful sufficiently
information. the interview. information. describe or
d. Respond
correctly and The written The written report evaluate the
effectively to report evaluates evaluates the interview, or the
questions. the effectiveness effectiveness of written report is
of the interview the interview. incomplete or
e. Demonstrate and summarizes missing.
knowledge of the information
subject or succinctly and
organization. clearly.
f. Compile and
report responses.
g. Evaluate the
effectiveness of
the interview.
Career Planning Students choose Students choose Students choose Students do not
and Management an aspect of an aspect of an aspect of explain why they
3.1: Know the professional professional professional chose the aspect
personal theatre that is theatre that is theatre that is of professional
Attachment 2
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qualifications, perfectly suited suited to their suited to their theatre.

interests, to their experience, interests, and
aptitudes, experience, interests, and explain their
knowledge, and interests, and aptitudes, and choice. They
skills necessary aptitudes, and explain their may lack
to succeed in explain their choice well. experience,
careers. choice well, knowledge, or
contrasting their skills in the
Rubric Examples
choice with chosen aspect or
multiple fail to fully
examples of explain why it
other aspects was chosen.
and showing why
the aspect they
chose is right for
them.
Career Planning The report The report The report The report does
and Management includes a career includes a career includes a career not include a
3.2: Develop a plan that is plan that is plan that is realistic or well-
career plan that realistic and takes realistic and somewhat informed career
is designed to into account all the takes into realistic. Some plan.
reflect career information gained account all the gaps in
interests, through research information understanding
pathways, and and the interview. gained through the career search
postsecondary Plans for future research and the process may be
options. professional interview. present and/or
development in the plan may fail
the field are to take into
concrete and account some of
integrated into the the information
career plan. gained through
research and the
interview.
Career Planning Research on Research on Research on Research on
and Management industry guild(s), industry guild(s), industry guild(s), industry guild(s),
3.3: Understand association(s), or association(s), or association(s), or association(s), or
the role and union(s) is union(s) is union(s) answers union(s) answers
function of thorough and thorough and 80 percent of the less than 80
professional answers all of the answers all of the questions listed percent of the
organizations, questions listed questions listed in the questions listed in
industry in the in the assignment the assignment
associations, and assignment assignment description description
organized labor description description accurately. accurately.
in a productive accurately. accurately.
society. Student shows
an understanding
of the role of craft
and trade unions
in the industry as
a whole, as well
as in their
chosen aspect.
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5704 Sample pathway occupations: Performing Arts
Sample of Performing Arts pathway occupations organized by level of education and training
required for workforce entry.
High School Postsecondary Training College/University (bachelor’s
Rubric Examples
(diploma) (certification or AA degree) degree or higher)
• Disc Jockey • Actor • Musical Accompanist
• Actor • Music Minister • Music Director/Conductor
• Announcer • Radio/Television • Acoustician
• Voice-over Artist Broadcaster • Film Composer
• Stunt Double • Choreographer
5705 Production and Managerial Arts

5706 Sample course sequence in the Production and Managerial Arts pathway:
CTE Introductory CTE Concentration CTE Capstone
Courses Courses Courses Related Courses
• Introduction to • Broadcast • Stage Production • Virtual Enterprise
Multimedia Production Management • Arts Management
Production • Set Design • Filmmaking • Digital Audio
• Technical Theatre • Television • Sound Engineering Recording
• Introduction to Production and Design
Sound Mixing
5707 Sample of appropriate foundation and pathway standards for the Television
5708 Production course in the Production and Managerial Arts pathway:
Sample appropriate foundation standards

Communications 2.2 Writing Strategies and Applications (grades eleven and twelve) 1.3:
Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support
them with precise and relevant examples.
twelve) 1.1: Recognize strategies used by the media to inform, persuade, entertain, and transmit
culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special
effects, language).
twelve) 1.3: Interpret and evaluate the various ways in which events are presented and
information is communicated by visual image makers (e.g., graphic artists, documentary
filmmakers, illustrators, news photographers).
twelve) 1.14: Analyze the techniques used in media messages for a particular audience and
evaluate their effectiveness (e.g., Orson Welles’ radio broadcast “War of the Worlds”).
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twelve) 2.4: Deliver multimedia presentations:
a. Combine text, images, and sound by incorporating information from a wide range of media,
including films, newspapers, magazines, CD-ROMs, online information, television, videos, and
electronic media-generated images.
b. Select an appropriate medium for each element of the presentation.
c. Use the selected media skillfully, editing appropriately and monitoring for quality.
Rubric Examples
d. Test the audience’s response and revise the presentation accordingly.
Career Planning and Management 3.8: Understand the use of contracts in the arts industry and
the principles and responsibilities of working as an independent contractor, including budgeting,
project planning, advertising, and marketing strategies.
Technology 4.2: Understand the use of technological resources to gain access to, manipulate,
and produce information, products, and services.
Ethics and Legal Responsibilities 8.5: Understand the ethical implications of the degree of
influence media, arts, and performances have on individuals.
Ethics and Legal Responsibilities 8.6: Understand liability and compliance issues relevant to the
arts, media, and entertainment industry.
Leadership and Teamwork 9.3: Understand how to organize and structure work individually and in
teams for effective performance and the attainment of goals.
Demonstration and Application 11.0: Students demonstrate and apply the concepts contained in
the foundation and pathway standards.
Sample appropriate pathway standards
C2.0: Students demonstrate important skills and an understanding of the complexities of
production planning.
C2.2: Know how artistic processes, organizational structure, and business principles are
interrelated in the various arts.
C2.3: Identify the activities and linkages from each stage associated with the preproduction,
production, and postproduction of a creative project.
C2.4: Understand how the various aspects of story development contribute to the success or
nonsuccess of an arts, media, and entertainment project or production.
C2.5: Apply knowledge of equipment and skills to determine the equipment, crew, technical
support, and cast requirements for an arts, media, and entertainment production.
C3.0: Students understand the key elements of promoting a production.
5709 Sample analysis (or “unpacking”) of a standard for the Television Production
5710 course in the Production and Managerial Arts pathway:
Standard Production and Managerial Arts Pathway C2.0: Students demonstrate

important skills and an understanding of the complexities of production
planning.
Standard Production and Managerial Arts Pathway C2.4: Understand how the
subcomponent various aspects of story development contribute to the success or
nonsuccess of an arts, media, and entertainment project or
production.
Course level Introductory X Concentration Capstone
Attachment 2
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Concepts Benchmark/Level
What do students 1. Genre and genre conventions 1. Name five popular television
need to know? At 2. “Jumping the shark” and genres and define three
what level? common writing pitfalls conventions of one of them.
3. The importance of the hook 2. Give an example of a television
4. Audience demographics and show that “jumped the shark”
targeted program development and explain what happened to
Rubric Examples
5. Nielsen ratings and how they cause the problem.
are created. 3. Define the hook and give two
examples of good hooks.
4. List the four most coveted
demographics and cite one story
element that typically appeals to
each.
5. Explain what a Nielsen rating is,
how it is calculated, and what it
means for a show’s success or
failure.
Skills Benchmark/Level
What should 1. Identify the relationship between 1. Given a list of shows (with brief
students be able to story elements and intended descriptions) and a list of
do? At what level? audience. demographic targets, accurately
2. Analyze concepts and stories for match the shows to their
appeal and marketability. intended targets.
2. Shown two pilots, one that has
gone to series and one that has
not, student can identify the hook
in both and provide two educated
guesses as to why one was
produced over the other.
Topics/contexts 1. Basic concepts 1–5 above
2. How to identify audience and market for a given concept
What must be 3. Elements of successful stories
taught?
5711 Sample performance task based on the skills and concepts:
5712 Standards: This sample performance task targets the following Arts, Media,
5713 and Entertainment sector foundation standards and Production and
5714 Managerial Arts pathway (PMA) standards.
Standard # Standard
Foundation: Communications Structure ideas and arguments in a sustained, persuasive,
2.2 Writing Strategies and and sophisticated way and support them with precise and
Applications (grades eleven relevant examples.
and twelve) 1.3:
Foundation: Leadership and Understand how to organize and structure work individually
Teamwork 9.3: and in teams for effective performance and the attainment
of goals.
Attachment 2
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Foundation: Demonstration Students demonstrate and apply the concepts contained in

and Application 11.0: the foundation and pathway standards.
Pathway: PMA C3.1: Know the business aspects of the arts, media, and
entertainment industry.
Pathway: PMA C3.3: Know various media production, communication, and
dissemination techniques and methods, including
alternative ways to inform and entertain through written,
Rubric Examples
oral, visual, and electronic media.
5715 Assignment: Write a treatment.
5716 1. Read the handout on “Television Economics and Audience Demographics.”

5717 2. Select a recent (airing within the last three years) television program. Using
5718 observation and Internet research, write out the answers to the following
5719 questions on the provided worksheet(s): [PMA C3.1].
5720 a. Who is the target audience for this program? Explain viewer demographics
5721 and why they are so important to television producers.
5722 b. What marketing decisions (e.g., time slot, placement in lineup, seasonal
5723 airing schedule, etc.) increase the show’s appeal to the target audience?
5724 C. What other elements (e.g., subject matter, gender/age balance of
5725 characters, etc.) increase the show’s appeal to the target audience?
5726 d. What other programs target this audience? Name three and discuss key
5727 differences and similarities between those shows and your chosen
5728 program.
5729 e. What consumer products are aligned with this program (featured in
5730 commercial breaks, etc.)? Name three and discuss how they attempt to
5731 appeal to the same audience.
5732 f. What consumer products (if any) are tied into this program?
5733 3. Read the “Writing Effective Treatments for Television” article.

5734 4. Working in groups of three, develop a concept for a pilot to be “pitched” to
5735 network executives. You will be randomly assigned a target demographic for
5736 this project. The concept needs to be unique and catchy, while holding clear
5737 appeal for the assigned target demographic. It should result in approximately a
5738 20-minute spot (to run in a half-hour slot, with time allowed for commercial
5739 breaks), and be filmable at the school location, with student actors [PMA C3.1;
5740 PMA C3.3; Leadership and Teamwork 9.3].
5741 5. Once you have developed your concept, create a “treatment” for your network
5742 executives that includes a brief but descriptive outline of the show
5743 (approximately five pages), including:
5744 a. Title
5745 b. Logline
5746 c. Description of target audience(s)
5747 d. Description of the genre(s) your show falls into
Attachment 2
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5748 e. A description that shows off all the elements of the program, including the
5749 essential appeal—why do people want to watch this? Include the following
5750 elements where applicable:
5751 • What is your hook?

5752 • How do you establish the ambiance of the show?
5753 • Who are your characters? What is their situation?
Rubric Examples
5754 • How do you deal with setup and exposition (if necessary)?
5755 • What makes your show dramatic/funny/informative? How?
5756 • What elements particularly appeal to your target audience?
5757 The treatment should use appropriate industry terms and vocabulary and
5758 should be clear, engaging, and interesting. The treatment that is chosen by
5759 the “executives” (your instructor and several others) will be registered with
5760 the Writer’s Guild of America, and creating the pilot will become the class
5761 project for the semester [Communications 2.2 Writing Strategies and
5762 Applications 1.3; Leadership and Teamwork 9.3].
5763 Sample performance task rubric: Your grade will be based on the following
5764 rubric. Individual teachers should determine how to weigh the standards and assign
5765 points for each level.

PMA C2.4: The concept for The concept for The concept for The concept for
Understand how the show is the show is unique the show may rely the show is
the various innovative and and does not heavily on genre unoriginal or
aspects of story uses genre duplicate any conventions or violates
development conventions in existing shows. resemble other intellectual
contribute to the new and exciting The content is successful shows, property laws.
success or ways. targeted to the but it does not Or, the content is
nonsuccess of an The content is given violate intellectual not targeted to the
arts, media, and clearly targeted to demographic. property laws. given
entertainment the given
project or The concept will fit The content is demographic.
demographic. within the time targeted to the Or, the concept
production. given
The concept will fit and filming will fit within the
within the time parameters given. demographic. time and filming
and filming The concept will fit parameters given
parameters given. within the time only after
and filming significant
parameters given revision.
after some initial
revision.
PMA C3.1: Know Work sheet Work sheet Work sheet Work sheet
the business contains more contains more contains more contains less than
aspects of the than 90 percent than 80 percent than 70 percent 70 percent correct
arts, media, and correct answers, correct answers, correct answers, answers.
entertainment with clear with adequate with explanations Terms and
industry. explanations of explanations of of terms and concepts are not
Attachment 2
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terms and terms and concepts that may fully explained.

concepts that concepts. contain some Examples are
show depth of All examples listed errors. insufficient or
understanding. are relevant. Most examples irrelevant.
All examples listed listed are relevant.
are relevant.
Communications Treatment is Treatment is Treatment Treatment fails to
Rubric Examples
2.2 Writing persuasive and interesting and explains concept explain concept.
Strategies and catchy, with a persuasive. well. Or, more than 40
Applications fresh and All required Most required percent of
(grades eleven engaging style. information is information is required
and twelve) 1.3: All required included. included, but information is
Structure ideas information is some confusing missing or
and arguments in Writing is clear
included and and concise. areas or unclear.
a sustained, thoroughly omissions exist.
persuasive, and Or, writing is
explained. Writing is clear. unclear,
sophisticated way
and support them Writing is insufficient, or
with precise and professional, confusing.
relevant concise, and
examples. clear.
Leadership and Teacher observes Teacher observes Teacher observes Teacher observes
Teamwork 9.3: student taking student helping to student following student not
Understand how leadership in organize group the group work following the
to organize and organizing group work and plan and group work plan
structure work work and structuring adequately or structuring
individually and individual work individual work structuring individual work.
in teams for effectively. effectively. individual work. Or, student does
effective Student Student Student not participate in
performance and participates participates in all participates at a all aspects of
the attainment of actively in all aspects of basic level in all concept and
goals. aspects of concept and aspects of treatment
concept and treatment concept and development.
treatment development. treatment
development. development.
5767 Sample pathway occupations: Production and Managerial Arts
Sample of pathway occupations organized by level of education and training required for
workforce entry. Asterisked occupations require certification or licensure.
College/University
High School Postsecondary Training (bachelor’s degree or
(diploma) (certification and/or an AA degree) higher)
• 3rd Assistant Director • 1st Assistant Camera Operator • Producer
• Focus Puller • Gaffer (Chief Lighting • Line Producer
• Camera Loader Technician) • Sound Design Editor
• Dolly Grip • Key Production Grip • Visual Effects
• Tape/Film Logger • Script Supervisor Coordinator
• Negative Cutter • 2nd Unit Director
Attachment 2
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5768
1
McCarthy, K. F., Ondaatje, E. H., Zakaras, L., and Brooks, A. Gifts of the Muse: Reframing the
Debate About the Benefits of the Arts. 2004.
http://www.rand.org/pubs/monographs/2005/RAND_MG218.pdf.
Rubric Examples
Video Project Rubric to Evaluate Multimedia Projects http://www.uwstout.edu/soe/profdev/videorubric.html
Search UW-Stout Go
University of Wisconsin - Stout Catalog and Schedule of Online Classes
This rubric may be used for self-assessment and peer feedback. The project grade will be based upon the
following evaluation scale:
Rubric Examples
A - Exemplary: 86-96 points
B - Proficient: 76-85 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 75 points
Video Project Rubric
ACTIVITY Exemplary Proficient Partially Proficient Incomplete POINTS
Use of Resources 12 points 8 points 4 points 0 points

During Research and
Note Taking Note cards Note cards Note cards show Note cards
indicate group show group group members show group
members members misinterpreted members
developed recorded statements, recorded
research research graphics and information
questions, questions, questions and from four or
accurately relevant failed to identify less resources,
recorded and information relevant and ignored
interpreted from multiple counter-arguments. alternative
sources of sources of points of view.
information and information
graphics, and and evaluated
identified relevant alternative Most sources of
pro and con points of view. information use There is no
arguments. proper MLA way to check
citation, and validity of
Sources of All sources of sources are information.
information are information are documented to
properly cited clearly make it possible to
using MLA identified and check on the
citations and credited using accuracy of
enable the MLA citations information.
audience to throughout the
determine the project.
credibility and
authority of the
information
presented.
1 of 7 1/14/2009 11:07 AM
Script/Storyboard 6 points 4 points 2 points 0 points
The storyboard The storyboard The thumbnail There is no

illustrates the includes sketches on the evidence of a
video presentation thumbnail storyboard are not storyboard.
structure with sketches of in a logical
thumbnail each video sequence and do
sketches of each scene and not provide
scene. Notes of includes text complete
proposed for each descriptions of the
transition, special segment of the video scenes, audio
Rubric Examples
effects, sound and presentation, background, or
title tracks descriptions of notes about the
include: text, background dialogue.
background color, audio for each
placement & size scene, and
of graphic, fonts - notes about
color, size, type proposed shots
for text and and dialogue.
headings. Notes
about proposed
dialogue/narration
text are included.
All sketches are

numbered, and All sketches
there is a logical are organized
sequence to the and numbered
presentation. in a logical
sequence.
Content/Organization 18 points 12 points 6 points 0 points
The content Information is The content does The content

includes a clear presented as a not present a lacks a central
statement of connected clearly stated theme, clear
purpose or theme theme with theme, is vague, point of view
and is creative, accurate, and some of the and logical
compelling and current supporting sequence of
clearly written. A supporting information does information.
rich variety of information not seem to fit the Much of the
supporting that contributes main idea or supporting
information in the to appears as a information in
video contributes understanding disconnected series the video is
to understanding the project's of scenes with no irrelevant to the
the project's main main idea. unifying main idea. overall
idea. The project Details are message. The
includes logical and viewer is
motivating persuasive unsure what the
questions and information is message is
advanced effectively because there is
2 of 7 1/14/2009 11:07 AM
organizers that used. The little persuasive

provide the content information
audience with a includes a clear and only one or
sense of the point of view two facts about
presentation's with a the topic.
main idea. Events progression of Information is
Includes few
and messages are ideas and incomplete, out
citations and few
presented in a supporting of date and/or
facts.
logical order. information. incorrect.
Includes properly No citations are
Rubric Examples
cited sources. included.
Includes
properly cited
sources.
Introduction 6 points 4 points 2 points 0 points
The introduction The The introduction The

is compelling and introduction is shows some introduction
provides clear and structure but does does not orient
motivating coherent and not create a strong the audience to
content that hooks evokes interest sense of what is to what will
the viewer from in the topic and follow. May be follow. The
the beginning of response from overly detailed or sequencing is
the video and listeners. incomplete and is unclear and
keeps the somewhat does not appear
audience's appealing to the interesting or
attention. audience. relevant to the
audience.
Production Quality
Video 12 points 8 points 4 points 0 points
Continuity/Editing
The tape is edited Tape is edited Tape is edited in Tape is
with only high throughout few spots. Several unedited and
quality shots with only poor shots remain. many poor
remaining. Video quality shots Transitions from shots remain.
moves smoothly remaining. A shot to shot are No transitions
from shot to shot. variety of choppy, and the between clips
A variety of transitions are types of wipes and are used. Raw
transitions are used. Good fades selected are clips run back
used to assist in pacing and not always to back in the
communicating timing. appropriate for the final video.
the main idea and scene. Transitions
smooth the flow do not assist in
from one scene to communicating the
the next. Shots main idea. There
and scenes flow are many unnatural
3 of 7 1/14/2009 11:07 AM
seamlessly. breaks and/or early

Digital effects are cuts. Digital effects
used appropriately are overdone and
for emphasis. distract from the
content.
Audio and Voice 12 points 8 points 4 points 0 points
Editing
The audio is clear The audio is The audio is Audio is
and effectively clear, but only inconsistent in cut-off and
assists in partially assists clarity (too inconsistent.
Rubric Examples
communicating in loud/too Students have
the main idea. communicating soft/garbled) at great difficulty
Students the main idea. times and communicating
communicate Students insufficiently ideas with poor
ideas with communicate communicates the voice
enthusiasm, ideas with main idea. Students projection.
proper voice proper voice have difficulty
projection, projection, communicating
appropriate adequate ideas due to weak
language, and preparation and voice projection
clear delivery. delivery. and/or lack of
preparation.
The background
Background audio audio overpowers
is kept in balance the primary audio.
and does not
overpower the
primary audio.
Color Scheme 3 points 2 points 1 points 0 points
The color scheme The color Backgrounds and No color

for backgrounds scheme used clothing distract scheme is
and clothing is for from the apparent.
selected to suit the backgrounds presentation and
mood of the and clothing are not suited to
video. enhances the the mood of the
presentation. video.
Lighting 3 points 2 points 1 points 0 points
Additional Additional Some scenes are Only ambient

lighting is used to lighting is too dark or too (available) light
eliminate shadows used. Few light to determine is used. Most
and glares. All shadows or what is happening. scenes are too
scenes have glares are dark or too
sufficient lighting apparent. Most light to
for viewer to scenes have determine what
easily see action. sufficient is happening.
4 of 7 1/14/2009 11:07 AM
lighting to tell
what is
happening.
Camera Techniques 12 points 8 points 4 points 0 points
(Exposure/Focus)
All shots are The camera is The motion shots Many shots are
clearly focused held steady. are fairly steady. unfocused and
and well framed. Pans and Some shots are poorly framed.
The video is zooms are unfocused or The camera is
steady with few limited. The poorly framed. not held steady
Rubric Examples
pans and zooms. main subject is Few close-ups are and excessive
Close-ups are located slightly used. panning and
used to focus off center, zooming
attention. Video using the "rule distracts the
shows evidence of of thirds." viewer. No
good composition Most shots are close-ups are
(ratio of image to clearly focused used.
frame, line of and well
gaze, pan/tilts, framed.
movement, and
perspective.
Special Effects 3 points 2 points 1 points 0 points
Good, but not Use of effects Some special Effects are

excessive use of is worthwhile. effects are either missing
effects. distracting. or excessive.
Use of Media (Music, 6 points 4 points 2 points 0 points
Voice-over,
Graphics) The graphics, The students Some of the The graphics,
sound and/or use proper size graphics, sounds, sounds, and/or
animation assist in and resolution and/or animations animations are
presenting an to create seem unrelated to unrelated to the
overall theme that images. The the topic/theme content.
appeals to the graphics, and do not enhance Graphics do
audience and sound/and or concepts. Most not enhance
enhances concepts animation images are clipart understanding
with a high impact visually depict or recycled from the content, or
message. All material and the WWW. Images are distracting
multimedia assist the are too large/small decorations that
elements work audience in in size. Images are create a busy
well together and understanding poorly cropped or feeling and
demonstrate the flow of the color/resolution detract from
excellent information or is fuzzy. the content.
synthesis. content. Multimedia
Graphics explain Images are elements support
and reinforce key student the presentation
points during the produced. occasionally.
presentation. Images are
proper size and
5 of 7 1/14/2009 11:07 AM
resolution.
Multimedia
elements are
appropriate and
enhance the
presentation.
Copyright 6 points 4 points 2 points 0 points
Copyrighted Every photo, Some sources of There is no

information for graphic or photos, graphics, reference to
Rubric Examples
photos, graphics sound file is and music are not copyright
and music is either original clearly identified information for
clearly identified or permission with references, photos,
by source and for its use is and permission to graphics, and
nature of documented reproduce is music.
permission to from the missing.
reproduce. creator/owner.
Moving Images 3 points 2 points 1 points 0 points
Motion scenes are The video The video includes The video
planned and includes some "talking heads" and features
purposeful, adding "talking a few motion "talking heads"
impact to the story heads," and scenes are added with little or no
line. "Talking backgrounds but do not improve action to add
heads" scenes are and video understanding of interest or the
used when crucial effects add the story line. video uses
to telling the interest. Most action
story. motion scenes excessively.
make the story
clearer or give
it more impact.
Pace 3 points 2 points 1 points 0 points
All video clips fit Most video Video clips are Video clips are
the storyline. clips move at a used but need to be too long and do
Clips are just long steady pace, edited in length or not advance the
enough to make fast enough to move too quickly storyline or to
each point clear. keep the to assist in telling short and leave
The pace captures audience the story. out essential
audience interested and action or
attention. slow enough to dialogue.
tell a complete
story.
Timing 3 points 2 points 1 points 0 points
Video clips show Most video Some video clips Video clips
no slack time. clips are edited are edited to begin and end
"Three beat" to remove remove slack time with slack time
timing (three slack time and and increase or no action.
6 of 7 1/14/2009 11:07 AM
actions per clip or to emphasize action.

three clips per action.
event) is evident.
*Teamwork 12 points 8 points 4 points 0 points
(Participation)
The group The group Some individuals One person
documents how documents document how documents that
members how members there was poor problems were
brainstormed, divided tasks, communication, not managed in
discussed, and assigned roles unresolved a way that
Rubric Examples
solved problems. based on the conflict, or failure advanced the
The group skills/talents of to collaborate on group goal. The
documents individual important aspects group required
division of members, of the work. The teacher
responsibilities shared the group required assistance with
and describes how workload and teacher assistance dividing tasks
the individual managed to resolve and resolving
efforts capitalized problems in a differences. differences.
on strengths of way that Few people
each team advanced the contributed
member. group goal. their fair share
of work, or the
project was
created by one
student doing
most of the
work (though
may have
received
guidance or
help from
others).
/120
TOTAL POINTS
* Provides evidence that group members helped one another, shared ideas, developed and evaluated their
finished product(s).
University of Wisconsin - Stout Digital Media and Visual Literacy Online Course
University of Wisconsin - Stout Catalog and Schedule of Online Classes
Readings on Authentic Assessment

Examples of Other Rubrics
© COPYRIGHT 2003-2008 Joan Vandervelde

All Rights Reserved.
Updated: October 25, 2008
7 of 7 1/14/2009 11:07 AM
Welcome to the University of Houston-Victoria School of Business Adm... http://www.uhv.edu/bus/conference/rubric.asp
MBA Conference
Presentation Rubric
1 2 3 4
Audience cannot Audience has difficulty Team presents Team presents
understand presentation following presentation information in logical information in logical
Organization because there is no logical because some of the sequence which audience interesting sequence
sequence of information. information is not in can follow. which audience can easily
logical sequence. follow.
Team does not have grasp Team is uncomfortable Team is at ease with case Team demonstrates full
Rubric Examples
of case and cannot answer with case and can only and can answer all knowledge by answering
Subject Knowledge questions. answer simple questions. questions, but fails to all questions completely
provide elaboration. with explanation and
elaboration
Team uses low quality or Team occasionally use Team uses visual aids that Team uses high-quality
no visual aids that support visual aids that rarely support and relate to the visual aids that greatly
Visual Aids
the case presentation. relate to or support the case presentation. enhance the case
case presentation. presentation.
Team members just stand Team members primarily Team members maintain Team members maintain
in one spot and read read presentation and eye contact, move around, eye contact, move around,
presentation with no eye occasionally move and use appropriate and use appropriate
Audience Interaction
contact or use of around, use eye contact, gestures while often gestures while seldom
appropriate gestures and use appropriate referring to notes. returning to notes.
gestures.
Team members mumble, Team members speak Team members speak Team members’ voices
mispronounce terms, and softly and occasionally clearly and pronounce are clear. Words are
speak too softly for mispronounce terms. words correctly most of pronounced correctly.
Elocution judges and others to hear. Audience members have the time. Audience has Audience has no
some difficulty little difficulty in hearing difficulty in hearing
understanding the presentation. presentation.
presentation.
Team members have Team members have a Team members are well Team members have
unclear or no role in role in the presentation, coordinated and well equivalent roles, smooth
Teamwork presentation and poor but the individual parts prepared for presentation. transitions, and all parts
transition from member to appear poorly are integrated with each
member. coordinated. other.
A total of 18 or more points is considered acceptable Total Points
Team # ________
Please give an overall score for the presentation from 0 to 100 ________
Events & Announcements

Martin Luther King, Jr. Holiday 1/19/2009
Open House in Sugar Land 2/11/2009
Open House in Cinco Ranch 2/25/2009
Open House in Sugar Land 3/11/2009
Spring Break 3/16/2009
more events and announcements...
1 of 1 1/14/2009 11:25 AM
APPENDIX 15
COLLEGE OF BUSINESS ADMINISTRATION
GRADUATE PROGRAMS WRITING EFFECTIVELY RUBRIC
Learning Goal
Course requires writing requirements designed to allow students to practice and improve writing skills with instructor feedback.
Rubric Examples
Measures
Scoring Traits Does Not Meet Expectations Meets Expectations Exceed Expectations
1 2 3
Organization of Writing is not concise and has a Writing could be more concise. Writing is concise. Information is
Ideas and tendency to ramble. No clear Focus and direction of writing is presented in a manner which makes it
Content direction in the writing. Lack of focus acceptable, but could use a little extremely easy for the reader to
(OIC) and organization interfere with improvement. Organization doesn’t understand the points being made.
communication and understanding. interfere with communication and Ideas are clearly stated. Focus and
If appropriate: Lacks a clear understanding, but could use a bit direction of the writing are extremely
introduction and conclusion. Needs more attention. If appropriate: clear. If appropriate: Compelling
work to be acceptable. Student Introduction and conclusion are introduction, informative body with
should be referred to writing center. acceptable, but could use details, and effective conclusion.
improvement.
Sentence Poorly developed sentences. Sentences usually flow well while at Extremely well developed sentences.
Structure Sentences don’t express ideas well. other times are awkward due to lack Sentences flow well. Sentences
(SS) Sentence structure is sometimes so of conciseness, wordiness, or lack clearly express ideas. Sentences are
poor that it makes reading and of appropriate structure. Overall, concise.
understanding difficult. Sentences most sentences clearly express
are awkward, rambling and would ideas.
sound strange if read out loud.
Needs work to be acceptable.
Student should be referred to writing
center.
Paragraph Sentences within a paragraph are Similar to Superior, but a few Organization of paragraphs enhances
Structure unrelated. No clear direction within paragraphs need improvements. readability. Sentences within
(PS) the paragraph. Connections Most sentences within a paragraph paragraph all build upon or relate to a
between paragraphs are confusing. build upon or relate to a single single issue. Logical flow. Good lead-
Needs work to be acceptable. issue. A few paragraphs lack good in sentence for each paragraph. Good
Student should be referred to writing lead-in or transitional sentences. transition between paragraphs.
center.
Scoring Traits Does Not Meet Expectations Meets Expectations Exceed Expectations
1 2 3
Word Choice Writer struggles to use appropriate Writer uses familiar words well and Sophisticated and appropriate use of
and Tone vocabulary. Words/terms are used occasionally makes more vocabulary. Word choice adds to
(WCT) incorrectly. Tone and word choice sophisticated word choices. Tone quality of the writing and enhances
Rubric Examples
are inappropriate for intended and word choice are appropriate for overall meaning. Tone and word
audience. Inappropriate use of the intended audience. choice are appropriate for the
“casual language” and clichés. intended audience.
center.
Grammar, Writing contains numerous and/or Writing contains a few insignificant Writing is nearly error free. For
Punctuation, significant errors which interfere with errors that don’t interfere with example, paper has no more than one
and Spelling comprehension and distract from comprehension or distract from the error on any given page, or for longer
(GPS) the message. For example, three or message. For example, two minor papers, no more than four errors
more errors on a page, or for longer errors on a page, or for longer throughout the paper.
papers, more than five errors in the papers, five or fewer minor errors
whole paper. Needs work to be throughout the paper.
acceptable. Student should be
referred to writing center.
Professional Document has numerous and Document is reasonably neat and Document is extremely neat and
Format and Use significant printing and/or formatting professional looking. Document has professional looking. Everything
of Conventions problems. Aesthetic qualities of the a few minor formatting or convention formatted correctly. Proper use of any
(PF) paper would be an embarrassment problems (e.g., citations and necessary conventions (e.g., citations
to an organization. Doesn’t follow documentation). and documentation). Paper’s
basic formatting conventions (e.g., aesthetic qualities are what one would
citations and documentation). expect from a business professional.
center.
Professionalism The reader (e.g., instructor, The reader (e.g., instructor, The reader (e.g., instructor, coworker,
coworker, client, CEO) of this coworker, client, CEO) of this client, CEO) of this document would
document would view it as document would view it to be view it as extremely professional.
unprofessionally written. adequate, but not extremely
professional.
MARKETING 350: RESEARCH ASSIGNMENT
Information Literacy Rubric

Level 1 Level 2 Level 3 Level 4
Consults an Gathers Gathers good Gathers optimal
insufficient information information information
number of from a limited from a variety from a variety
Seeks sources. range of of sources; may of quality
Rubric Examples
Information sources; may have missed a electronic and
rely too much few. print sources,
on one kind of including ABI
source Inform
Shows no Uses some Does a good Evaluates and

evidence of quality sources, job evaluating selects only the
understanding but uses too the quality and best sources for
Evaluates what many that are usefulness of usefulness and
Information information is poor or sources. quality
useful or of tangential.
good quality
Reaches Conclusions Uses Uses

conclusions that could have information to information
do not have been better draw effectively to
enough support. supported. appropriate draw
Uses Question or Question or conclusions, appropriate
Information problem problem answer a conclusions,
ineffectively minimally question, or and optimally
resolved. Most resolved. Some solve a answer a
necessary necessary problem. Some question or
idea/points are ideas/points minor solve a
missing are missing. ideas/points are problem. All
missing. relevant
ideas/points
included.
Materials are Documentation Documents All ideas, text

clearly is improperly with care (in and media are
Sources plagiarized, constructed or body of paper properly cited
Information either absent body of and (in body of
intentionally or paper and/or bibliography) paper and
through bibliography. although a few bibliography),
ignorance. errors are following a
noted. recognized
style
15
MGT 495: STRATEGIC CASE
Internal/External Environment Rubric
Criteria Level 1 Level 2 Level 3 Level 4

Failed to Identified and Identified and Correctly
identify or analyzed some analyzed most identified and
Rubric Examples
analyze most legal and legal and completely
Legal and legal and regulatory regulatory analyzed all
Regulatory regulatory factors, but there factors; some legal and
Factors factors were major minor omissions regulatory
omissions in in identification factors
identification or or analysis
analysis

analyze most cultural and cultural and completely
International cultural and international international analyzed all
and international factors, but there factors; some cultural and
Cultural factors were major minor omissions international
Factors omissions in in identification factors
analysis

analyze most competitive competitive completely
Competitive competitive factors, but there factors; some analyzed all
Factors factors were major minor omissions competitive
omissions in in identification factors
analysis
Failed to draw Drew from some Drew from most Drew from all
from of the appropriate of the appropriate
Used appropriate business appropriate business
Multiple business disciplines when business disciplines
Disciplines disciplines analyzing case; disciplines when when
when there were major analyzing case; a analyzing case
analyzing case omissions few minor
omissions
16
Writing Skills Rubric

Paper does not Some analysis Basic analysis Thoughtful and
identify thesis of a thesis or of a thesis or insightful
or purpose. purpose. purpose. analysis of a
Content Analysis vague Reader gains Reader gains clearly
or missing. few insights. sufficient presented thesis
Rubric Examples
Reader is insight. or purpose.
confused or Reader gains
misinformed. good insight.
Little Writing is not Ideas are, for Ideas arranged
semblance of logical and the most part, logically. Flow
logical ideas sometime arranged smoothly and
Organization organization. fail to make logically and are clearly
Reader cannot sense. Reader linked. Reader linked. Reader
identify needs to work can follow most can follow
reasoning. to figure out of the reasoning.
meaning. reasoning.
Tone is not Tone is Tone is Tone is

professional. It occasionally generally consistently
Tone is inappropriate professional or professional professional
for audience occasionally and mostly and appropriate
and purpose. appropriate for appropriate for for audience.
audience. audience.
Errors are so Writing has Occasional Writing is free
numerous that numerous errors in or almost free
they obscure errors and writing, but of errors.
Mechanics meaning. distracts the they don’t
reader. represent a
major
distraction.
References are Occasional Complete Sources of
not or mostly and/or references are presented
References not presented. incomplete generally evidence are
references are present clearly and
provided. fairly
represented.
No Format of A recognized A recognized
standardized document format is format is
Format format reflects generally correctly
followed. incomplete followed; a few followed.
knowledge of mistakes.
standard.
17
ETHICS CATEGORY COURSES: ETHICS CASE
Ethical Reasoning Rubric

Lists values but Lists values but Articulates Student can
unable to offer uses superficial values; offers thoughtfully
Values any thoughtful reasoning to acceptable articulate and
Clarification defense of why defend choices. explanation of defend five or six
they are why they are values that
Rubric Examples
important. important to should guide
business behavior in
behavior. business.
Identification of Identifies only Identifies most of Completely and

ethical concerns some of the the ethical thoughtfully
Identification of is sparse or ethical concerns concerns in a identifies all
Ethical Issues missing. in a given given ethical concerns
problem/case. problem/case. in a given
Omits a few May omit a few problem/case.
major points. minor points.

stakeholder is some of the the stakeholder thoughtfully
Stakeholder sparse or stakeholder positions in a identifies all
Identification missing. positions in a given stakeholder
given problem/case. positions in a
problem/case. May omit a few given
Omits a few minor points. problem/case.
major points.
Application of Application of Good application Completely and
ethical decision ethical decision of thoughtfully
making models is making models is consequentalist, applies
Application of sparse or superficial or deontological consequentalist,
Ethical missing. incomplete. and virtue ethical deontological
Theory/Models decision making and virtue ethical
models; may decision models
miss some details to problem.
or nuances.
Approach/plan Approach/plan Developed a Developed a

about how to about how to realistic realistic and
confront confront approach/plan thoughtful
Personal Voice unethical unethical about how to approach/plan
and Action behavior is behavior fails to confront about how to
unrealistic or consider some unethical confront
missing. important points behavior in a unethical
or conditions. given situation; behavior in a
missed some given situation.
minor
considerations.
18
MOCK INTERVIEW
Oral Expression Rubric

Most answers were A noticeable number Answered most Answered questions
superficial, of answers were questions directly and directly and
confusing, evasive, superficial, thoughtfully; thoughtfully; was
Thoughtful long- winded, or confusing, rehearsed, occasionally able to express ideas
Responses rehearsed; or long-winded or stumbled or gave and be understood.
Rubric Examples
student was unable evasive. superficial,
to answer. confusing, rehearsed,
or long-winded
answers.
Offered little or no Some answers were Most answers were Answers were well-
Reasoning examples or well-reasoned and well-reasoned and reasoned and backed
and evidence to back backed by evidence backed by examples by examples and
Evidence answers and examples. and evidence. evidence that created
credibility.
Grammar and Noticeable amount of Acceptable grammar Excellent and

vocabulary poor choices with and vocabulary; may commanding
Grammar and contained many grammar and have used a few grammar and
Vocabulary errors and poor vocabulary; was distracting words or vocabulary; no
choices. distracting sounds. distracting words or
sounds.
Did not appear to Sometimes appeared Was mostly attentive Was attentive and
Listening be attentive and uninterested or and listened well. listened well.
listening remote
Only spoke when Noticeably Interacted acceptably Interacted well and

Degree of questioned OR dominated with interviewer; appropriately with
Interaction tried to completely conversation OR was could have spoken a interviewer.
dominate noticeably reticent. little more or a little Interview became a
conversation. less. conversation.
Much too Not enough Could have Responses and body

unexpressive OR expression OR too occasionally been language were
Expressiveness much too much expression in more or less appropriately
expressive in responses and body expressive in expressive.
responses and body language. responses and body
language. language.
Lack of humor and Some humor or Included humor and Used humor and
Humor anecdotes made the anecdotes, but needed anecdotes; lacking in anecdotes to illustrate
interview more a few places and liven up the
uninteresting. interview
19
BUS 671: INTERNATIONAL CASE
International Literacy Rubric

No or almost no Incorporated Incorporated Incorporated all
understanding of only a few most of the of the relevant
Cultural Issues cultural relevant cultural relevant cultural cultural
differences or differences or differences or differences or
Rubric Examples
issues in case issues in case issues in case issues in case
analysis analysis analysis analysis
No or almost no Identified only Identified most Identified all of

identification of a few relevant of the relevant the relevant
Global Threats global threats global threats global threats global threats
and and opportunities and and opportunities and
Opportunities in case analysis opportunities in in case analysis opportunities in
case analysis case analysis
No or almost no Identified only Identified most Identified all of

identification of a few factors of the factors that the factors that
Country factors that that determine determine determine
Competitiveness determine country country country
country competitiveness competitiveness competitiveness
competitiveness
Information Literacy Rubric:

No or almost no Recognized a Recognized most Recognized
recognition of few types of of the necessary exactly what
Determine additional information information information was
Needed information needed for needed for needed for
Information needed for analysis; may analysis; no analysis
analysis have included tangential
tangential information
information
Lacked an Examined a Examined most Examine a wide
Generate understanding of minimal major sources, variety of
Needed the variety of number of including ABI sources that met
Information available sources. sources or Inform; might research
relied too much have missed a objective,
on one type. few. including ABI
Inform.
Sourced References are Occasional Most references Complete
Information missing or references are are provided. references are
mostly missing. provided. presented.
28
BUS 681: STRATEGIC CASE
Critical Thinking Rubric

Merely repeats Superficially Adequately Completely
information evaluates evaluates the evaluates the
Rubric Examples
provided or evidence and evidence and evidence and
denies evidence sources. Often sources of sources of
Quality of with no substitutes evidence. Can evidence. Can
Evidence justification. opinion and usually distinguish
Confuses facts values distinguish between fact,
with inference, judgment for between fact, inference,
opinion, and fact and inference, opinion and
value judgment inference. opinion, and value judgment.
value judgment.
Cannot Able to support Able to support Able to support
articulate a a position with a position with a position with
position or some evidence. adequate a substantial
Supports offers no information and amount of
Arguments supporting few, if any, information,
evidence. logical little or no bias,
fallacies. and valid
arguments.
Models are Attempts to use Satisfactorily Accurately and
misapplied or appropriate analyzes case completely
not used. models, but using analyzes case
gives attention appropriate using
Uses Models to only the most models; misses appropriate
significant minor models; finds
connections. connections. all connections
between the
material and the
models.
Is largely Recognizes a Recognizes Recognizes all
unable to few alternative alternative plausible
Recognizes recognize solutions or solutions or alternative
Alternatives alternative viewpoints; viewpoints; viewpoints or
solutions or dismisses them gives them solutions;
viewpoints. without some completely
justification. consideration. considers each
one before
choosing.
30
Integration Rubric

Does not Considers some Includes most Analyzes the
present the contextual relevant problem with a
Contextual problem as factors in contextual clear sense of
Factors having analysis, but factors in scope and
(Social, connections to misses some analysis; may context.
Rubric Examples
Political, any contextual major ones. miss a few Identifies all
Cultural, factors. minor ones. important
Regulatory) contextual
factors (social,
political,
cultural,
regulatory etc)
Recommends Recommended Recommended Recommended
solutions solutions solutions solutions
without incompletely incorporate completely and
acknowledging or inaccurately most major accurately
Organizational any consider effects effects and consider effects
Impact implications for and implications for and
other implications for other implications for
organizational other organizational other
units. organizational units. organizational
units. units.
Analyzes case Cases analysis Case analysis Case analysis
as though reflects reflects reflects
organizational incomplete or satisfactory complete
units are superficial understanding understanding
Role of independent understanding of how units fit of how units fit
Units entities. of how units fit into and into and
into and support an support an
support an organizational organizational
organization’s strategy. strategy.
strategy.
Case analysis Case analyzes Case analyses Case analysis

completely substantially satisfactorily completely and
Integrates omits either over relies on uses both accurately uses
Approaches qualitative or either qualitative and both qualitative
quantitative qualitative or quantities and quantitative
information. quantities information; information.
information. may favor one.
31
MGT 677: ETHICS CASE

Lists values but Lists values but Articulates Thoughtfully
unable to offer uses superficial values and offers articulates and
Values any thoughtful reasoning to acceptable defends five or
Clarification defense of why defend choices. explanation of six values that
Rubric Examples
they are their importance should guide
important. to business behavior in
behavior. business.

ethical concerns some of the the ethical thoughtfully
Ethical Issues missing. in a given given ethical concerns
problem/case. problem/case. in a given
Omits a few May omit a few problem/case.
major points. minor points.

stakeholder is some stakeholder the stakeholder thoughtfully
Stakeholder sparse or positions in a positions in a identifies all
Identification missing. given given stakeholder
problem/case. problem/case. positions in a
Omits a few May omit a few given
major points. minor points. problem/case.

ethical decision ethical decision of thoughtfully
making models is making models is consequentalist, applies
Application of sparse or superficial or deontological consequentalist,
Ethical missing. incomplete. and virtue ethical deontological
Theory/Models decision making and virtue ethical
models; may decision models
miss some details to problem.
or nuances.

confront confront approach/plan thoughtful
Personal Voice unethical unethical about how to approach/plan
and Action behavior is behavior fails to confront about how to
unrealistic or consider some unethical confront
missing. important points behavior in a unethical
or conditions. given situation; behavior in a
missed some given situation.
minor
considerations.
32
MBA ELECTIVES: FORMAL PRESENTATION
Formal Presentation Rubric

Presentation is Presentation is Presentation flows Presentation is
very disorganized; confusing and smoothly with smooth, polished
little flow; vague; disorganized in a occasional and organized;
Organization difficult to number of places; confusion or rough flows well.
understand. disconnected or patches between
Rubric Examples
choppy; takes ideas.
some effort to
follow.
Presenter is very Presenter is Presenter is Presenter is very

uncomfortable; somewhat generally comfortable;
speech is rushed, uncomfortable or comfortable; speaks clearly and
Delivery slow or nervous; limited somewhat expressively;
inarticulate; style expression; polished; minor words and
is distracting or noticeable use of use of filler words sentences flow.
annoying. filler words (uhs, (uhs, likes) or
likes) or pauses. pauses.
Points not clear; Information is Sufficient Abundance of

irrelevant confusing in information; many material; points
Content information does places; too much good points made; clearly made;
not support ideas; or too little some areas evidence supports;
listeners gain little. information; lacking; listener listeners gain
listener gains a few gains adequate insight.
insights. insight.
Communication Commutation aids Professional Appropriate,

aids are poorly marginally communication varied, and
Communication prepared and/or prepared; do not aids, but not professional
Aids distracting, or support varied; may use communication
nonexistent. presentation well. too many/too few. aids enhance
presentation.
Reads entire Reads most of Maintains eye Maintains eye
report, making no report; makes contact, but returns contact throughout
Nonverbals eye contact with occasional eye to notes frequently presentation;
audience. contact. seldom returns to
notes.
No creativity at all. Mostly presented Some interesting Involved audience;

Audience lost information with twists; held made points in a
Creativity interest. little imagination; attention most of creative way; held
audience the time. attention
frequently bored. throughout.
Audience Unable to Often answers Responds to most Responds to all

Interaction accurately answer questions questions clearly questions clearly
questions. superficially or and accurately. and accurately.
long-windedly
33
ACCOUNTING 636: TAX PROTEST LETTER
Tax Communication Rubric

Fails to address either the Expresses either the areas of Expresses areas of tax Expresses areas of tax
Effective areas of law or subject law or the subject matter to law and subject matter to law and subject matter to
introduction matter to be dealt with, or be discussed (but not both) be dealt with briefly and be discussed briefly and
to the analysis does so awkwardly and or discusses one or both somewhat articulately articulately
without clarity somewhat awkwardly
Rubric Examples
Effective Omits numerous relevant Presents some of the Presents most relevant Presents a highly logical
statement of facts and/or includes relevant facts or progression facts in a reasonably progression of all relevant
the facts numerous irrelevant facts is somewhat awkward logical progression. facts.
Omits more than one Omits an important issue or Presents all important Presents and properly
Effective important issue or a few sub-issues, or uses issues and most sub- categorizes all important
statement of numerous sub-issues, or somewhat awkward issues with reasonable issues and sub-issues, as
the issues presents issues/sub-issues categorization. categorization. questions to be analyzed
haphazardly. and resolved.
Omits numerous relevant Omits some relevant Presents most relevant Presents all relevant
authorities or presents authorities or progression of authorities in somewhat authorities in proper
Effective authorities in haphazard authority is somewhat proper progression progression (highest to
discussion of progression or without awkward (highest to lowest weigh lowest weigh of
law/legal considering weight of of authority, and general authority, and general to
authorities. authority, settled vs to specific authority), specific authority), giving
unsettled law, or adverse giving mostly proper proper consideration to
authority. consideration to weight of weight of authority,
authority, settled vs settled vs unsettled law,
unsettled law, and and adverse authority.
adverse authority..
Highly awkward or Somewhat awkward and Mostly articulate and Articulate and logical
illogical discussion, omits unfocused discussion of logical discussion of how discussion of how all
numerous relevant how authorities impact the all relevant authorities relevant authorities apply
Effective authorities or facts, or facts, less than appropriate apply to and impact the to and impact the facts,
application of fails to consider weigh of consideration given to facts, gives somewhat gives proper
legal authority or adverse weight of authority and/or proper consideration to consideration to weigh of
authorities to authority, where adverse authority. weigh of authority and/or authority and adverse
the facts appropriate. Resolution Awkward or unfocused adverse authority, where authority, where
of issue(s) is missing or resolution to the issue(s). appropriate. Presents appropriate. Presents
inadequate. somewhat reasonable reasonable resolution to
resolution to the issue(s) the issue(s) at hand.
at hand.
Style highly inappropriate Style inappropriate to Style mostly appropriate Style appropriate to
Effective to audience. Omits audience, attribution of to audience, mostly audience, proper
writing style. important attribution of authority is present, but proper attribution of attribution of authorities
authority or outside sloppy or unfocused. authorities and outside and outside information.
information. information.
Effective use Numerous instances of Too many instances of Mostly proper spelling, Proper spelling,
of structure improper spelling, improper spelling, punctuation, and punctuation, and
and punctuation, paragraph or punctuation, paragraph or paragraph and sentence paragraph and sentence
grammar. sentence structure; sentence structure; distracts structure structure.
meaning obscured. reader.
40
Tax Problem Rubric
Omits numerous Omits numerous Enumerates all Enumerates all
relevant facts, or relevant facts, or relevant facts with relevant facts,
includes numerous includes numerous reasonable avoids irrelevant
Effective analysis irrelevant facts, irrelevant facts, distinction facts, with good
of client’s facts fails to consider fails to consider between known, articulation of
unknown or unknown or unknown and interaction
unknowable facts. unknowable facts. unknowable facts. between known,
unknown and
Rubric Examples
unknowable.
Fails to enumerate Enumerates most Enumerates all Enumerates all

numerous relevant relevant issues, but relevant and relevant issues
issues (obvious fails to discuss obvious (but not (obvious and
Identification of and latent). interaction of latent) issues, with latent), with good
relevant issues issues. good articulation articulation of
of interaction of interaction of
issues. issues.
Fails to enumerate Enumerates most Enumerates most Enumerates all

numerous applicable tax applicable tax appropriate tax
applicable tax authorities; spotty authorities with authorities with
authorities with or poor articulation reasonable good articulation
poor or no of relevance, articulation of of relevance,
Application of articulation of strengths, relevance, strengths,
appropriate tax relevance, weaknesses, and strengths, weaknesses, and
law. strengths, exceptions to weaknesses, and exceptions to
weaknesses, and identified exceptions to identified
exceptions to authorities; spotty identified authorities; best
identified or poor articulation authorities; articulation of
authorities of impact of reasonable impact of
identified articulation of identified
authorities on each impact of authorities on each
issue. identified issue.
authorities on each
issue.
Fails to articulate Adequate Good solution and Best and all
cogent solution(s), discussion of discussion of appropriate
poor or zero possible solutions, alternative alternative
Development of discussion of discussion of solutions, good solutions,
effective solutions relative strengths, relative strengths, discussion of including relative
or resolutions for weaknesses, tax weaknesses, tax relative strengths, strengths,
each issue. and other and other weaknesses, tax weaknesses, tax
consequences of consequences of and other and other
each possible possible solution is consequences of consequences of
solution; poor or poor or lacking; each proposed each proposed
no discussion of poor or zero solution; spotty solution;
implementation discussion of discussion of elaborates
strategies. implementation implementation implementation
strategies. strategies.
41
ACCOUNTING 636: RESEARCH MEMO
Tax Planning Rubric

Omits numerous Omits numerous Identifies most Identifies all
relevant facts and relevant facts, or relevant facts - relevant facts -
Analysis of fails to consider fails to distinguish known unknown known, unknown,
client’s factual the unknown between what is and unknowable and unknowable
situation and/or the known, unknown
Rubric Examples
unknowable. and unknowable.
Wholly ineffective Unfocused Straightforward Effective
assessment of assessment of assessment of assessment of
client’s objectives, client’s objectives, client’s objectives, client’s personal
Assessment of no regard to not enough regard reasonable and business
client’s issues, personal vs for personal vs consideration of issues, needs
needs and/or business, short- business, short- personal vs. and/or objectives;
objectives term vs. long-term term vs. long-term, business, short- complete
or higher vs. lower or higher vs. lower term vs. long-term consideration of
level objectives. level objectives and higher vs. short vs. long-term
lower level and higher-level
objectives. vs. lesser (possibly
unknown to client)
Erroneous Awkward Reasonable Best interpretation
interpretation interpretation interpretation and and application of
Application of tax and/or application and/or application application of tax tax authority to
knowledge to of tax authority, of tax authority to authority to tax client’s situation,
resolve client tax misidentified or client’s situation, client’s situation appropriately
issues missed altogether inadequately identifying adverse distinguishing
identified or authority where adverse or negative
construed. existent. authority.
Erroneous or Reasonable Good solution, Assesses all
inappropriate solution, but no alternatives lack alternative
resolution. Does assessment of appropriate solutions, giving
Assessment of not identify alternatives. assessment. proper
alternative alternative Omits assessment Incomplete consideration to
solutions to solutions or assess of either strengths/ assessment of strengths/
resolve client’s strengths and weaknesses or strengths and weaknesses,
issue(s). weaknesses or advantages/ weaknesses, advantages/
advantages and disadvantages of advantages and disadvantages for
disadvantages. possible solutions. disadvantages each alternative.
Unreasonable or Reasonable course Good course of Best and supported
inappropriate of action; fails to action, but lacks course of action;
course of action. give reasonable some support; complete
Supports consideration of good consideration consideration of
recommended client’s goals and of client’s short client’s short and
course of action. fails to give and long-term long-term goals,
rationale for goals and rationale and rationale for
rejecting other for rejecting other rejecting other
possible solutions. courses of action. courses of action.
Omits discussion Lacks full Enumerates all
of implementation discussion of appropriate
procedures or implementation procedures and
documentation. procedures or recommended
documentation. course of action.
42
ACC 636: ENTITIES MEMO
Tax Law: Tax consequences upon formation of a business entity.
Applies tax law Poor knowledge and Limited knowledge and Good knowledge and Exhibits complete
regarding the tax- application of the application of the application of the knowledge and
free formation of the criteria for tax-free criteria for tax-free criteria for tax-free application of the
Rubric Examples
business entity formation of business formation of business formation of business criteria for tax-free
(corporation). entity; omits several entity; omits a major entity; omits minor formation of business
significant elements. element. elements. entity.
Poor knowledge and Limited knowledge and Good knowledge and Exhibits complete
Applies tax law application of tax law application of application of tax law to knowledge and
regarding the to the treatment of tax law to the treatment the treatment of boot application of tax law to
treatment of boot boot and other of boot and other and other exceptional the treatment of boot
and other exceptional formation exceptional formation formation transactions; and other exceptional
exceptional transactions; omits transactions; omits a omits minor elements. formation transactions.
formation several significant significant element.
transactions. elements.
Poor knowledge and Limited knowledge and Good knowledge and Exhibits complete
Applies tax law application of tax law application of application of tax law knowledge and
regarding the regarding the tax law regarding regarding the application of tax law
amount and nature calculation of the the calculation of calculation regarding the
of realized and amount and nature of the amount and of the amount and calculation of the
recognized income, realized and nature of realized nature realized and amount and nature
gain and loss on recognized income, and recognized income, recognized income , of realized and
formation gain and loss; omits gain and loss; omits a gain and loss; omits recognized income,
transactions. several significant significant element. minor elements. gain and loss.
elements.
Poor knowledge and Limited knowledge Good knowledge and Exhibits complete
Applies tax law tax law application and tax law application tax law application knowledge and
regarding the tax regarding the tax regarding the tax basis regarding the tax basis application of tax law
basis consequences basis consequences of consequences of consequences of regarding the
of formation formation formation transactions; formation transactions; tax basis consequences
transactions. transactions; omits omits a significant omits minor elements. of formation
several significant element. transactions.
elements.
Applies tax law application of tax law and application of tax application of knowledge and
regarding secondary to significant law to significant significant secondary application of
tax issues related to secondary tax issues secondary tax issues tax issues related to the significant secondary
the formation of a related to the related to the formation formation of a business tax issues related to the
business entity. formation of a of a business entity; entity; omits minor formation of a business
business entity; omits omits a significant elements. entity.
several significant element.
elements.
43
ACC 624: DISTRIBUTION MEMO
Tax Law: Taxation of Distributions
Applies tax law Poor knowledge and Limited knowledge Good knowledge and Exhibits complete
regarding application of tax law and application of tax application of tax law knowledge and
classification of to the tax law to classification of to classification of application of tax law
Rubric Examples
various distributions classification of various types of various types of to the classification of
from the business various types of distributions; omits a distributions; omits various types of
entity (corporation). distributions; omits major element. minor elements. distributions.
several major
elements.
Applies tax law application regarding and application application regarding knowledge and
regarding the the determination of regarding the the determination of application regarding
determination of the the amount and nature determination of the the amount and the determination of
amount and nature of income, gain or amount and nature of nature of income, the amount and
of income, gain or loss resulting from a income, gain or loss gain or loss resulting nature of income,
loss resulting from a distribution; omits resulting from a from a distribution, gain or loss resulting
distribution. several major distribution; omits one but omits minor from a distribution.
elements. a major element. elements.
Poor knowledge Limited knowledge Good knowledge and Exhibits complete

Applies tax law and application of the and application of the application of the knowledge and
regarding the tax resulting tax basis resulting tax basis resulting tax basis application of the
basis consequences consequences consequences consequences resulting tax basis
of a distribution. following a following a following a consequences
distribution; omits distribution; omits a distribution; omits following a
several major major element. minor elements. distribution.
elements.
Poor knowledge Limited knowledge Good knowledge Exhibits complete

Applies tax law and application of tax and application of tax and application of tax knowledge and
regarding secondary law to significant law to significant law to significant application of
tax issues applicable secondary tax issues secondary tax issues secondary tax issues significant secondary
to distributions. applicable to applicable to applicable to tax issues applicable
distributions. distributions; omits distributions, but to distributions.
one or more major omits minor elements.
elements.
44
ACC 636: ETHICS CASE

Identification Identifies only Identifies most Completely
of Ethical some of the of the ethical and
Identification of concerns is ethical concerns in a thoughtfully
Rubric Examples
Ethical Issues sparse or concerns in a complex identifies all
missing. complex situation; omits ethical
situation; omits a few minor concerns in a
at least one points. complex
major point. situation.
Understanding Understanding Understanding Complete

of the role and of the role and of the role and understanding
standards of standards of standards of of the role and
Knowledge of the the the standards of
Standards professional professional professional the
accountant is accountant accountant is professional
very omits at least mostly accountant.
inadequate; one major complete;
lacks thought point. omits details or
and nuances.
understanding.
Application of Application of Application of Application of

appropriate appropriate appropriate appropriate
Application of ethical ethical ethical ethical
Ethical standard to standard to standard to standard to
Standards complex complex complex complex
situation is situation is situation is situation is
missing or superficial or good, but insightful and
incorrect. incomplete; missing some complete.
omits at least details or
one major nuances.
point.
Approach/plan Approach/plan Approach/plan Approach/plan

for corrective for corrective for corrective for corrective
Recommendation action is action fails to action is action is
for Action unrealistic or consider at mostly realistic,
missing. least one major complete, but thoughtful, and
point or missed some complete.
condition. minor
considerations.
45
ACC 620: ACCOUNTING CASE
Technical Competence Rubric
Answer was mostly Made at least one Correctly identified Correctly identified
Identified and wrong; clear that major mistake with proper accounting, proper accounting
addressed audit student did not know identification, but left out minor or and supporting
risk (Where
Rubric Examples
how to conceptualize estimation, or proper supporting details. details.
Appropriate) or approach problem. accounting
Failed to identify or Made one or more Used acceptable Used the most
use reliable major mistakes per reliable and relevant relevant and reliable
Measurement measurement and relevant and reliable measurement and measurement and
and Disclosure disclosure criteria measurement and disclosure criteria; disclosure criteria
disclosure criteria minor mistakes or
omissions.
Was unable to Made one or more Applied a good Applied the optimal
identify or use an major mistakes either model/framework; framework/model to
Frameworks appropriate model or identifying a acceptably analyzed correctly and
and Models framework. framework/model or accounting practices. completely analyze
using it to analyze accounting practices.
accounting practices
Many mistakes when At least one major Identified and Identified and
Standards identifying and omission when assessed most assessed all relevant
and Rules assessing relevant identifying and relevant standards standards and rules
standards and rules assessing relevant and rules; made
standards and rules minor mistakes
Was mostly or Chose weaker or Chose acceptable Chose only the best
Information completely unable to tangential information sources information sources
Sources choose relevant information sources to solve problem to solve problem
information sources to solve problem
to best solve problem
Mostly or completely Made at least one Mostly able to Completely and

Reconcile unable to reconcile major mistake when reconcile conflicting correctly reconciled
Standards conflicting and reconciling and ambiguous conflicting or
ambiguous standards conflicting and standards; made ambiguous standards
ambiguous standards minor mistakes
Was mostly or Major omissions Acceptable job of Completely and

completely unable to when analogizing analogizing from correctly analogized
Logical analogize from from existing rules to exiting rules to from existing rules to
Inference existing rules to situations not situations not situations not
situations not explicitly addressed explicitly addressed explicitly addressed
covered by standards by standards and by standards and by current standards
and authoritative authoritative sources authoritative sources; or authoritative
sources left out some details sources.
or reasoning.
52
ACCOUNTING 617: INTERNATIONAL CASE
International Literacy Rubric
Rubric Examples
Mostly wrong At least one Acceptably Completely and
or absent major mistake identified how accurately
Setting of identification of or omission cultural identified how
international how cultural when differences can cultural
accounting differences can discussing how influence the differences can
standards influence the cultural setting of influence the
setting of differences can accounting setting of
accounting influence the standards; accounting
standards. setting of minor mistakes standards
accounting or omissions
standards

Implementation or absent major mistake or identified how accurately
issues per identification of omission when cultural identified how
international how cultural discussing how differences can cultural
cultural
accounting differences can influence the differences can
differences can
standards influence the influence the
implementation influence the
implementation implementation of IFRS; minor implementation
of IFRS. of IFRS mistakes or of IFRS
omissions
or absent major mistake identified how accurately
identification of or omission cultural and identified how
Endorsement of how cultural when regulatory cultural and
international and regulatory discussing how differences can regulatory
accounting differences can cultural and influence differences can
standards influence regulatory endorsement of influence
endorsement of differences can international endorsement of
international influence accounting international
accounting endorsement of standards; accounting
standards. international minor mistakes standards.
accounting or omissions
standards
53
Written Communication Rubric

Paper does not Some analysis of a Basic analysis of a Thoughtful and
identify thesis or thesis or purpose. thesis or purpose. insightful analysis
purpose. Analysis Reader gains few Reader gains some of a clearly
Content vague or missing. insights. insights. presented thesis or
Reader is confused purpose. Reader
or misinformed. gains insight.
Rubric Examples
Little semblance of Writing is not Ideas are, for the Ideas arranged
logical logical and ideas most part, arranged logically, flow
organization. sometime fail to logically and smoothly and are
Organization Reader cannot make sense. linked. Reader can clearly linked.
identify reasoning. Reader needs to follow most of the Reader can follow
work to figure out reasoning. reasoning.
meaning.
No or almost no Recognized a few Recognized most Recognized

recognition that types of of the necessary exactly what
Determine additional information information information was
Needed information needed for needed for needed for analysis
needed for analysis analysis; may have analysis; may have
Information
included included tangential
unnecessary information
information
Lacked an Examined a Examined most Examined a wide

Generate understanding of minimal number of major resources variety of
Needed the variety of resources or relied available; might resources that met
Information available too much on one have missed a few. research objective.
resources. type.
References are not Occasional Complete Sources of

References or mostly not references are references are presented evidence
presented. provided. generally present. are clearly and
fairly represented.
Format is not Format of A standard format A standard format

recognizable. document reflects is used with minor is used accurately
incomplete violations and consistently
Style knowledge of
standard.
Writing errors are Numerous writing Occasional writing Writing is free or

Mechanics so numerous that errors that distract errors; don’t almost free of
they obscure reader. represent a major errors.
meaning distraction
54
ACC 616: ACCOUNTING SYSTEMS PROJECT
Enterprise Systems Competence Rubric

The representation The representation The representation The representation
Use of of enterprise of enterprise of enterprise of enterprise
conceptual transaction cycles transaction cycles transaction cycles transaction cycles
Rubric Examples
models is markedly lacking is markedly lacking includes most includes all
in both entities and in either entities or required entities required entities
relationships. relationships. and most required and all required
relationships relationships
Mostly wrong or At least one major Minor mistakes or Complete and

Retrieval of absent retrieval of mistake or omissions when accurate retrieval
information for required omission when retrieving of required
accounting information from retrieving required information from
reports and automated systems required information automated systems
decisions information from automated
from automated systems
systems
Incorrect or Identified some Identified most Identified all

absent control weaknesses control control
Corrections for identification with acceptable weaknesses; weaknesses;
control of control solutions for provided provided
weaknesses in weaknesses correction; OR acceptable acceptable
automated identified most solutions for solutions for
enterprise systems control weaknesses correcting those correcting those
but provided weaknesses weaknesses
inadequate
solutions for
correcting those
weaknesses
55
ACCOUNTING 680: ETHICS CASE

Identification of Identifies only Identifies most Completely and
ethical concerns some of the of the ethical thoughtfully
Ethical Issues missing. in a complex complex ethical concerns
situation. Omits situation. May in a complex
Rubric Examples
a few major omit a few minor situation.
points. points.

consequentalist, consequentalist, of thoughtfully
deontological deontological consequentalist, applies
Application of and virtue ethical and virtue ethical deontological consequentalist,
Ethical decision making decision making and virtue ethical deontological
Theory/Models models to models to decision making and virtue ethical
complex complex models; may decision models
situation is situation is miss some to complex
sparse or superficial or details or situation.
missing. incomplete. nuances.

behave in a behave in a approach/plan thoughtful
Personal Voice complex complex about how to approach/plan
and Action situation is situation fails to behave in a about how to
unrealistic or consider some complex behave in a
missing. important points situation; missed complex
or conditions. some minor situation.
considerations.
Minimal Marginal Satisfactory Complete

understanding of understanding of understanding of understating of
Knowledge of the role and the role and the role and the role and
Standards standards of the standards of the standards of the standards of the
professional professional professional professional
accountant. accountant. accountant. accountant.
Unrealistic or Superficial or Satisfactory Effective and

severely limited incomplete recommendation realistic
Governance recommendation recommendation about recommendation
Recommendation about about governance about
governance governance procedures to governance
procedures to procedures to promote ethical procedures to
promote ethical promote ethical behavior. promote ethical
behavior behavior. behavior.
56
Formal Presentation Rubric

Presentation is Presentation is Presentation flows Presentation is
very disorganized; confusing and smoothly with smooth, polished
little flow; vague; disorganized in a occasional and organized;
Organization difficult to number of places; confusion or rough flows well.
understand. disconnected or patches between
choppy; takes ideas.
Rubric Examples
some effort to
follow.
Presenter is very Presenter is Presenter is Presenter is very

uncomfortable; somewhat generally comfortable;
speech is rushed, uncomfortable or comfortable; speaks clearly and
Delivery slow or nervous; limited somewhat expressively;
inarticulate; style expression; polished; minor words and
is distracting or noticeable use of use of filler words sentences flow.
annoying. filler words (uhs, (uhs, likes) or
likes) or pauses. pauses.
Points not clear; Information is Sufficient Abundance o

irrelevant confusing in information; many material; points
Content information does places; too much good points made; clearly made;
not support ideas; or too little some areas evidence supports;
listeners gain little. information; lacking; listener listeners gain
listener gains a few gains adequate insight.
insights. insight.
Communication Communication Professional Appropriate,

aids are poorly aids marginally communication varied, and
Communication prepared and/or prepared; do not aids, but not professional
Aids distracting, or support varied; may use communication
nonexistent. presentation well. too many/too few. aids enhance
presentation.
Reads entire Reads most of Maintains eye Maintains eye
report, making no report; makes contact, but returns contact throughout
Nonverbals eye contact with occasional eye to notes frequently presentation;
audience. contact. seldom returns to
notes.
No creativity at all. Mostly presented Some interesting Involved audience;

Audience lost information with twists; held made points in a
Creativity interest. little imagination; attention most of creative way; held
audience the time. attention
frequently bored. throughout.
Audience Unable to Often Responds to most Responds to all

Interaction accurately answer answers questions questions clearly questions clearly
questions. superficially or and accurately. and accurately.
long-windedly
57
Grading Rubric for Chemistry Lab
Labs are a critical aspect in the understanding of chemistry and therefore the understanding,
implementation and assessment process surrounding these labs is also crucial. Performing a lab involves
1) Actually doing the lab 2) writing the lab up 3) turning the written lab in.
1) Actually doing the lab
The only time you will receive a grade in the actual performance of the Lab will be if you are breaking a
basic lab rule. Breaking a basic lab rule may involve a reduction of your lab grade by 3 points. The lab
rules include
1. Do not engage in any horseplay
Rubric Examples
2. Always turn off burner when it is not in use.
3. Safety goggles should be worn at all times.
4. Work areas should be kept clean and tidy at all times
2) Writing the lab up

In order to accurately evaluate your performance and in addition to let you know what I expect from you in
the lab aspect of this class, I will be utilizing a grading rubic. A rubic is a tool that weighs a student’s
proficiency concerning various aspects of the laboratory assignment. Combining the scores from these
criteria I will evaluate your overall progress in completing and writing up a lab. In nearly all cases the labs
will be written up in the bound graph paper lab book obtained from the bookstore.
The three basic criteria for assessment of a well-written lab include a lab that is
Deep in understanding, Neat in appearance, Complete in content
Basically a good grade in the lab portion of this course can be obtained by writing labs that are Deep, Neat
and Complete. By reviewing these criteria and make certain each aspect of the lab is covered the best
grade possible can be obtained.
Explanation of Criteria
Deep: Is the lab written with enough detail and insight to show me, Dr. Wright, your keen grasp of the
material?
Shallow one or two relevant points made a full and through understanding
0 points 3 points 5 points
Neat: Is the lab illegible so it is hard to read or is it neat and clearly presented. Are the graphs and data
tables easily understood or are they difficult to understand?
Illegible Poorly written but legible Easy to read and will constructed
0 3 5
Complete: Is the lab completed in its entirety. Are there missing sections, is there a date or are there
unanswered pre or post lab questions? Each lab should have a title, date, purpose hypotheses, materials
procedure, observations, and conclusion. A through understanding of what is expected in the la write-up
is description of each of these terms can be found in your book or on the net under CCPScience.com under
the heading Chaminade Chemistry Lab Write-up
Missing sections One incomplete section Full and complete lab

0 3 5
Lab Report Rubric: College Prep Chemistry
Text: Times, 12-point font, double spaced, 1" margins
Heading: Left Corner

Name
Date
Chemistry
Rubric Examples
Partner Name
Title of lab: centered
Focus question: About what are you trying to learn by doing this lab? Use the purpose or
introduction to help you form the question. Most labs involve taking specific observations and
formulating a general statement about them. Try to avoid the article "the" when writing your
question. For example, do not write, "Are the knowns unique substances?" Someone who does
not know what the lab is about will not know what you are trying to convey. To which "knowns"
are you referring? Rather, write, "Are five given solutions unique substances?" This is a question
that anyone can understand.
Hypothesis: this is a testable statement that attempts to answer the focus question. It must
include your reasons for your prediction. Do not begin the statement with "I think," because the
nature of a hypothesis is such that that is already understood. Example: Of the five given
solutions, three (B, C, and D) are identical, because they are similar in appearance.
Concept map (not required for all labs): concept maps include terms and ideas that explain the
basis for the lab. It is not a representation of the procedure. In the case of the above focus
question, a concept map would include such things as physical properties and examples,
chemical properties and examples, mixtures and solutions, etc. The way to construct a concept
map is first to brainstorm a list of concepts that belong in the map, then categorize them, and,
finally, construct a map linking the concepts with words. Concept "bubbles' should contain no
more than one or two words; if they are bigger, they must be broken up. Concept maps are best
done on computer with Inspiration.
Conditions:
Independent variable: this is what varies from sample to sample in your experiment. It is the
cause of an observable change. In this example, the independent variable would be the identity or
type of solution.
Dependent variable (watch spelling; spell-check does not identify dependant as incorrect): This
is the observable change that is caused by the independent variable. A hint here: what data are
you being asked to record? That is most likely the DV.
Constant conditions: except for the independent variable, all other conditions must be the same
for all samples. Otherwise, one will not be able to determine the cause of the observable change.
Look at what you do that is the same for all samples: do you use the same measuring tools? Are
the amounts of chemicals used all the same? Did you heat (cool) everything to the same
Moorpark College Chemistry Department Laboratory Report Rubric
(100% report total)
Content Area % Pts. Description
Title (5%) 0 No title.
3 Incomplete and/or irrelevant title.
5 Complete, appropriate title.
Abstract (15%) 0 None or totally irrelevant.
Rubric Examples
5 Only repeats information from the introduction or lacks a
succinct summary of experimental results.
10 General summary of results without specific reference to
experiment and/or literature.
15 Clear, concise, and thorough summary of experimental results
with appropriate references to literature.
Introduction 0 None or totally irrelevant.

(15%) 5 Lacking the hypothesis or purpose with minimal background
material or has insufficient/inappropriate background
material.
10 General summary of background material with hypothesis/
purpose or an incomplete summary of background with a
statement of the hypothesis/purpose.
15 Clear and thorough summary of background material pertinent
to the experiment with a statement of the hypothesis or
purpose.
Method/ 0 None or totally irrelevant.

Materials (5%) 2/3 Missing one or more relevant pieces of safety information
and/or experimental procedure.
5 Complete listing of safety information and experimental
procedure.
Results (15%) 0 None or totally irrelevant.

5 Missing appropriate graphs and/or includes incorrect
information.
10 Includes all appropriate graphs/charts with improper or missing
labels.
15 Includes all appropriate graphs/charts with proper labels and
correct information.
Calculations/ 0 None or totally irrelevant.

Analysis (15%) 5 Incorrect sample calculations or weak analysis.
10 Some missing sample calculations or specific examples and/or
incomplete analysis.
15 Includes all appropriate sample calculations and has clear
analysis of data with specific examples to support statements.
Discussion (15%) 0 None or totally irrelevant.
5 Does not demonstrate an adequate understanding of important
experimental concepts, lacks interpretation of results and
conclusions, missing application and improvement in the
experiment, no reference to literature when appropriate, and
inadequate or no justification for error.
10 Demonstrates an understanding of the majority of important
experimental concepts, forms conclusions based on results but
Rubric Examples
lacks proper interpretation, irrelevant applications and/or
inappropriate improvements in the experiment, insufficient
reference to the literature when appropriate, and lacks a
complete justification of error.
15 Demonstrates a logical, coherent working knowledge and
understanding of important experimental concepts, able to
form conclusions based on interpretations of results, answers
all post-lab questions in discussion format, includes
applications of and improvements in the experiment, refers to
the literature when appropriate, and demonstrates
accountability by providing justification for any errors.
Reference (5%) 0 None or totally irrelevant.

3 Incomplete citation and/or improperly formatted.
5 Complete and correct citation.
Appendix (10%) 0 None or totally irrelevant.

5 Missing or incomplete supplemental components.
10 All required supplemental components are included and
complete.
temperature? Is something timed? These are all possible constants: only list the ones that are
relevant to your experiment.
Control: is there a standard of comparison to which you are comparing your results? If so, that is
the control.
Procedure: Include every step of the procedure. Write the procedure in the past tense, because is
a narrative of what actually happened in the lab. It is not a set of instructions. As a formal piece
of science writing, lab reports may not have personal pronouns. Simply dropping the subject
Rubric Examples
pronoun off the active voice is not sufficient. The passive voice is required (this is a sentence
in the passive voice). If you have difficulty with this, please consult your English teacher.
Data: Whenever possible, data should be in the form of a table, graph, or drawing. In most cases,
our data will be quantitative, so tables should be set up logically, on computer. All calculations
must be shown (they may be written neatly, in ink). Graphs should be done on computer using
Excel or some other graphing software. The x-axis is the independent variable, and the y-axis is
the dependent variable. The graph must have a title, labels, and a key.
Conclusion: State whether your data support or refute your hypothesis, then explain, using
examples from your data. Do not use the word "prove." This is also the place to discuss percent
error, and the causes for error. Again, refrain from the use of personal pronouns.
As always, you can see me with a rough draft to make sure all components are present. If you
check this each time you write a lab report, you will be very successful.
Good luck!
Written Communication
(STRONGEST) (WEAKEST)
6 5 4 3 2 1 Score
Rubric Examples
Wording is clear and Wordiness and/or Wordiness and/or Wordiness and/or Wordiness and/or Wordiness and/or
concise. Level of errors in level of errors in level of errors in level of inappropriate level inappropriate level
detail, writing style, & detail, style, or detail, style, or detail, style, or of detail, style, or of detail, style, or
formality are formality occur in a formality are formality are formality are formality are
appropriate for an handful (2-3) of noticeable (4-5), frequent (6-7) and consistent (8-9) and common (≥10) and
expert and/or scientific instances. and, at times, regularly distracting. seriously distracting. cause the reader to
audience. distracting. dismiss the work.
All (sub)moves are All (sub)moves are All (sub)moves are One (sub)move is Two (sub)moves Three (sub)moves
present, fully present, but one is present, but a few missing or are missing or are missing or
developed, and in the out-of-sequence or have minor underdeveloped. underdeveloped. underdeveloped.
correct sequence. No has minor problems. problems or are out (Sub)moves may be (Sub)moves may be (Sub)moves may be
extra moves are No extra moves are of sequence. Extra out of sequence; out of sequence; out of sequence;
present. present. moves may be extra moves may be extra moves may be extra moves may be
present. present. present. present.
Few (1-2), if any, A handful (3-5) of Errors in writing Errors in writing Errors in writing Errors in writing
errors are made in the errors are made in conventions are conventions are conventions are conventions are
use of writing the use of writing noticeable (6-8) frequent (9-10) and consistent (11-12) common (>12). The
conventions. conventions. and, at times, regularly distracting. and make the writing is
distracting. writing appear unprofessional.
unprofessional.
Few (1-2), if any, A handful (3-5) of Grammatical and Grammatical and Grammatical and Grammatical and
grammatical or grammatical or mechanical errors mechanical errors mechanical errors mechanical errors
mechanical errors are mechanical errors are noticeable (6-8) are frequent (9-10) are consistent (11- are common (>12)
present. are present. and, at times, and regularly 12) and seriously and limit the
distracting. distracting. distracting. reader’s ability to
understand the
material.
Presentation of Presentation of Presentation of Presentation of Presentation of Presentation of
science is complete, science is generally science is generally science contains science is generally science conveys
correct, clear, and complete and correct, but two several errors. incorrect. Four little scientific
logical. Level of correct, but one elements are Three elements are elements are understanding. Five
science conveys an element is missing, missing, missing, missing, elements are
understanding that is problematic, or problematic, or problematic, or problematic, or missing,
sophisticated for weakly developed. weakly developed. weakly developed. weakly developed. problematic, or
course level. weakly developed.
Office of Academic Assessment P.O. Box 4091, Flagstaff, AZ 86011-4190

Tel. (928) 523-8679 Fax (928) 523-1922
Northern Arizona University Copyright © 2005
Updated October 20, 2005
SERVICE LEARNING EVALUATION
SAMPLE GRADING RUBRIC FOR WRITTEN PROJECT
These evaluation rubrics should be shared with the student at the beginning of the semester.
JOURNAL ENTRY (Entries should include specifics, descriptions and analysis)

(1-10 points for each) In his/her journal entries, the student:
covers when, where, how, and with whom he/she served (specifics)
summarizes the experience (description)
Rubric Examples
focuses observations on specific content area (specifics) and explains this with examples and
theory (analysis)
explains what he/she learned about the specific content area (description/analysis)
includes information from research on scholarly sources on the content area (specifics) to
help in his/her analysis
demonstrates the use of theories from textbook and hand-outs (specifics) to help analyze
his/her experience
REFLECTION
a) Content
Student demonstrates reflection on (1-10 points for each):
personal growth as a result of service activities
benefits to the community partner as a result of the service activities
learning achieved in relation to relevant and specific course content and learning goals
strengths and weaknesses of the project
challenges and problems faced during the implementation of the project
effectiveness and impact of the service provided based on specific criteria
potential ways to improve, continue, and expand the project
b) Presentation
Writing (1-10 points for each):
is well organized
uses required font, page numbering, spacing
is error free
is clear, specific, effectively worded
Student Name _______________________ Modern and Classical Languages Presentation Rubric
CRITERIA PROFICIENT COMPETENT APPROACHING COMPETENT INSUFFICIENT

Assignment q Exceeds requirements q Fulfills requirements of q Fulfills requirements to some extent q Does not fulfill requirements of
• Content and details of assignment assignment assignment
Rubric Examples
Organization and q Extremely well q Organized, coherent q Some organization but lacking in q No organization and lacks
preparation organized and coherent q Shows preparation overall coherence coherence
q Shows preparation
Speaking q Completely clear and q Mostly clear and q Somewhat difficult to understand q Unclear or inaudible
•Clarity, volume, stress, q Insufficient awareness of
engaging. appropriate to audience q Limited awareness of audience
awareness of audience audience
q Errors tend to interfere with
• Grammar, word order, word q Numerous or serious errors
message
choice, and pronunciation q Correct and appropriate q Mostly correct interfere with communication
•Use of non-verbal techniques q Non-verbal techniques not
such as pace, body language, q Highly effective q Effective
and eye contact q Some effective use of non-verbal employed and/or not effective
techniques
Visual component(s)
•Use of models, charts, q Correct and accurate. q Mostly correct and q May not be correct or applicable q Visuals not employed and/or
pictures, graphs, diagrams, etc. q Used to enhance accurate not effective
presentation q Enhances presentation
•Written text and/or other somewhat q Readable but errors tend to interfere q Numerous or serious errors
notation q Excellent and effective q Mostly correct and interfere with communication
with message
accurate
Creativity/originality q Creativity/originality q Presentation based on q Presentation based on someone q A replication of someone else’s
greatly enhances student’s own ideas/work. else’s work work
effectiveness
MCL - BUHS
Rubric Examples
Written Communication Rubric (7-8-00)
Department of Educational Leadership and Policy Studies
Written Communication: Expressing ideas clearly in writing.
Levels of Achievement
Rubric Examples
Criteria Exemplary Proficient Marginal Unacceptable
Content Even, balanced information Information provides firm Information supports thesis at Paper does not successfully
clearly and effectively support for thesis and times. Analysis is basic or identify thesis. Analysis is
supports a central purpose or displays evidence of a basic general. Reader gains few vague or not evident.
thesis and displays a analysis of a sufficiently insights. Reader is confused or may
thoughtful, in-depth analysis limited topic. Reader gains be misinformed.
of a sufficiently limited topic. some insights.
Reader gains insights.
Organization The ideas are arranged The ideas are arranged The writing is not arranged The writing lacks any
logically to support the thesis. logically to support the thesis. logically. Frequently, ideas semblance of logical
They flow smoothly from one They are usually clearly linked fail to make sense together. organization. The reader
to another and are clearly to each other. For the most Reader can figure out what cannot identify a line of
linked to each other. Reader part, reader can follow line of writer probably intends but reasoning and loses interest.
can follow line of reasoning. reasoning. may not be motivated to do
so.
Purpose The writer’s purpose is The writing has a firm The purpose is not always The purpose is generally
readily apparent to the purpose, but may clear. unclear.
reader. occasionally digress from the
purpose.
1
RWR Communication Rubric
Communication: Writing and Presenting
Phone 800-450-4050
Organization • Originality of ideas
We Set the Standards!

Exemplars TM
Command of language • Mastery of conventions of English
Novice • Organizes ideas in simple formats such as lists, outlines or summaries with support.
271 Poker Hill Rd., Underhill, VT 05489

• Needs support to go beyond summary of facts to ideas or positions.
• Uses everyday language and simple vocabulary to describe or discuss.
• Uses the forms of spoken language in both writing and presenting.
• Needs support to edit work.
Apprentice • Makes use of simple organizational patterns: introduction, body and conclusion, order of events.
• Begins to form ideas or state a position: likes and dislikes, agreement, disagreement, in a short
and direct manner lacking supporting details.
• Writes or speaks in a simple manner.
• Communicates using a number of the basic conventions of language.
Rubric
• Peer-edits for errors; reviews work for content and/or form with assistance.
Exemplars
Practitioner • Organizes material with a clear, well-defined structure.

• Develops ideas or positions of his or her own.
• Uses a style or tone appropriate to the assignment; uses a range of vocabulary to convey purpose.
• Communicates (writes, speaks, presents) using many of the conventions of spoken or written language.
• Revises to make ideas or organization clearer.
Expert • Uses sophisticated approaches to organizing materials: strong openings, supporting details and
- Page 14-
thought-provoking conclusions.
• Develops ideas or positions that are striking, original and well-documented.
• Uses an appropriate style, tone, format or genre with consistency. Uses vocabulary that highlights
meaning; experiments with literary techniques such as analogies, metaphors and imagery that under
score meaning or position.
• Communicates (writes, speaks, presents) with an excellent command of the conventions of spoken or
written language.
• Self-edits, responds positively to critique and is willing to revise and rewrite.
Vol. 1, RWR, Fall 2000

Rubric Examples
Video Production Evaluation
Date evaluated: ___________________ Student class level: Freshman: _____
Course: _________________________ Sophomore _____
Assignment: ______________________ Junior _____
Instructor: _______________________ Senior _____
Rubric Examples
The following scale is used to evaluate all areas below:
4 Highly Competent 3 Competent 2 Minimally Competent 1 Not Competent
(See attached evaluation rubric)
Category Comments Evaluation
Storyboard – storyboard complete? thought and
planning demonstrated? proper format? project ready to 4 3 2 1 NA
proceed?
Script and CG List – typed? spelled correctly?
Director’s commands marked properly? Was the script 4 3 2 1 NA
clear? demonstrate proper use of broadcast style?
Program Open – music and title slate in sync? Slate 4 3 2 1 NA
displayed appropriately? Fade together?
Use of Visuals – High quality visuals? Proper framing? 4 3 2 1 NA
Appropriate camera movement?
Use of Audio – appropriate choice and use of music? 4 3 2 1 NA
High quality narration? Good levels?
Use of Graphics – add value? Used in appropriate
places? Lay-out and design of graphics effective? 4 3 2 1 NA
Use of lighting – avoids shadows? Easy to see action? 4 3 2 1 NA
Transitions and Pacing – appropriate transitions?
Proper pacing? Transitions set proper pace? 4 3 2 1 NA
Program Effectiveness – How effective was the video in
accomplishing it’s goals (persuasion/informing) 4 3 2 1 NA
Paper – Clearly explain target audience? Communication 4 3 2 1 NA
objective? Targets? Writing mechanics appropriate?
Subtotal: /40=
Percentage:
NOTE: Attach this form to your degree plan to document completion of an oral presentation.
Two satisfactory presentations are required for oral competency. Presentations graded as
“unacceptable” do not count toward completion. This form must be signed by the faculty member (at
the bottom of the form) for the class in which the presentation was done.
Student name:______________________________________ID#__________________
BASIC RUBRIC FOR

ORAL COMMUNICATION COMPETENCY
Rubric Examples
SPEAKING: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive
language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise
and developing control of the language through experience in making presentations to small groups, to large
groups, and through the media (state definition.)
Criteria 3 - Exemplary 2 - Proficient 1- Unacceptable

Claim stated clearly, Claim stated clearly; Claim not clear to the
appropriate to purpose, appropriate to purpose, audience; purpose/ claim
audience and occasion; audience and occasion; lacks clear appropriateness
PURPOSE Substantive/ substance/ significance is to audience or occasion;
(CLAIM /THESIS) significant claim is well established. purpose/ claim lack
established / expressed. significance or are a
previously known fact.
Idea/s well developed; Idea/s are developed; Superficial ideas presented

an abundance of sufficient information, without development; lack of
DEVELOPMENT OF examples and evidence evidence, and examples that sufficient examples and
IDEAS (CONTENT OR clearly related to relate to purpose. information/ evidence to
EVIDENCE) purpose; outstanding support the purpose/claim.
use of examples in
support of claim.
Unity achieved with Introduction and conclusion Lacking clear introduction
introduction & present, but may not clearly and conclusion that unifies
conclusion; examples unify the presentation; the presentation;
appropriate, clearly examples appropriate and presentation is choppy and
COHERENCE related, and logically related to purpose; disjointed; examples are not
presented; smooth examples presented clearly connected to the
transitions connect logically but sometimes lack central purpose.
ideas. transition.
Articulation clear; Articulation clear Articulation not clear;

delivery outstanding (understandable; occasional vocalized pauses (um, well,
for audience vocalized pauses); delivery like) distracting; delivery
expectations (no appropriate for expectations poor (refers to notes often,
reading or distracting (little/no reading); media reads information);
vocalized pauses); used for examples and presentation dependent on
DELIVERY
media used to support supporting information media; eye contact with
claim; eye contact with most of the time; eye contact audience minimal or
audience exceptional; with audience good; body nonexistent; body language
body language displays language does not distract. displays uneasiness and/or
confidence and assists apprehension.
in making points.
Academic Affairs 5/4/05 1

( Insert Discipline
Criterion)
( Insert Discipline
Criterion)
Rubric Examples
( Insert Discipline
Criterion)
( Insert Discipline
Criterion)
Note: Additional criteria can be added by departments as needed.
This student_____________________________(name) has satisfactorily completed an oral presentation

in this course______________________________on (date)______________________________.
Faculty name__________________________________
Academic Affairs 5/4/05 2

Department of Communication Studies
Video Evaluation Rubric
4 3 2 1
Trait
Highly Competent Competent Minimally Competent Not Competent
Storyboard Includes thumbnail sketches; thumbnail sketches on the no evidence of a story board
Rubric Examples
illustrates video presentation; includes text for each storyboard are not in a logical
thumbnail sketches of each segment of the presentation; order and do not contain
scene; notes on transitions, descriptions of background complete descriptions or
special effects, sound, and title and audio; Sketches information
tracks, colors, etc.; Notes organized and numbered in a
about dialogue/narration; logical sequence
sketches are numbered.
Script and CG List appropriate vocabulary, appropriate vocabulary, Simple or no script; signficant
appropriate vocabulary, phrasing; minor spelling phrasing; minor spelling spelling errors; grammatical
phrasing; no spelling or errors; no grammatical errors; errors; no grammatical errors; errors; inappropriate style;
grammatical errors; accurate clear director commands with some director commands lack directors commands
director commands; clear minor errors; clear script; use included; script confusing;
script; use broadcast style broadcast style weak use of broadcast style
Program Open Music and slate in sync’ slate Major problems with program No slate and/or music at start
Music and slate in sync’ slate minor spelling errors in open; not in sync; fade out of
displays appropriately; fades display; fades appropriately sequence.
appropriately
Use of Visuals Tape is edited throughout Tape is edited in few spots; Tape is unedited and many
Tape edited to include only with only quality shots poor shots remain poor shots remain.
quality shots remaining
Use of Audio Audio is clear; partially Audio is inconsistent; Audio is cut-off and
audio is clear and effectively assists in communicating confuses audience; weak inconsistent; confuses
assists in communicating the main idea; proper voice and voice, projection; background audience; poor projection;
main idea; audio is balanced; projection; video generally overpowers primary audio. ideas not communicated
proper voice and projection; balanced effectively
clear delivery
Use of Graphics Digital effects/graphics are Digital effects/graphics are No digital effects or graphics
digital effects/braphics are used appropriately; some not used appropriately;
used appropriately and minor errors in timing of choices confuse the audience
enhance the video effects. and seem out of place
Use of Lighting additional lighting is used; few some scenes too dark or light only ambient light used; most
Additional Lighting is used; no shadows and glare; most to determine what is scenes too dark to determine
shadows or glare; all scenes scenes have sufficient lighting happening what is happening
have sufficient lighting for view
to see action
Transitions and Pacing variety and types of transitions are choppy; no transitions; shots run
Rubric Examples
video transitions smoothly from transitions are used; good transitions do not assist in back-to-back; video clips
shot to shot; variety of pacing and timing; most clips communication main ideas; begin and end with slack time
transitions used to assist in are edited to remove slack transition not appropriate to or no action
communicating the main idea time and to emphasize action scene; unnatural breaks;
from one scene to another; all some video clips are edited to
video clips fit storyline; clips remove slack time and
jsut long enough to make each increase action
point clear; pace captures
attention;
Program Effectiveness video accomplishes its goals; video minimally accomplishes video’s goals are unclear;
video accomplishes its goals; Information is connected to its goals; audience is lack of central theme; logic
clear statement of purpose or theme; audience is clear on confused and uncertain; and sequence of information
theme; audience has clear purpose; supporting information is not clearly confusing
sense of purpose; information information is clear but not connected to theme;
clearly supports theme; well linked. supporting information is
supporting information is clear. vague
Paper paper describes target paper describes target paper describes target
paper describes target audience, communication audience, communication audience, communication
audience, communication objective; audience and objective; audience and objective; audience and
objective; audience and objective appropriate to objective mostly appropriate objective not match final
objective appropriate to project; appropriate to project; minor errors in product; vocabulary and
project; appropriate vocabulary vocabulary and phrasing; vocabulary and phrasing; phrasing errors; spelling;
and phrasing; no spelling or minor spelling; no minor spelling errors; no grammatical errors
grammatical errors grammatical errors grammatical errors
Voice The writing is compelling. It The writing is generally The writing is dull and The writing has little
hooks the reader and sustains engaging, but occasionally perfunctory. Though the personality. The audience
interest throughout. pedantic. The communication paper may have some quickly loses interest and
Rubric Examples
is generally focused and interesting parts, readers find stops reading.
interesting. it difficult to maintain interest.
Tone The tone is consistently The tone is generally The tone is not consistently The tone is not professional.
professional and appropriate professional. In general, it is professional or appropriate It is inappropriate for the
for the audience and for the appropriate for the audience for the audience and purpose. audience and purpose.
purpose (e.g., letter, memo, and purpose.
proposal, application,
research summary, report,
scholarly communication).
Sentence Structure Sentences are well phrased Sentences are well phrased Some sentences are Errors in sentence structure
and varied in length and and demonstrate some variety awkwardly constructed, and are frequent enough to
structure. They flow in length and structure. The they represent an occasional represent a major distraction
smoothly from one to flow from sentence to distraction for the reader. to the reader.
another. sentence is generally smooth.
2
Word Choice Word choice is consistently Word choice is generally Word choice is merely Many words are used
precise. good. The writer goes adequate, and the range of inappropriately, confusing the
beyond the generic word to words is limited. Some words reader. The writer may also
find one more precise and are used inappropriately. use clichés and colloquial
effective. language.
Rubric Examples
3
Grammar, Spelling, The writing is free or almost There are occasional The writing has numerous Errors are so numerous that
Mechanics (i.e., Punctuation, free of errors. violations in the writing, but errors, and the reader is they obscure the meaning of
Italics, Capitalization, etc.) they don’t represent a major distracted by them. the passage. The reader is
Rubric Examples
distraction or obscure the confused and stops reading.
meaning.
In addition, for scholarly

communications:
Use of References Compelling evidence is given References to support claims Although occasional References are not cited to
to support claims and are generally present. references are provided, the support claims.
attribution is clear and fairly writer overrelies on
represented. unsubstantiated statements.
The reader is confused about
the source of the ideas.
Use of Most Recent Edition APA format is used APA format is used with Format of document reflects Format of document is not
of the Publication Manual of accurately and consistently. minor violations. incomplete knowledge of recognizable as APA.
the American Psychological APA format.
Association (APA)
4
A Scored Descriptive Rubric
for Research Reports in Speech-Language Pathology & Audiology
Boldface numbers are the scores earned by Melissa, a hypothetical student.
Exemplary Good Barely Adequate Inadequate
Rubric Examples
Introduction The introduction smoothly pulls the The introduction is organized The introduction presents the The introduction is disorganized
(10 points) reader into the topic, is organized, but does not adequately present main argument and the author’s and difficult to follow. The main
presents the main argument clearly, the main argument or does not views but is disorganized and argument and the author’s views
and states the author’s views. (10) state the author’s views. (8) does not flow smoothly. (7) are not introduced. (5)
Content Information is presented clearly, Information is unclear and Information is unclear and The paper is unclear and difficult
(20 points) completely and accurately across all difficult to understand in 1 difficult to understand in 2-3 to understand across 4 or more
sections. At least 3 major sections; at section. (18) sections. (16) sections. (12)
least 1 major section has 2-3 subsec-
tions. (20)
Organization Organization is clear; good Organization is unclear in 1 Organization is unclear in 2-3 Organization is unclear in 4 or
(20 points) framework. Headers, preview section (unfocused paragraphs, sections OR headers and more sections. (12)
paragraphs, topic sentences, and poor topic sentences, poor preview paragraphs or sentences
transitions aid in understanding main transitions). All other sections are missing. (16)
points. Information is presented are logically organized. (18)
logically. (20)
Conclusion/ Specific ideas for improving research Specific ideas are presented but Ideas are presented but in a Fewer than 3 original ideas related
Original or other ideas are presented in an the rationales for 1 idea may be vague, generic format to the topic are presented OR all
Thought organized manner with logical weak. (18) OR rationales for 2 or more ideas are not well explained. (12)
(20 points) rationales. (20) ideas are weak. (16)
Writing Style Tone is professional, vocabulary and Syntax or vocabulary is Syntax or vocabulary is Writing style makes more than 4
(10 points) syntax are mature, and easy to complex, awkward, or filled complex, awkward, or filled sections of the paper difficult to
understand terms are used throughout with jargon in 1-2 sections of with jargon in 3-4 sections of read and understand. (3)
the paper (10) the paper OR words are used the paper OR words are used
incorrectly in 1-2 sections of the incorrectly in 3-4 sections of the
paper. (7) paper. (5)
Writing Use/ The paper is free of spelling, syntax, The paper has less than 5 The paper has 6-15 spelling, More than 16 errors across the
Mechanics (10 formatting, punctuation errors. (10) spelling, punctuation, for- punctuation, formatting, syntax paper make it difficult to follow.
points) matting, syntax errors. (7) errors. (5) (3)
APA Rules All APA rules are followed for Fewer than 3 violations of APA 4-10 violations of APA rules 11 or more violations of APA rules
(10 points) citations, headers, numbers, series, rules, or 1-2 missing or incorrect and/or 3-5 missing or incorrect and/or 6 or more missing or
quotes, references, etc. (10) citations and references (7) citations and references (5) incorrect citations and references.
(3)
Adapted with permission from a rubric used by the Department of Communication Sciences & Disorders, Towson University.
A Scored Rubric for Research Reports in Speech-Language Pathology/Audiology
Exemplary Good Barely Adequate Inadequate

Introduction The introduction The introduction is The introduction The introduction is
(10 points) smoothly pulls the organized but does not presents the main disorganized and
reader into the topic, adequately present the argument and the difficult to follow.
is organized, presents main argument or author’s views but is The main argument
the main argument does not state the disorganized and does and the author’s views
clearly, and states the author’s views. not flow smoothly. are not introduced.
author’s views.
Rubric Examples
Content Information is Information is unclear Information is unclear The paper is unclear
(20 points) presented clearly, and difficult to under- and difficult to and difficult to
completely, and stand in one section. understand in two to understand across four
accurately across all three sections. or more sections.
sections. At least three
major sections; at least
one major section has
two to three
subsections.
Organization Organization is clear; Organization is Organization is Organization is
(20 points) good framework. unclear in one section unclear in two to three unclear in four or
Headers, preview (unfocused sections OR headers more sections.
paragraphs, topic paragraphs, poor topic and preview
sentences, and sentences, poor paragraphs or
transitions aid in transitions). All other sentences are missing.
understanding main sections are logically
points. Information is organized.
presented logically.
Conclusion/ Specific ideas for Specific ideas are Ideas are presented Fewer than three
Original improving research or presented but the but in a vague, generic original ideas related
Thought other ideas are rationale for one idea format OR rationales to the topic are
(20 points) presented in an may be weak. for two or more ideas presented OR all ideas
organized manner are weak. are not well explained.
with logical rationales.
Writing Style Tone is professional, Syntax or vocabulary Syntax or vocabulary Writing style makes
(10 Points) vocabulary and syntax is complex, awkward, is complex, awkward, more than four
are mature, and easy or filled with jargon in or filled with jargon in sections of the paper
to understand terms one to two sections of three to four sections difficult to read and
are used throughout the paper OR words of the paper OR words understand.
the paper. are used incorrectly in are used incorrectly in
one to two sections of three to four sections
the paper. of the paper.
Conclusion/ Specific ideas for Specific ideas are Ideas are presented Fewer than three
Original improving research or presented but the but in a vague, generic original ideas related
Thought other ideas are rationale for one idea format OR rationales to the topic are
(20 points) presented in an may be weak. for two or more ideas presented OR all ideas
organized manner are weak. are not well explained.
with logical rationales.
Writing Style Tone is professional, Syntax or vocabulary Syntax or vocabulary Writing style makes
(10 points) vocabulary and syntax is complex, awkward, is complex, awkward, more than four
mature, and easy to or filled with jargon in or filled with jargon in sections of the paper
understand terms are one to two sections of three to four sections difficult to read and
used throughout the the paper OR words of the paper OR words understand.
paper. are used incorrectly in are used in correctly
one to two sections of in three to four
the paper. sections of the paper.
Writing The paper is free of The paper has fewer The paper has six to More than 16 errors
Use/Mechani spelling, syntax, than five spelling, 15 spelling, across the paper make
cs formatting, punctuation, punctuation, it difficult to follow.
(10 points) punctuation errors. formatting, syntax formatting, syntax
errors. errors.
APA Rules All APA rules are Fewer than three Four to ten violations Eleven or more
(10 points) followed for citations, violations of APA of APA rules and/or violations of APA
headers, numbers, rules, or one to two three to five missing rules and/or six or
Rubric Examples
series, quotes, missing or incorrect or incorrect citations more missing or
references, etc. citations and and references. incorrect citations and
references. references.
Adapted with permission from a rubric adapted by Sharon Glennen and Celia Bassich-Zeren in the Department of
Communication Sciences and Disorders at Towson University.
Assessment of online discussions will be based on completion of the assignment and evaluated based on
the following rubric. This rubric is intended to demonstrate different levels of achievement as well as to
spotlight the criteria used for evaluation. The rubric is not directly convertible to points; however, the
more a student’s work falls in the exemplary column, the higher the grade will be; and the converse is
also true.
Criterion Exemplary Acceptable Undeveloped

Insightfulness Posting demonstrates Posting shows some Posting demonstrates
thorough understanding of topic lack of understanding
understanding of the though perhaps or predominate
Rubric Examples
topic, incorporates imperfect or superficiality
knowledge from superficial at times
readings and lectures
Organization Posting contains a Posting contains Posting jumps from
logical progression of logical progression of idea to idea without
ideas with good ideas; may have clear purpose or
transitions between some rough direction
points transitions
Clarity of Posting reflects Posting may have Numerous poorly-
Communication consistently thoughtful infrequent lapses in chosen words or
word choices with word choice or clarity improper use of terms
clearly worded of meaning that obscure meaning
sentences and
paragraphs
Writing Mechanics Grammar and Occasional grammar Numerous grammar
punctuation uniformly and/or punctuation and/or punctuation
conform to standards errors errors
of scholarly writing

http://www.mnsu.edu/comdis/kuster/StutteringCourseSyllabi/retiredsyllabi/osborne.html

SPEECH-LANGUAGE PATHOLOGY
University of Illinois at Urbana-Champaign
Council on Teacher Education
CTE Common Professional Portfolio Scoring Rubric for Speech/language Pathologist Candidates
Rubric Examples
Applicant name: Type of Portfolio: _____Electronic ____Paper
Candidates must complete the CTE Common Professional Portfolio requirements and meet expectations in all areas and successfully meet all
program specific portfolio requirements before being recommended for certification.
I. Completed Common CTE Forms

Check off completed forms with their completion date
Name of the Form Date Completed

CTE Common Professional Portfolio Scoring Rubric
CTE Common Student Intern Evaluation Form from the School Supervisor
CTE Common Student Intern Evaluation Form from the Candidate
II. Philosophy Statement

Rating Scale: E=Exceeds Expectations, M=Meets Expectations, NM=Not Met
Candidates must meet the following criteria in order to earn a rating of meets expectations to be recommended for certification.
Meets Expectations
The Philosophy statement written by the candidate includes belief statements of his/her
• role as a speech-language pathologist and,
• view of school speech-language pathology with respect to the UIUC Conceptual Framework.
E M NM
The candidate’s philosophy statement
Comments:
Modified 05/06/2003 Speech/Language Pathology

Revised 7/26/04
Error! Not a valid link.
III. Artifacts and Reflective Statements Related to Meeting the Standards
Rating Scale: E = Exceeds Expectations, M =Meets Expectations, NM= Not Met
Directions: Check the box below the appropriate rating.
Candidates must meet the following criteria in order to earn a rating of meets expectations.
Note: One artifact may be used to document more than one standard, however, a reflective statement must be included for each standard.
Rubric Examples
Meets Expectations
The artifact(s) selected must be an appropriate representation of the standard.
The reflective statement:
• clearly identifies the standard(s) the artifact is addressing
• states why the artifact was chosen
• states why the artifact is an appropriate representation of the standard(s) and,
• states what the artifact demonstrates about the candidate’s growth and development as a speech-language pathologist
Speech-Language Pathologist Standards Artifact I Reflective Statement I Artifact II Reflective Statement II
E M NM E M NM E M NM E M NM
STANDARD 1 – Content Knowledge
Comments:
STANDARD 2 – Human Development and Learning
Comments:
STANDARD 3 – Diversity
Comments:
STANDARD 4 – Planning and Intervention
Comments:
STANDARD 5 – Learning Environment
Comments:
STANDARD 6 - Service Delivery
Comments:
STANDARD 7 – Communication
Comments:
STANDARD 8 – Assessment and Evaluation
Comments:
STANDARD 9 – Collaborative Relationships
Comments:
STANDARD 10 - Professional Growth and Self-Evaluation
Comments:
STANDARD 11 – Professional Conduct and Ethics
Comments:
Revised 7/26/04
STANDARD 12 – Facilitation and Advocacy
Comments:
Error! Not a valid link.

IV. Impact on Student Learning
Rating Scale: E =Exceeds Expectations, M =Meets Expectations, NM= Not Met
Check the box below the appropriate rating.
Rubric Examples
Candidates must meet the following criteria in order to earn a rating of “ meets expectations. “
Meets Expectations
The work sample(s) selected clearly illustrates growth in P-12 student learning.
The reflective statement:

• states why the work sample was chosen
• states how the work sample made an impact on P-12 learning and,
• describes how these activities have enhanced the candidate’s ability to understand and assess student learning.
•
Impact on P-12 Student Learning Artifact I Reflective Statement I Artifact II Reflective Statement II
E M NM E M NM E M NM E M NM
Candidate’s impact on P-12 Student Learning
Comments:
Summary Portfolio Rating: Exceeds Expectations Meets Expectations Expectations Not Met
Indicate one summary rating for the entire
portfolio. All standards must be met in
order to earn a rating of meets or exceeds
expectations.
Evaluator Signature and Title 1.__________________________________________________ Date_________________________________________
2.__________________________________________________ Date_________________________________________
3.__________________________________________________ Date_________________________________________
4.__________________________________________________ Date_________________________________________
5.__________________________________________________ Date_________________________________________
6.__________________________________________________ Date_________________________________________
Clinical Experiences Program Coordinator Signature________________________________ Date_________________________________________

Revised 7/26/04
Speech Language Pathologist (SLP) Rubric
Domain 1: Planning and Preparation
Component Unsatisfactory Satisfactory Excellent
1a: Demonstrating knowledge SLP demonstrates little or no SLP demonstrates basic SLP demonstrates thorough
and skill in Speech Language knowledge and skill in the knowledge and skill in the knowledge and skill in the
Pathology: holds relevant therapy area; does not hold the therapy area; holds the therapy area; holds the
Rubric Examples
certificate or license necessary certificate or license. necessary certificate or license. necessary certificate or license.
1b: Establishing goals for theSLP has no clear goals for the SLP’s goals for the therapy SLP’s goals for the therapy
therapy program appropriate therapy program, or they are program are rudimentary, and program are clear and
to the setting and the students
inappropriate to either the are partially suitable to the appropriate to the situation in
served situation or the age of the situation and the age of the the school and to the age of the
students. students. students.
1c:Demonstrating knowledge of SLP demonstrates little or no SLP demonstrates basic SLP demonstrates thorough
district, state and federal knowledge of special education knowledge of special education knowledge of special education
regulations and guidelines laws and procedures. laws and procedures. laws and procedures.
1d: Demonstrating knowledge SLP demonstrates little or no SLP demonstrates basic SLP demonstrates thorough
of resources, both within and knowledge of resources for knowledge of resources for knowledge of resources for
beyond the school and district students available through the students available through the students available through the
school or district. school or district. school or district and is familiar
with resources external to the
district.
1e: Planning the therapy Therapy program consists of a SLP’s plan has a guiding SLP has developed a plan that
program, integrated with the random collection of unrelated principle and includes a number includes the important aspects
regular school program, to activities, lacking coherence or of worthwhile activities, but of work in the setting.
meet the needs of individual an overall structure. some of them don’t fit with the
students. broader goals.
1f: Developing a plan to SLP has no plan to evaluate the SLP has a rudimentary plan to SLP’s plan to evaluate the
evaluate the therapy program program, or resists suggestions evaluate the therapy program. program is organized around
that such an evaluation is clear goals and the collection of
important. evidence to indicate the degree
to which the goals have been
Page 1
met.
Domain 2: The Learning Environment
2a: Establishing rapport with SLP’s interactions with students SLP’s interactions with students SLP’s interactions with students
students are negative or inappropriate; are a mix of positive and are positive and respectful;
students appear uncomfortable negative; the therapist’s efforts students appear comfortable in
Rubric Examples
in the testing and therapy room. at developing rapport are the testing and therapy room.
partially successful. Students seek out the SLP,
reflecting a high degree of
comfort and trust in the
relationship.
2b: Organizing time effectively SLP exercises poor judgment in SLP’s time management skills SLP exercises good judgment in
setting priorities, resulting in are moderately well developed; setting priorities, resulting in
confusion, missed deadlines and essential activities are carried clear schedules and important
conflicting schedules. out, but not always in the most work being accomplished in an
efficient manner. efficient manner.
2c: Establishing and No procedures for referrals have SLP has established procedures Procedures for referrals and for
maintaining clear procedures been established; when teachers for referrals, but the details are meetings and consultations with
for referrals want to refer a student for not always clear. parents and administrators are
special services, they are not clear to everyone.
sure how to go about it.
2d: Establishing standards of No standards of conduct have Standards of conduct appear to Standards of conduct have been
conduct in the therapy room. been established and SLP have been established in the established in the testing and
disregards or fails to address testing and therapy room. therapy room. SLP monitors
negative student behavior SLP’s attempts to monitor and student behavior against those
during evaluation or treatment. correct student negative standards; response to students
behavior during evaluation and is appropriate and respectful.
treatment are partially
successful.
2e: Organizing physical space The testing and therapy room is The testing and therapy room is The testing and therapy room is
for testing of students and disorganized, and poorly suited moderately well organized, and well organized and inviting;
providing therapy. for working with students. moderately well suited for materials are available when
Materials are difficult to find working with students. needed.
Page 2
when needed. Materials are usually available.
Domain 3: Delivery of Service
3a: Responding to referrals, and SLP fails to respond to referrals, or SLP responds to referrals, and makes SLP responds to referrals, and makes
evaluating student needs makes hasty assessments of student adequate assessments of student needs. thorough and competent assessments
needs. of student needs.
3b: Developing and implementing SLP fails to plan treatment plan SLP’s plans for students are partially SLP’s plans for students are suitable
Rubric Examples
treatment plans to maximize students’ suitable to students, or mismatched suitable for them, or sporadically for them, and are aligned with IEP
success with the findings of assessments and aligned with IEP goals. goals. When students are seen in
pre-determined IEP goals. group settings, specialist finds ways to
creatively meet student needs and
incorporate many related goals.
3c: Demonstrating flexibility and SLP adheres to his or her plan, in spite SLP makes modest changes in the SLP is continually seeking ways to
responsiveness of evidence of its inadequacy. therapy program when confronted improve the therapy program, and
with evidence of the need for change. makes changes as needed in response
to student, parent, or teacher input.
3d: Verbal and non-verbal SLP fails to communicate with SLP’s communication with families is SLP secures necessary permission and
communication with families in an families and secure necessary partially successful: permissions are communicates information verbally
effective manner to establish rapport. permission for evaluations, or obtained but there are occasional and non-verbally with families in a
communicates information verbally or insensitivities to cultural or linguistic manner highly sensitive to cultural and
non-verbally in an insensitive manner. traditions, or special needs of the linguistic traditions, or special needs
child. of the child. Specialist reaches out to
families of students to enhance trust.
3e: Collecting information; writing SLP neglects to collect important SLP collects most of the important SLP is proactive in collecting
reports information on which to base information on which to base important information, interviewing
treatment plans; reports are inaccurate treatment plans; reports are accurate teachers and parents if necessary;
or not appropriate to the audience. but lacking in clarity and not always reports are accurate and clearly
appropriate to the audience. written, and are tailored for the
Occasional insensitivities to cultural or audience.
linguistic traditions, or special needs
of the child.
Page 3
Domain 4: Professional Responsibilities
4a: Reflecting on practice SLP does not reflect on practice, or the SLP’s reflection on practice is SLP’s reflection provides an accurate
reflections are inaccurate or self- moderately accurate and objective and objective description of practice,
serving. without citing specific examples, and citing specific positive and negative
with only global suggestions as to how characteristics. SLP makes some
Rubric Examples
it might be improved. specific suggestions as to how the
therapy program might be improved.
4b: Collaborating with teachers and SLP is not available to staff for SLP is available to staff for questions SLP initiates contact with teachers and
administrators questions and planning, and declines and planning, and provides administrators to confer regarding
to provide background material when background material when requested. individual cases.
requested.
4c: Maintaining effective data SLP’s data management system is SLP has developed a rudimentary data SLP has developed an effective data
management system either non-existent or in disarray; it management system for monitoring management system for monitoring
cannot be used to monitor student student progress; occasionally uses it student progress; uses it to make
progress or to make adjustments to to make adjustments to treatment adjustments to treatment when needed.
treatment when needed. when needed. SLP uses the information to
communicate with teachers and
parents.
4d: Participating in a professional SLP’s relationships with colleagues SLP’s relationships with colleagues SLP participates actively in school and
community are negative or self-serving, and SLP are cordial, and SLP participates in district events and projects, and
avoids being involved in school and school and district events and projects maintains positive and productive
district events and projects. when specifically requested. relationships with colleagues.
4e:Engaging in professional SLP does not participate in SLP participation in professional SLP seeks out opportunities for
development professional development activities, development activities is limited to professional development based on an
even when such activities are clearly those that are convenient or are individual assessment of need and
needed for the development of required. provides information to colleagues.
professional skills.
4f: Showing professionalism, SLP displays dishonesty in SLP is honest in interactions with SLP displays high standards of
including integrity, advocacy, and interactions with colleagues, students, colleagues, students, and the public, honesty, integrity, and confidentiality
maintaining confidentiality and the public, and violates principles plays a moderate advocacy role for in interactions with colleagues,
of confidentiality. students, and does not violate norms students, and the public, and advocates
of confidentiality. for students when needed.
Page 4
Computer Programming Grading Rubric, CECS Grading http://www.csulb.edu/colleges/coe/cecs/views/programs/undergrad/grad...
CECS Undergraduate Degree Programs
Back to Grading
Computer Programming Grading Rubric
Trait Exceptional Acceptable Amateur Unsatisfactory
Specifications The program The program The program The program is
Rubric Examples
works and works and produces producing
meets all of produces the correct results incorrect
the correct results but does not results.
specifications. and displays display them
them correctly.
correctly. It
also meets
most of the
other
specifications.
Readability The code is The code is The code is The code is

exceptionally fairly easy to readable only poorly
well organized read. by someone organized and
and very easy who knows very difficult to
to follow. what it is read.
supposed to
be doing.
Reusability The code could Most of the Some parts of The code is not
be reused as a code could be the code could organized for
whole or each reused in be reused in reusability.
routine could other other
be reused. programs. programs.
Documentation The The The The

documentation documentation documentation documentation
is well written consists of is simply is simply
and clearly embedded comments comments
explains what comment and embedded in embedded in
the code is some simple the code with the code and
accomplishing header some simple does not help
and how. documentation header the reader
that is comments understand the
somewhat separating code.
useful in routines.
understanding
the code.
Delivery The program The program The code was The code was
was delivered was delivered within 2 weeks more than 2
on time. within a week of the due weeks overdue.
of the due date.
date.
Efficiency The code is The code is The code is The code is

extremely fairly efficient brute force huge and
efficient without and appears to be
1 of 2 1/14/2009 11:53 AM
Computer Programming Grading Rubric, CECS Grading http://www.csulb.edu/colleges/coe/cecs/views/programs/undergrad/grad...
without sacrificing unnecessarily patched

sacrificing readability and long. together.
readability and understanding.
understanding.
Rubric Examples
2 of 2 1/14/2009 11:53 AM
Criteria http://educ.queensu.ca/~compsci/assessment/Bauman.html
Faculty of Education - Computer Science

Assessments
Shane Bauman
Rubric for the Assessment of Computer Programming
Abstract: The following is a rubric for the assessment of computer programming assignments. It outlines specific requirements for five
different categories: completion, organization and presentation, correctness, eff iciency and documentation. For each category, the
requirements necessary to earn an unsatisfactory, satisfactory, good and excellen t evaluation are given.
Rubric Examples
Aim: To provide students with the requirements for computer programming assignments in a format that allows them to assess their own
assignments and predict their evaluation.
Objectives:
1. Students will know the specific expectations for their programming assignments. (critical)
2. Students will be able to assess their own programming assignments. (critical)
3. Students will be able to predict their evaluation on an assignment. (important)
Context: This assessment instrument was prepared for a Grade 11 Advanced Computer Science (DST 3A1) course. It was used for all
programming assignments given in the course.
Rationale: It is important for students to be provided with specific expectations for assi gnments. They need to understand that evaluation is
based on fulfilling requirements, not on whether the teacher likes the student or not. When the students are provided with expectations in
the form of a rubric, they are able to assess their own work. This ability generally increases the students’ motivation to produce higher
quality work.
Format: The assessment instrument is given in the form of a rubric.
Assessment Instrument: See below
Teaching Notes: It is helpful to refer to the rubric after an assignment has been evaluated and handed back to the students. They will often
ask "Why did I get this mark?" The teacher can refer the students to the relevant category of the rubric.
The rubric can also be used for peer evaluation. The rubric allows the students to more fairly and objectively mark one another’s work.
Rubric for Assessment of Computer Programming Assignments
Criteria Unsatisfactory Satisfactory Good Excellent
Completion of - less than 50% of the - between 50-65% of the - between 65-80% of the - between 80-100% of the
Assignment assignment has been assignment has been assignment has been assignment has been
completed completed completed completed
1 of 2 1/14/2009 11:54 AM
Presentation and - no name, date, or assignment - name, date, assignment title - name, date, assignment - name, date, assignment title
Organization title included included title included included
- poor use of white space - use of white space makes - good use of white space - excellent use of white space
(indentation, blank lines) program easy to read
- organized work - effective use of bold and
- disorganized and messy - organized work italics
- creatively organized work
Correctness - program does not execute - program executes without - program executes - program executes without
due to errors errors without errors errors
- no error checking code - program handles some - program handles most - program handles all special
included special cases special cases cases
Rubric Examples
- no testing has been - some testing has been - thorough testing has been - program contains error
completed completed completed checking code
- thorough and organized

testing has been completed
and output from test cases is
included
Efficiency - program uses a difficult and - program uses a logical - program uses an efficient - program uses solution that is
inefficient solution solution that is easy to follow and easy to follow solution easy to understand and
but it is not the most efficient (ie no confusing tricks) maintain
- programmer has not
considered alternate solutions - programmer has considered - programmer has - programmer has analysed
alternate solutions considered alternate many alternate solutions and
solution and has chosen has chosen the most efficient
the most efficient
- programmer has included
the reasons for the solution
chosen
Documentation - no documentation included - basic documentation has - program has been clearly - clearly and effectively
been completed including documented including documented including
descriptions of all variables descriptions of all descriptions of all variables
variables
- for each subprogram, the
- for each subprogram the specific purpose is noted as
purpose is noted as well as well as the input requirements
the input requirements and and output results
output results
2 of 2 1/14/2009 11:54 AM
Computer Science Rubric for Assessment of ALP Based on Graduate Thesis or Project
Student Name: ___________ Course: ___________ Semester: ___________ Supervisor: ___________

Assessment of: _____ first semester _____ second semester
Exceeds Points
Criteria & Points Missing Unacceptable Below Expectations Meets Expectations
Expectations Earned
Assigned
Rubric Examples
0 1 2 3 4
Content
Summarize, compare Literature review is brief Literature review is
Literature review is Literature review is
and evaluate, at an but complete; review complete; sufficient
Literature review in incomplete and includes brief, with insufficient
advanced level, focuses only on issues detail is provided to
thesis or project is excessive discussion of detail. Unrelated issues
related to question; support assertions;
concepts, research incomplete and/or omits unrelated issues and/or are introduced and/or
review is factually assertions supported
findings and current important research significant errors in minor errors in content.
correct; assertions are with evidence; includes
theories and models in findings or theoretical content. Assertions are Assertions made without
clearly supported with original and relevant
core content areas of positions. made without adequate adequate support from
evidence and appropriate insight or analysis of
support from evidence. evidence.
computer science. use of logic. topic.
Identify computing Basic principles and
principles and Project or thesis is
techniques relevant to Provides good
algorithms that are Basic understanding of completely grounded in
Unable to identify project or thesis are computing framework
computing principles. computing theories and
relevant to thesis or relevant computer included, but some are for thesis or project;
Fails to apply them techniques. Applies them
project topic and science theories or missing. Fails to develop applies principles and
within specific problem to problem correctly and
apply them within algorithms. complete theoretical or algorithms correctly to
domain. clearly establishes their
specific problem design framework for problem domain.
relevance.
thesis or project.
domain.
Critical Thinking
Project is not very Project addresses
Project/Question posed innovative. Question has question or problem that
Evaluate and integrate No clear research
is of questionable been adequately Meaningful is meaningfully
computer science question or project
relevance or has clearly answered in prior question/project is connected to existing
literature to address posed. Relevance to
been answered. Question research; no clear posed, but may not be literature and theory.
specific theory or existing literature and
unrelated to existing rationale for fully explicated. Student provides clear
theory not established.
practical problem. Major errors in choice of
literature. Errors in reexamination of Research and methods explanation of
Describe and select choice, execution or question given. Research selected appropriate for relationship. Research
research methods or
appropriate scientific interpretation of methods and methods selected are project. Conclusions methods selected are
analysis. Conclusions
methods to answer and/or data. Conclusions flawed or inadequately follow logically from appropriate for project.
inconsistent with
weakly justified by carried out. Conclusions evidence presented. Conclusions follow
question. evidence presented.
evidence. overreach evidence logically from evidence
presented. presented.
Revised 1/16/2008
Exceeds Points
Expectations Earned
Assigned
0 1 2 3 4
Rubric Examples
Communication
Clear and logical
Presentation is
Minor problems of presentation; good
organized, but does not
Written: Weak organization; organization or logic; development of
No logical order to present clear argument
Organization and information provided.
sentences rambling; Needs work on creating
for research
argument/project
logic ideas repeated. transitions between rationale; transitions
position/project
ideas. made clearly and
rationale.
smoothly.
Problems with
Major problems with
mechanics of language Frequent problems with
Mechanics of writing mechanics of language; Clear, readable writing.
serious enough to mechanics of language; Infrequent and minor
Awkward sentence Good use of transitions;
(spelling, punctuation, interfere with effective Occasional awkward mechanical problems;
construction; poor or no problems with
grammar, clarity of communication. sentences and poor Errors do not impair
absent transitions; spelling, punctuation, or
writing) Frequent errors in transitions reduce readability.
frequently difficult to grammar.
punctuation, spelling, readability.
understand.
sentence structure, etc.
Infrequent errors in APA
Use of relevant APA style; errors involve
Minimal use of APA Adequate use of APA All relevant aspects of
Style (Title page, No evidence APA style minor aspects of APA
style; frequent errors in style, but frequent errors APA style used
citations & references, used. style – no errors in style
all aspects of APA style. in citations & references. effectively and correctly.
use of language, etc.) for citations &
references.
Appropriate use of
technology during
Answers to several Answers to few Provides complete presentation (where
Unable to respond
Oral: questions incomplete; questions incomplete; answers to questions relevant). Presentation of
effectively to questions
Communication skills posed by committee
needs frequent assistance needs occasional posed. Presents thesis/project work is
during presentation from thesis/project assistance from thesis/project work in clear and well-organized.
members.
advisor. thesis/project advisor. coherent manner. Responds to questions in
poised, articulate, and
professional manner.
Revised 1/16/2008
Exceeds Points
Expectations Earned
Assigned
0 1 2 3 4
Integrity/Values
Exhibits incomplete Exhibits understanding
Rubric Examples
Clear documentation of
Clear understanding Lack of understanding of understanding but still and complies with
Evidence of compliance with all
scientific and complies with principles principles of scientific,
of and adherence to transgression of relevant ethical
professional ethics. of scientific, professional professional and/or
scientific and scientific, professional, guidelines. Clearly
Inadvertent violation of and/or academic academic integrity.
professional ethics. or academic integrity. establishes authorship of
academic-conduct code. integrity. Adherence is Adherence is poorly
thesis or project work.
poorly documented. documented.
Project Management
Problem formulation and
solution design contain
Problem formulation and
Problem formulation and no faults, but retain areas Well-formulated,
Unable to formulate solution design contain
solution contain for significant designed, and
Work individually, or project idea. No timeline some faults. Some
numerous faults. improvement. Major implemented project.
as part of team where constructed. Fails to milestones in timeline
Significant milestones in milestones in timeline Completes project
appropriate, to meet most timeline not met. Implementation
timeline not met. are met within according to timeline.
goals. Implementation exceeds minimal
formulate, analyze, falls below expected
Implementation
requirements but does
acceptable timeframe. Implementation
design, and implement minimally meets Implementation represents significant
minimum standards. not represent significant
a significant thesis, or expected standards. represents significant computing project.
Demonstrates lack of computing project.
computing project. Unable to work computing project with Demonstrates
ability to function as part Demonstrates marginal
effectively as team minor mistakes. effectiveness as team
of team if applicable. effectiveness as team
member if applicable. Demonstrates member if applicable.
member if applicable.
effectiveness as team
member if applicable.
Student strengths:
Student weaknesses:
Revised 1/16/2008
SCORING RUBRIC COUNSELOR-TRAINEE CLINICAL WORK
Mary Ann Hanna, Ph.D., LPC, NCC, CCMHC
Copyright 1997 Mary Ann Hanna
Section I: Professional Responsibility
1 2 3 4 5
2.. Comes prepared to each session with needed materials, questions organized, and Comes to supervision sessions willingly, but is prepared in terms of Is not an eager participant in supervision and comes unprepared as much as
any research complete and initiates part of the interactive dialogue with materials, questions, and research only 75% of the time; is responsive to 50% of the time; does not initiate interaction in the supervisory session, being
Individual supervisor; listens carefully and understands suggestions made and consistently the suggestions made during the supervision session with moderate solely dependent on supervisor to set goals and direction for session;
Supervision makes attempt to incorporate suggestions and reviews their effectiveness with interaction with the supervisor during these sessions with the supervisor I provides little feedback to supervisor as to effectiveness of suggestions,
supervisor after their utilization or is able to justify why a suggestion was not initiating most of the interaction; will at times make attempts to primarily because there is little utilization of these suggestions within
used; initiates interaction/discussions outside of set supervision and always seeks incorporate suggestions and review their effectiveness with supervisor if sessions; rarely utilizes supervision to discuss unfamiliar or unusual
clarification in unfamiliar situations; has definitive goals for achievement in the they are utilized but is not always able to justify if suggestions should or situations.
supervisory process. should not be used given personal philosophy and client need; rarely
initiates discussions outside of supervisory session; has goals for
supervision but they are rather vague or global.
1. Eagerly listens to suggestions made by peers within group supervision with Is responsive to suggestions of peers within group supervision but there is Is a reticent participant in group supervision, volunteering comments or
Rubric Examples
dynamic interaction with group members both in terms of review of own work and only moderate interaction with other group members; will make attempts seeking interaction from other peers in regards to own work less than 50% of
Group review of group member's work; is able to accept both praise and criticism of 50% of the time or less to incorporate suggestions within future work with the time; has difficulty in accepting critique from peers--praise or suggestions
Supervision work that is framed in appropriate manner; consistently makes attempt to clients; responds to peers in regards to the effectiveness of suggestions made--in an appropriate manner and rarely appears to incorporate any type of
incorporate suggestions and reviews their effectiveness with group after their made 75% of the time; contributes suggestions or support to peer suggestion into future work with clients.
utilization or is able to justify why a suggestion was not used; communicates that presentations 75% of the time; will be less receptive to criticism that is
peer comments and involvement is beneficial and rewarding part of the training appropriately made han to praise.
process.
8. Accurately completes all paper work that is required in neat, readable, concise Paperwork is completed in a readable and concise manner and is accurate Paperwork is often not neat or efficiently done, frequently with significant
manner; hands in all work efficiently and on-time without reminders; expresses at least 75% of the time; must be reminded infrequently errors; work not always handed in on-time.
Completion of information clearly and effectively through written communication.
Paperwork
3. Utilizes behavior within clinical sessions; understands and maintains appropriate Does utilizes professional behavior and clear oral communication within Evidences little attention to such professional mannerisms as language,
interactions and boundaries with clients; expresses information clearly and clinical sessions, but use is consistent less than 85%; understands behavior or dress 50% of the time; oral communication often unclear; rarely
Professional effectively through oral communication; dresses appropriately; demonstrates appropriate interactions and boundaries with clients, but may need some indicates knowledge of current professional literature; is frequently late or
Behavior knowledge of current professional literature; is respectful of client and supervisor assistance in operationalizing this understanding; dresses in an appropriate unprepared for client sessions and/or does not provide client with full
appointment times; provides client with full attention in session; attends manner; demonstrates some knowledge of current professional literature; is attention; rarely takes advantage of available professional development
professional development activities when applicable. usually respectful of client and supervisor appointment times; at times, activities.
fails to provide client with full attention in session; may attend
professional development activities when applicable.
7. Understands and utilizes ACA Code of Ethics and/or other appropriate ethical Demonstrates academic knowledge of ACA Code of Ethics and/or other Demonstrates little understanding of ACA Code of Ethics or other
codes as determinant for all professional behavior and as a basis for all decision appropriate ethical codes but lacks the ability to fully utilize and integrate appropriate ethical codes and therefore must be frequently reminded in
Ethical Behavior. making; has begun "thinking ethically" by integrating knowledge and application the code with innate clinical wisdom when making professional decisions; supervision of appropriate ethical behaviors.
of ethics with innate clinical wisdom; readily seeks consultation on ethics for does seeks help of other professionals when in doubt of proper behavior.
unique or unusual situations.
Section II: Theoretical and Procedural Knowledge
4 Demonstrates ability to easily develop rapport with new clients, making them feel Develops rapport with new clients at least 75% of the time during the Is reticent in initial sessions, and often struggles to develop rapport with
at ease; shows respect to client; is able to communicate authentic caring to client intake; communicates authentic caring to client, but concern about client during this session; initial interactions do not demonstrate respect for
Initial Intakes vs being just a good technician; is able to identify the real problem which brings technique is still present; covers at least 75% of all areas of developmental the client; evidences more concern about techniques than about empathetic
the client to counseling; thoroughly covers all areas of client development which information needed during the initial intake; is able to provide a general caring of client; intake lacks focus and organization; often does not come
are associated with the presenting problem; is able to correctly assess risk factors description of the problem that client brings to counseling; with assistance away with clear understanding of client problem; often fails to assess risk
such as homicide, suicide, and inability to care for self. from supervisor, able to assess risk factors. factors.
9. Is able to identify salient features of client and when appropriate derive DSM Assistance is needed in order to derive an appropriate DSM diagnosis, Demonstrates little understanding of the DSM system of diagnosis; has
diagnosis; able to formulate case hypotheses; able to express conceptual when appropriate; formulate case hypotheses, with assistance; express difficulty formulating case hypotheses, expressing conceptual framework
Diagnostic and framework and formulate appropriate strategies/interventions; requests feedback conceptual framework and formulate appropriate strategies/interventions, and/or formulating appropriate strategies/interventions.
Case on difficult to diagnose clients and utilizes this feedback in diagnostic decision but sometimes needs assistance.
making.
Conceptualization
Skills.
10. At least 90% of the time, is able to apply counseling theories and techniques At least 75% of the time, is able to apply counseling theories and Demonstrates limited knowledge of and has difficulty applying theory and
which are appropriate for the specific client and clinical situation in such a manner techniques which are appropriate for the specific client and clinical techniques appropriately to meet the individual needs of clients and as a
Counseling that indicates strong knowledge of both theories and their accompanying situation in such a manner that indicates competent knowledge of both result, little client progress is shown or clients choose to not engage in
Theories and techniques; demonstrates an ability to use a pluralistic and integrated approach to theories and their accompanying techniques. counseling.
clinical work.
Techniques
11. At least 90% of the time, makes a conscious effort to employ the core conditions At least 75% of the time, makes a conscious effort to employ the core Has significant difficulty exhibiting a knowledge of and/or use of the core
of counseling: empathy, unconditional positive regard, genuineness, and conditions of counseling: empathy, unconditional positive regard, conditions of counseling: empathy, unconditional positive regard,
Establishing concreteness/intentionality. genuineness, and concreteness/intentionality; or may have problems with genuineness, and concreteness/intentionality.
Counseling any one core condition on a more frequent basis.
Relationship
12. Demonstrates competent use of all levels of basic listening skills, including all of Demonstrates comfortable use of lower and medium level of basic May demonstrate fairly comfortable use of lower level skills such as listening
the lower listening/attending skills and the higher level skills, such as feedback listening skills but exhibits frequent difficulty with use of higher level and attending, but has significant difficulty with all higher level skills,
Listening Skills and reflection of meaning. skills. including reflection of feeling, focusing, reflection of meaning, influencing
summary, etc.
16
13. Demonstrates understanding of the roles of the client, the self as counselor, role of Has moderate understanding of the roles of the client, the self as counselor, Has significant difficulty in understanding or recognizing the multiple system
self as impacts on clients, role of history of self and client, and interactive nature self as impact on clients, history of self and client and interactive nature of of roles and their interaction when working with clients.
Knowledge of of all systemic roles with the new systemic relationship formed between all roles with new system created by client/counselor relationship, but has
Systems counselor/client. some difficulty translating knowledge into action.
14. Utilizes initial clinical interview and appropriate continued questioning to Acknowledges the need to meet the client at client's reality level, but has At least 60% of the time or more, fails to acknowledge the need to meet the
ascertain the reality of each client and appropriately adapts techniques, theory, and some difficulty in appropriate ascertaining reality of each client through client at the client's reality level and/or to utilize appropriate methods for
Understanding personal affect (i.e. humor, creativity, etc.) to meet the client at client's appropriate interviewing and questioning techniques and/or has difficulty ascertaining that reality level and/or adapting techniques, theory and
Client's Reality phenomenological reality; treatment goals reflect an in-depth level of in adapting techniques, theory and personal affect to meet the client at personal affect to meet the client at client's level of reality; personal biases
understanding about the client. client's level of reality; occasional personal biases may appear.. may also be present.
15. Demonstrates good and exemplary ethical judgment with each client, on an Although appears to understand the process of determining issues involved Demonstrates little or no grasp of the deep and complex issues of individual
individual basis, which indicates a deep and complex grasp of issues involved and within problems presented by each individual client, has difficulty clients; does not indicate ability to sense path of future progress; poor timing
Counselor a sense of where future progress is possible for that particular client; displays good translating that understanding into practice and/or understanding how they of interventions in counseling process
Judgment timing of interventions in the counseling process relate to future progress for client.
16. Understands the need for assessments, consultations, and referral of clients and Demonstrates awareness of client's needs that may require assessment, Demonstrates little awareness of client's needs which require assessment,
demonstrates a knowledge of sources for such consultation and referral and is consultation, or referral, but needs assistance in planning and consultation or referral and must be directed to do so by supervisor.
Case Management willing to seek such for the benefit of the client; works effectively with outside implementing.
Rubric Examples
agencies in order to maintain treatment continuity.
5. Completes paperwork that is required by agency/school in an expedient manner; is Demonstrates knowledge of agency rules and policies, but will often Does not evidence knowledge of agency rules and policies; does not
very cooperative in adhering to agency rules and policies; demonstrates complain about those policies to the extent that professional judgment is complete paper work required by agency or department; does not evidence
Agency/School commitment to mission statement of agency or department by enthusiastic clouded and performance declines; is not always expedient in completion awareness of department or agency's mission statement.
Policy and embracement of that mission statement as evidenced by daily interaction with of paperwork required by agency; acknowledges and understands mission
peers and clients. statement of agency or department, but does not always adhere to that
Procedures statement in interaction with colleagues and clients.
Section III: Personal and Professional Development

17. Consciously makes an effort to improve counseling skills through utilization of Although professes to diligent use of tapes and professional resources to Little personal effort exerted to improve counseling skills.
video tapes, professional resources including supervisor, peers, texts, journals, and improve counseling skills, only moderate effort on a client by client basis
Self Evaluation of other appropriate methods; acknowledges that no one is perfect in terms of skills is noted and/or there appears to be recognition of a plateau of acceptable
Counseling Skills and that improvement can always be made; presents new ideas for improvement of personal effort with little effort exerted beyond that point.
skills; able to assess self relative to an outside criteria.
18. Demonstrates awareness of the need to continue to grow as an individual and to Although professes awareness of the need for a counselor to care for one's Does not acknowledge need for emphasis on personal growth that extends to
strive toward balances in all areas of own life through participation in a wide range own self and to continue to grow as an individual, still appears to have a areas outside the immediate constraints of professional life.
Personal Growth of recreational and professional activities, reading of diverse sources, discussion s slightly unbalanced focus which emphasizes the development of
of various community and world topics with colleagues, etc.; able to establish and counseling skill and technique and does not adequately include an
maintain healthy boundaries in all areas of life. emphasis on development of own self and the importance of that
relationship to the improvement of counseling skills; may exhibit some
areas of unhealthy boundaries within total life.
19. Exhibits conscious effort to develop own personal style of counseling that is Utilizes theories in appropriate manner, but at times seems stiff with the Does not seem to understand the relationships between own personality,
congruent with own personality and career goals; is aware of own strengths and implementation of techniques and that stiffness appears to be because the utilization of specific techniques and theories, and career goals.
Counseling Style areas of weakness and has sufficient understanding of various counseling theories technique does not fit with own personality outside of the counseling
Development as to be able to "fit" theories and techniques to own personal style so that session; has distinct career goals, but does not see a differentiation among
performance in sessions seems to be a natural outgrowth of behavior and personal techniques in terms of suitability for various career paths.
interaction outside the counseling session; knows career goals and develops skills
that are congruent with those goals.
6. Exhibits respectful and courteous behavior toward colleagues (including Aware of and can verbalize what respectful and courteous behavior toward Exhibits disrespectful behaviors toward colleagues (including administrators,
administrators, supervisors, peers) as defined by such behaviors as respect of colleagues (including administrators, supervisors, peers)should be, as supervisors, peers) as to indicate that self and personal needs are more
Interactions with other's values and preference for techniques, respect for other's work loads and defined above, but at times fails to exhibit such behavior in minor ways in important than others; tends to become involved in conflictive situations
Colleagues time commitments; avoidance of transmittance of gossip and manipulation of one or two areas. which are not of clinical work.
other's for personal gain; is successful as a team member.
20. Recognizes and/or acknowledges personal issues which may interfere with Is willing to acknowledge possible personal issues which may have Denies personal issues which may interfere with performance as a counselor.
performance as a counselor and is willing to take necessary steps i.e. seek interfered with performance as a counselor but may be reluctant to seek
Willing to Work counseling for self) to resolve such issues sufficiently as to provide excellent amount and/or type of professional help required in order to sufficiently
on Personal Issues counseling service to others. resolve issues as to provide adequate counseling services
Revised 3/17/06
17
HSU Department of Counselor Education
Capstone Experience
Position Paper Rubric
by R. Blair Olson, Ed. D.
This position paper and the accompanying tape are similar to a thesis in that they are both creative and scholarly. The paper is written according to specific topical guidelines. Adherence to those topics will be followed by listing them as subtopics in the paper and then
adequately addressing each subtopic. A first draft of this paper is due at the end of Practicum and a final draft is due at the end of Internship.
Evaluation criteria are on the following scale of 1-5:

5 4 3 2 1
Exemplary Exceeds Expectations Satisfactory Unsatisfactory Poor
Rubric Examples
(EX) (EE) (SA) (UN) (PR)
Areas of the Paper Evaluated:
5 4 3 2 1
1. Adheres to latest APA style. The student has attended Adheres to latest APA style. The student has attended a Adheres to latest APA style. Since this is a Does not use the most current APA style Does not use any style guide and obviously
Written according to the latest a writing workshop at the HSU writing lab on APA writing workshop at the HSU writing Lab on APA style personal position paper the use of first person is guide. quotes other work without proper citation.
APA Style style. Since this is a personal position paper, the use and is using the most recent style guide. Since this is a allowed on sections of how the positions chosen Plagiarism is considered a major breech of ethical
of first person is allowed on sections of how the personal position paper, the use of first person is are well adapted to the students values and behavior.
positions chosen are well adapted to the student’s allowed on sections of how the positions chosen are well style. Has some variety in source citation.
values and style. Has substantial variety in source adapted to the student’s values and style. Has some
citations. variety in source citation.
2. Over 25 pages. 20-24 pages 15-19 pages 10-14 pages Under 10 pages
Number of Pages
3. Lists all guidelines in the index, in the body of the Lists all guidelines in the index, Lists all guidelines in the body of the paper and Addresses each area in the paper but does The student does not write to the guidelines or list
Adherence to Assigned Topical paper, and addresses each area. Creatively subdivides in the body of the paper, and addresses each area. addresses each area. not list the guidelines in the index or in the them anywhere in the paper. The student writes
Guidelines each topic to fit the student’s research and creativity. body of the paper. the position paper without addressing the
guidelines.
4. Over 20 different sources are cited. These include 15-19 different sources are cited. 10-14 different sources are 5- 9 different sources are cited. No original wo 0-4 different sources are cited. No original works
Source Citation original works by theorists, research This will include original works cited. This will include original works by theoristsby theorists are cited. No research on the effica by theorists are cited. No research on the efficacy
of efficacy of the approach by theorists, research of efficacy research of efficacy of the approach and recent of the approach is cited. Sources are dated by of the approach is cited. Sources are dated by
and recent citations within of the approach and recent citations within the last ten years. Sources includeover a decade. Non over a decade. Non juried sources are used too
the last ten years. Sources include juried publications. citations within the last ten years. Sources include juried juried publications. juried sources are used. much such as internet citations
publications. Too many internet
citations.
5. Tape is in harmony with Tape is in harmony with the position paper and represents Tape is in harmony with the position paper and Tape is not a No tape submitted
Audio or Video Tape the position paper and most of the stages and the represents some of the key stages of the approach i representation of the
represents all of the stages of the approach in the position essential key steps of a the position paper. position paper
paper. This is accomplished theoretical approach in the
by editing portions of position paper. For example, a
different tapes to show each stage of the approach. key step would be getting the
client to make a value judgment
of their own behavior in Reality Therapy. To accomplish thi
the
student may need to edit and include portions of different
tapes to show each stage of the approach
6. There are five or more pages of how this approach There are four pages of how this approach meshes with the There are three pages of how this approach There are only two pages of how this The student has a less than one full page of how
Personalization meshes with the student’s personal style and values. In student’s personal style and meshes with the student’s personal style and approach meshes with the student’s this approach meshes with their personal style
of the Theory this section the student articulates the process by which values. In this section the values. In this section the student articulates the personal style and values. In this section and values and does not state the process by
this approach was chosen. student articulates the process by which this approach was process by which this approach was chosen. the student articulates the process by which which they chose this approach.
chosen. this approach was chosen.
7. The student has chosen a few theories and has meshed The blended theories and approaches make sense and are A base theory is used that provides the steps and A collection of No explanation of specific procedures and
Eclecticism them together in a creative blend making therapeutic in harmony one with another with a well thought-out road map for therapeutic interventions with techniques without any theoretical system to t techniques will be used to treat persons with
sense and is in harmony with their therapeutic style systematic step-by-step approach, i.e. Gerald Egan’s model. techniques adopted from other theoretical models them together. specific diagnoses. Combination theories that are
that are used to enhance the theoretical approach not in harmony with each other.
chosen.
8. Novel or unique joining of theoretical approaches to Theory and techniques are compatible. Techniques chosen The student does not sacrifice theoretical A theoretical approach A philosophical position that is outside the
Creativity versus Standards of counseling which are in harmony with the standards for specific client problems are integrity for creativity but chooses theoretical that is adequate in standards of care for profession.
Care of care accepted by the counseling profession. the most efficacious according approaches and techniques that align with theory but inadequate in
to the research literature, i.e. Behavior therapy/In-vivo values, personal style, abilities, and the specific techniques.
desensitization is the best standards of care
approach for Obsessive-Compulsive Disorder (OCD); of the profession.
not relaxation therapy.
9. Completely accurate and thorough. Includes all stages Completely accurate and thorough. Includes all stages. Mostly accurate and thorough. Includes all Accurate but not Inaccurate and Incomplete.
Accuracy of Theoretical and gives new information about the theory. stages. complete or thorough.
Approach Stages or major
techniques are missing.
20
Position Paper Scoring and Grading Sheet
Exceeds
Position Paper Standards Exemplary Expectations Satisfactory Unsatisfactory Poor
(EX) (EE) (SA) (UN) (PR)
1. Written according to the latest APA
Style 5 4 3 2 1
2. Number of Pages 5 4 3 2 1
3. Adherence to Assigned Topical
Rubric Examples
Guidelines 5 4 3 2 1
4. Source Citation 5 4 3 2 1
5. Audio or Video Tape 5 4 3 2 1
6. Personalization of Theory 5 4 3 2 1
7. Eclecticism 5 4 3 2 1
8. Creativity verses Standards of Care 5 4 3 2 1
9. Accuracy of Theoretical Approach 5 4 3 2 1
TOTAL SCORE ______________ AVERAGE SCORE _________________ RATING _________________
Practicum ______ Internship ______

(Average Score Expectation is 2.6) (Average Score Expectation is 3.0)
Average of 1.0- 2.4 Unsatisfactory/ Poor (UN)/ (PR) Average of 1.0 – 2.9 Unsatisfactory/ Poor (UN)/ (PR)
Average of 2.6 - 3.5 Satisfactory (SA) Average of 3.0 – 3.9 Satisfactory (SA)
Average of 3.6 - 4.0 Exceeds Expectations (EE) Average of 4.0 – 4.9 Exceeds Expectations (EE)
Average of 4.1 - 5.0 Exemplary (EX) Average of 5.0 Exemplary (EX)
__________________________________________ _______________ ________________________________________

Instructor Signature Date Instructor (Print Name)
__________________________________________ _______________ ________________________________________

Student Signature Date Student (Print Name)
Additional Comments:___________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Revised 3/13/06
21
http://www.schoolcounselor.org/
Statement of Philosophy Scoring Rubric
5 4 3 2
Exemplary Good statement Satisfactory Poor statement Weak statement
statement of of philosophy statement of of philosophy of philosophy
Rubric Examples
philosophy that that includes an philosophy that that may that may
includes an agreed-upon includes an include an include an
agreed-upon belief system agreed-upon agreed-upon agreed-upon
belief system about the belief system belief system belief system
about the ability of every about the about the about the
ability of every student to ability of every ability of every ability of every
student to achieve and student to student to student to
achieve and includes ethical achieve and achieve and achieve and
includes ethical guidelines and includes ethical may include may include
guidelines and standards. guidelines and ethical ethical
standards. There is strong standards. guidelines and guidelines and
There is ample evidence that There is standards. standards.
evidence that the statement of evidence that There is some There is no
the statement of philosophy is the statement of evidence that evidence that
philosophy is school-specific philosophy is the statement of the statement of
school-specific and has been school-specific philosophy is philosophy is
and has been presented to and has been school-specific school-specific
presented to and accepted by presented to and has been and has been
and accepted by the school’s and accepted by presented to presented to
the school’s administration, the school’s and accepted by and accepted by
administration, counselors, and administration, the school’s the school’s
counselors, and the advisory counselors, and administration, administration,
the advisory the advisory counselors, and counselors and
council. council. the advisory the advisory
council. council.
Mission Statement Scoring Rubric
5 4 3 2 1
Exemplary Strong mission Good mission Weak mission Poor mission
mission statement statement statement that statement that
statement clearly reflecting the partially does not reflect
clearly reflecting the school’s needs, reflects the the school’s
reflecting the school’s needs, linking to some school’s needs needs and does
school’s needs, linking with the extent with the and does not not link to the
linking with the vision and vision and clearly link to vision and
vision and mission mission the vision and mission
mission statement and statement and mission statement and
statements and reflecting reflecting statement and does not reflect
reflecting students’ students’ does not clearly students’
student growth growth and growth and reflect students’ growth and
and developmental developmental growth and developmental
developmental needs in the needs in the developmental needs in the
needs in the areas of areas of needs in the areas of
areas of academic, academic, areas of academic,
Rubric Examples
academic, career and career and academic, career and
career and personal/social personal/social career and personal/social
personal/social development. development. personal/social development.
development. There is There is development. There is no
There is clear evidence, such evidence, such There is some evidence that
evidence, such as meeting as meeting evidence that the mission
as meeting minutes, that minutes, The the mission statement has
minutes, that the mission mission statement has been presented
the mission statement has statement has been presented to and accepted
statement has been presented been presented to and accepted by the school’s
been presented to and accepted to and accepted by the school’s administration,
to and accepted by the school’s by the school’s administration, the counselor
by the school’s administration, administration, the counselors sin the school
administration, the counselors the counselors in the school and the
the counselors in the school in the school and the advisory
in the school and the and the advisory council. The
and the advisory advisory council. The mission
advisory council. The council. The mission statement does
council. The mission mission statement does not indicate the
mission statement statement not indicate the general content
statement indicates the indicates the general content of the school
indicates the general content general content of the school counseling
general content of the school of the school counseling program and
of the school counseling counseling program and defines the
counseling program and program and defines the school
program and defines the defines the school counselor’s role
defines the school school counselor’s role in helping the
school counselor’s role counselor’s role in helping the school manifest
counselor’s role in helping the in helping the school manifest its mission.
in helping the school manifest school manifest its mission.
school manifest its mission. its mission.
its mission.
Mission Statement Scoring Rubric
5 4 3 2 1
Developmentally Developmentally Developmentally Competencies Competencies
appropriate and appropriate and appropriate and and indicators and indicators
measurable measurable measurable are identified are identified
competencies competencies competencies for each for each
and indicators and indicators and indicators applicable applicable
are identified for are identified for are identified for grade level grade level
each applicable each applicable each applicable and somewhat that poorly
grade level and grade level and grade level that link to the link to the
directly link to directly link to partially link to counseling counseling
Rubric Examples
the counseling the counseling the counseling program’s program’s
program’s program’s program’s mission, goals mission, goals
mission, goals mission, goals mission, goals and the and the
and the school’s and the school’s and the school’s school’s school’s
needs. Each needs. Each needs. The needs. The needs. The
competency and competency and selected selected selected
indicator indicator relates competencies competencies competencies
selected clearly to the ASCA and indicators and indicators and indicators
relates to the standards. All relate to the weakly relate do not relate to
ASCA ASCA standards ASCA to the ASCA the ASCA
standards. All are covered standards. Most standards. standards.
ASCA standards through grade ASCA standards Some ASCA Few ASCA
are thoroughly levels. are covered standards are standards are
covered across Thorough across grade covered across covered across
grade levels. explanation of levels. grade levels. grade levels.
Complete how these Explanation of Weak Poor
explanation of competencies how these explanation of explanation of
how these and indicators competencies how these how these
competencies were chosen is and indicators competencies competencies
and indicators provided. There were chosen is and indicators and indicators
were chosen is is evidence the provided. There were chosen is were chosen is
provided. There standards and is evidence the provided. provided.
is evidence the competencies standards and There is some There is no
standards and have been competencies evidence the evidence the
competencies presented to the have been standards and standards and
have been administration, presented to the competencies competencies
presented to the counselors and administration, have been have been
administration, advisory council. counselors and presented to presented to
counselors, and advisory council. the the
advisory council. administration, administration,
counselors and counselors,
advisory and advisory
council. council.
School Counseling Program Goals Scoring Rubric
5 4 3 2 1
Exemplary Good program Satisfactory Weak program Poor program
program goals goals reflecting program goals goals that may goals that do
reflecting prioritized that reflect reflect not reflect
prioritized ASCA National prioritized prioritized prioritized
ASCA National Standards and ASCA National ASCA National ASCA National
Standards and the school’s Standards and Standards and Standards and
the school’s goals. There is the school’s the school’s the school’s
goals. There is strong evidence goals. There is goals. There is goals. There is
Rubric Examples
clear and showing how evidence some evidence no clear
complete the goals were showing how showing how evidence
evidence selected and the goals were the goals were showing how
showing how that they are selected and selected and the goals were
the goals were based upon that they are that they are selected and
selected and school data and based upon based upon that they are
that they are address school data and school data and based upon
based upon academic, address address school data and
school data and career and academic, academic, address
address personal/social career and career and academic,
academic, development. personal/social personal/social career and
career and There is strong development. development. personal/social
personal/social evidence the There is There is some development.
development. goals have been evidence the evidence the There is no
There is presented to goals have been goals have been evidence the
compelling and accepted by presented to presented to goals have been
evidence the the school’s and accepted by and accepted by presented to
goals have been administration, the school’s the school’s and accepted by
presented to counselors and administration, administration, the school’s
and accepted by the advisory counselors and counselors and administration,
the school’s council. the advisory the advisory counselors and
administration, council. council. the advisory
counselors and council.
the advisory
council.
Management Agreement Scoring Rubric
5 4 3 2 1
Concise and Good Satisfactory Weak Poor
thorough management management management management
management agreement for agreement for agreement for agreement for
agreement for each counselor each counselor each counselor some of the
each counselor at the school is at the school is at the school is counselors at
at the school is included that included that included that the school is
included that reflects the shows the work may show the included that
reflects the scope of work of each work of each does not show
scope of work of each counselor. The counselor. The the work of
of each counselor. The percentage of percentage of each counselor.
counselor. The percentage of time spent in time spent in The percentage
percentage of time spent in delivery reflects delivery may of time spent in
time spent in delivery the reflect the delivery does
delivery highly correlates with idea/suggested ideal/suggested not reflect the
correlates with the use of time. use of time. ideal/suggested
the ideal/suggested Each agreement Each agreement use of time.
Rubric Examples
ideal/suggested use of time. is signed by the is signed by the Each agreement
use of time. Each agreement school school may be signed
Each agreement is signed by the counselor and counselor and by the school
is signed by the school the school’s the school’s counselor and
school counselor and principal. Each principal. Each the school’s
counselor and the school’s agreement agreement may principal. The
the school’s principal. Each reflects the reflect the agreements do
principal. Each agreement school school not reflect the
agreement reflects the counseling counseling school
clearly reflects school program program counseling
the school counseling mission mission program
counseling program statement and statement and mission
program mission goals. goals. statement and
mission statement and goals.
statement and goals.
goals.
Advisory Council Scoring Rubric
5 4 3 2 1
An exemplary A strong school A good school A weak school A poor school
school counseling counseling counseling counseling
counseling advisory advisory advisory advisory
advisory exists council exists council exists council exists council exists
with with with with some with some
representative representative representative representatives representatives
from core from core from core from core from
stakeholder stakeholder stakeholder stakeholder stakeholder
groups and groups and groups and groups and groups and
clear evidence evidence and evidence and some evidence little evidence
and documentation documentation that the that the
documentation that the that the committee committee
that the committee committee helps guide the helps guide the
committee helps guide the helps guide the school school
helps guide the school school counseling counseling
school counseling counseling program. program.
counseling program. The program. The Agendas and Agendas and
program. The committee is committee is minutes from minutes from
committee is solely focused primarily one or two one or two
solely focused on the school focused on the meetings that meetings may
on the school counseling school may reflect be included.
counseling program. counseling work related to
program. Agendas and program. the school
Agendas and minutes from Agendas and counseling
minutes from two meetings minutes from program
Rubric Examples
two meetings that reflect two meetings mission and
that reflect work related to that reflect goals may be
work related to the school work related to included
the school counseling the school
counseling program counseling
program mission and program
mission and goals are mission and
goals are included goals are
included. included.
Classroom Curriculum Scoring Rubric
5 4 3 2 1
Exemplary Strong Good Weak Poor classroom
classroom classroom classroom classroom guidance unit
guidance unit guidance unit guidance unit guidance unit composed of
composed of at composed of at composed of composed of two or fewer
least three least three three lessons two or more lessons for
lessons for each lessons for each for each lessons for some of the
counselor in the counselor in the counselor in the most school school
school is school is school is counselors in counselors in
included. The included. The included. The the school are the school are
units directly units directly units link to the included. The included. The
link to the link to the ASCA National units may be units are not
ASCA National ASCA National Standards and tied to the tied to the
Standards and Standards and to ASCA or ASCA National ASCA National
to ASCA or to ASCA or school Standards and Standards nor
school school competencies/ linked to ASCA linked to ASCA
competencies/ competencies/ Indicators and or school or school
indicators and indicators and school competencies competencies
school school counseling or indicators or indicators
counseling counseling program goals. and school and school
program goals. program goals. The units are counseling counseling
The units are The units are comprehensive program goals. program goals.
comprehensive comprehensive and relevant Some process, Process,
enough to enough to process, perception and perception and
enable student enable students perception and results data are results data are
to master the to master the results data for included. not included.
appropriate appropriate the lessons are
standards and standards and included.
competencies competencies
and indicators. and indicators.
Quality, clear Clear and
and relevant relevant
process, process,
Rubric Examples
perception and perception, and
results data for results data for
the lessons are the lesson are
included. included.
Small-Group Curriculum Scoring Rubric
5 4 3 2 1
Plans for an Plans for a Plans for a Plans for a Plans for a poor
exemplary strong small good small weak small small group of
small group of group of at least group of four group of two or one or two
at least four four meetings meetings are more meetings meetings are
meetings are are included. included. The are included. included. The
included. The The group’s group’s purpose The group’s group’s purpose
group’s purpose purpose is is tied to the purpose may be is not tied to the
is directly tied directly tied to ASCA National tied to the ASCA National
to the ASCA the ASCA Standards or ASCA National Standards nor
National National school Standards or the school
Standards or Standards or competencies/ school competencies/
school school Indicators and competencies/ Indicators and
competencies competencies school Indicators and school
and indicators and indicators counseling school counseling
and school and school program goals. counseling program goals.
counselors counseling The group is program goals. Process,
program goals. program goals. comprehensive The group may perception and
The group is The group is in scope and be results data for
comprehensive comprehensive enables student comprehensive the lessons are
in scope and in scope and to master the in scope and not included.
enables student enables student appropriate may enable
to master the to master the standards and students to
appropriate appropriate competencies/ master some
standards and standards and Indicators. standards and
competencies/ competencies/ Relevant competencies
Indicators. Indicators. process, and indicators.
Quality, clear Clear and perception and Process,
and relevant relevant results data for perception and
process, process, the lessons are results data for
perception and perception and included. the lessons may
results data for results data for be included.
the lessons are the lessons are
included. included.
Guidance Curriculum Results Report Scoring Rubric
Rubric Examples
5 4 3 2 1
An exemplary A strong A strong A weak A poor
guidance guidance guidance guidance guidance
curriculum curriculum curriculum curriculum curriculum
results report results report results report results report results report
that includes at that includes at that includes that includes that may
least four least four four guidance three or four include two or
different different curriculum guidance three guidance
guidance guidance activities that curriculum curriculum
curriculum curriculum reflect the activities that activities that
activities and activities that ASCA National reflect the may reflect the
that reflect the reflect the Standards, ASCA National ASCA National
ASCA National ASCA National school Standards, Standards,
Standards, Standards, competencies/ school school
school school Indicators and competencies/ competencies/
competencies/ competencies/ school Indicators and Indicators and
Indicators and Indicators and counseling school school
school school program goals. counseling counseling
counseling counseling The report program goals. program goals.
program goals. program goals. includes The report may The report may
The report The report guidance lesson include include
includes includes contents; guidance lesson guidance lesson
guidance lesson guidance lesson number of contents; contents;
contents, contents; lessons number of number of
number of number of delivered; start lessons lessons
lessons lessons and end dates; delivered and delivered and
delivered and delivered and and perception, how they were how they were
how they were how they were process and delivered; start delivered; start
delivered, and delivered; start results data as and end dates; and end dates.
start and end and end dates; available. and data as
dates, as well as and clear and Additional data, available.
clear, concise relevant relevant Additional data,
and relevant perception, examples and relevant
perception, process and documentation examples and
process and results data is are also documentation
results data available. included. may be
Additional data, Additional data, included.
relevant relevant
examples and examples and
documentation documentation
are also are also
included. included.
Program Evaluation Reflection Scoring Rubric
Rubric Examples
5 4 3 2 1
An exemplary A strong, A good A weak A poor
well-articulated articulate and organized response. response.
and clearly clearly response. Shows through Shows through
organized organized Shows through the use of some the use of few
response. response. the use of details and details and
Shows through Shows through details and examples how examples how
the use of the use of examples how the school the school
specific details specific details the school counseling counseling
and examples and examples counseling program uses program uses
how the school how the school program uses advocacy, advocacy,
counseling counseling advocacy, leadership, leadership,
program uses program uses leadership, systemic systemic
advocacy, advocacy, systemic change and change and
leadership, leadership, change and collaboration to collaboration to
systemic systemic collaboration to benefit benefit
change and change and benefit students. students.
collaboration to collaboration to students.
benefit benefit
students. students.
Tape Evaluation Rubric
High Level Above Mid-Level Mid-Level Below Mid-Level Low Level

5 4 3 2 1
The counselor’s responses The responses of the client The expressions of the While the counselor The verbal and behavioral
1. EMPATHY add significantly to the add noticeably to the counselor in response to the responds to the expressed expressions of the counselor
feeling and meaning of the expressions of the client in expressed feelings of the feelings of the client, he/she either did not attend to or
expressions of the client’s in such a way as to express client are essentially does so in such a way that detracted significantly from
such a way as to 1. feelings a level deeper than interchangeable with those of he/she subtracts noticeable the verbal and behavioral
accurately express feelings the client was able to express the client in that they express affect from the expressions of the client’s
levels below what the client himself. essentially the same affect communications of the feelings.
himself was able to express and meaning. client.
or 2. in the even of ongoing
deep self-exploration on the
Rubric Examples
client’s part, to be fully with
him in his deepest moments.
The counselor communicates The counselor clearly The counselor communicates The counselor responds to The verbal and behavioral
2. RESPECT the very deepest respect and communicates a very deep a positive respect and the client in such a way as to expressions of the counselor
concern for the client. respect and concern for the concern for the client’s communicate little respect communicate a clear lack of
client. feelings, experiences and for the feelings, experiences, respect (or negative regard)
potentials. and potentials of the client. for the client.
The counselor was The counselor invested The counselor attempted to The counselor little The counselor’s verbal and
3. WARMTH completely inviting towards emotional energy in the express verbal and attempted to express verbal behavioral expressions were
the client allowing for a very client-counselor relationship, behavioral expressions of and behavioral expressions aloof, abrupt, anxious, and/or
warm environment, clearly expressing warmth caring language, soothing of caring language, soothing critical toward the client,
accepting of the client. The through caring language, voice, and inviting body voice, and inviting body distracting the therapeutic
counselor used caring soothing voice, and inviting language towards the client. language towards the client. process.
language, soothing voice, body language towards the The counselor was more
and inviting body language client. distracted than engaged
and encouraged a very caring during the therapy session.
therapeutic relationship with
the client.
The counselor is always The counselor is frequently The counselor at times The counselor frequently The counselor leads or
4. CONCRETENES helpful in guiding the helpful in enabling the client enables the client to discuss leads or allows even allows all discussion with the
discussion, so that the client to fully develop in concrete personally relevant material discussions of material client to deal only with
may discuss fluently, directly and specific terms almost all in specific and concrete personally relevant to the vague and anonymous
and completely specific instances of concern. terminology. client to be dealt with on a generalities.
feelings and experiences. vague and unclear level.
The counselor is freely and The counselor presents some The counselor provides no The counselor’s The counselor’s
5. GENUINESS deeply himself in a non- positive cues indicating a “negative” cues between verbalizations are slightly verbalizations are clearly
exploitative relationship with genuine response (whether what he says and what he unrelated to what he/she is unrelated to what he is
the client. positive or negative) in a feels, but he/she provides no feeling at the moment, or feeling at the moment or
nondestructive manner to the positive cues to indicate a when his /her responses are his/her only genuine
client. genuine response to the genuine they are negative in responses are negative
client. regard to the client; the towards the client and appear
counselor does not appear to to have a totally destructive
know how to employ his effect upon the client.
negative reactions as a basis
for inquiry into the
relationship.
The verbal and behavioral The verbal and behavioral At times the verbal and The verbal and behavioral The verbal and behavioral
6. CONFRONTATION expressions of the counselor expressions of the counselor behavioral expressions of the expressions of the counselor expressions of the counselor
are keenly and continually attend directly and counselor attend directly and disregard the discrepancies disregard the discrepancies
attuned to the discrepancies specifically to the specifically to the in the client’s behavior. in the client’s behavior (ideal
in the client’s behavior. discrepancies in the client’s discrepancies in the client’s vs. real self, insight vs.
behavior. behavior. action, and counselor’s vs.
client’s experiences).
The counselor volunteers The counselor freely The counselor volunteers The counselor, while not The counselor actively
7. SELF- very intimate and often volunteers information about some personal information always appearing actively to attempts to remain detached
DISCLOSURE detailed material about his his personal ideas, attitudes, about himself of which may avoid self-disclosures, never from the client and discloses
own personality, and in and experiences in accord be in helping with the volunteers personal nothing about his/her own
keeping with the client’s with the client’s interests and client’s interests. However, information about him/her feelings or personality for
needs may express concerns. this information is often self. the client, or if he/she does
information that might be vague and indicates little self-disclose he/she does so
extremely embarrassing about the unique character of in a way that is not tuned to
under different the counselor. the client’s general progress.
circumstances or if revealed
by the client to an outsider.
The verbal and behavioral The verbal and behavioral The verbal and behavioral The verbal and behavioral The verbal and behavioral
8. IMMEDIACY expressions of the counselor expressions of the counselor expressions of the counselor, expressions of the counselor expressions of the counselor
relate the client’s expressions appear cautiously to relate to while open to interpretations disregard most of the client’s disregard the content and
directly to the counselor- the client’s expressions of immediacy, do not relate expressions that have the effort of the client’s
client relationship. directly the counselor-client what the client is saying to potential for relating to the expressions that have the
relationship. what is going on between the counselor. potential for relating to the
counselor and the client in counselor.
the immediate moment.
Revised 3/15/06
29
Rubric Electronic Portfolio for M.Ed. Curriculum and Instruction
Mastery Demonstrates Beginning No evidence

(3) (2) (1) (0)
Tenet 1: One Items included Items included Items included Items included
who accesses, demonstrate demonstrate demonstrate do not demonstrate
uses, and/or candidate has well candidate has done candidate’s has done candidate’s research
generates researched the some research in the basic research in the within the curricular
knowledge particular curricular particular curricular curricular area; area nor is the proposed
area of interest area of interest and proposed curriculum curriculum supported
Rubric Examples
including action proposed curriculum is minimally based by research that is
research and that is well on research without referenced.
proposed curriculum supported by many specific
that is thoroughly research which is citations.
supported by cited without details
detailed research or elaboration
which is cited.
who plans, demonstrate demonstrate demonstrate do not demonstrate
implements, and candidate has clear candidate has some candidate’s basic candidate’s
models best understanding of understanding of understanding of understanding of
practices instructional instructional recommended recommended
strategies backed by strategies backed by instructional instructional strategies
research for his/her research for his/her strategies for his/her for his/her field.
content field content field. content field.
who demonstrate demonstrate demonstrate do not demonstrate
understands, candidate has clear candidate has some candidate’s basic candidate’s
respects, and understanding of understanding of understanding of understanding of
values diversity diversity in learners diversity in learners student diversity and diverse student needs.
and makes and will make needs, but does not
appropriate appropriate always provide
modifications before modifications when modifications and
students fail. it is obvious they are opportunities for
needed. students to share
their heritage.
who is a demonstrate demonstrate demonstrate do not demonstrate
developing candidate has candidate has candidate’s minimal candidate’s new
professional and pursued new furthered their new learning as a learning.
a life-long learning and applied knowledge in their result of mandated
learner the learning to content field and/or inservice, etc. New
his/her classroom methodology when learning seldome
when appropriate. opportunities are results in classroom
given to them, but application.
they do not pursue
new learning on
their own.
who is demonstrate demonstrate demonstrate do not demonstrate
knowledgeable candidate has clear candidate has some candidate’s basic candidate’s
about teachers understanding of the understanding of the understanding of the understanding of the
and teaching, teacher’s role, teacher’s role, teacher’s role, teacher’s role, student’s
learners and student’s role and student’s role and student’s role and role and the place of
learning, schools the place of the place of the place of schooling within our
and schooling schooling within our schooling within our schooling within our society.
society. Candidate society. Candidate society. These
shows application of applies these understandings are
these understandings not applied
understandings. minimally if at all. transparently in the
classroom. c
who demonstrate demonstrate demonstrate do not demonstrate
Rubric Examples
communicates, candidate candidate has some candidate’s basic candidate’s
cooperates, and communicates and communication and understanding of the understanding of the
collaborates collaborates collaboration with need for need for
with others efficiently and colleagues and communication and communication and
effectively with community collaboration, but collaboration within the
colleagues and members. does not apply this school and outside
community understanding to community.
members. their classroom.
who makes demonstrate demonstrate demonstrate do not demonstrate
decisions based candidate has clear candidate has some candidate’s basic candidate’s
upon understanding of understanding of understanding of understanding of
professional standards for the standards for the professional professional standards
standards and discipline and has discipline and has standards and and pedagogy. No
ethical criteria mapped curriculum mapped curriculum pedagogy. A scope and sequence is
accordingly. accordingly. rudimentary scope present.
Reflections as to Reflections as to and sequence is
amount of time amount of time present.
devoted to each devoted to each
standard are based standard are based
on knowledge of the on knowledge of the
field and pedagogy field and pedagogy
Master’s Degree in Curriculum and Instruction
Department of Curriculum and Instruction
Wichita State University
Curriculum and Instruction Inquiry Written Report Rubric
Approved 12/03; Revised 3-10-06
Name ________________________________________________________ Date _________________________
Rubric Examples
Facilitators ____________________________________________________ Site __________________________
Exemplary Proficient Developing Not Accomplished

Criteria
Presentation of Clear presentation Working Not clear,
WSU Guiding
Principles
research that is very of research, which toward inadequate, or
clear and could serve needs only minor independence incomplete. Below
as a model for others. edits or revisions. but needs expectations of a
Element
additional graduate student

assistance and
revision
(a) Well-supported At least three (3) of No rationale, No clear direction, PR
rationale (b) including the following exist: focus still too many variables, CKS
Introduction and
a brief description of (a) identifies a unclear and no focus HDD

context for (c) a single, single study, (b) design is weak
Purpose
(d) focused study that includes a

can be (e) realistically description of the
implemented by the context, (c) rational
researcher(s) is sufficient, (d)
research is feasible
to accomplish
Evidence that research Evidence that There is no Questions are PR
questions result from research questions evidence that vague, no CKS
Research Questions
(a) multiple data result from (a) the questions procedure for
sources, (b) are multiple data come from data measuring them is
supported by at least 3 sources, (b) are sources, not stated, and there is
articles of current measurable, and (c) measurable, are no literature
literature, (c) are capture the purpose not supported supporting them.
measurable, and (d) of the research. by the literature
capture the purpose of cited
the research.
The contextual factors The contextual The contextual The contextual HDD
are described precisely factors are factors are factors are not
Contextual Factors
so that the study’s described in some described in described with

findings can be applied detail so that the some detail but sufficient detail to
to similar contexts. study’s findings not enough to allow the study’s
can be applied to allow for the findings to be
similar contexts. study’s applied to similar
findings to be contexts.
applied to
similar
contexts.
MEd Program Committee, 3/10/06

Exemplary Proficient Developing Not Accomplished
Criteria Presentation of Clear presentation Working Not clear,
WSU Guiding
Principles
research that is very of research, which toward inadequate, or
clear and could serve needs only minor independence incomplete. Below
as a model for others. edits or revisions. but needs expectations of a
Element
additional graduate student

assistance and
revision
Types of data collected, Data types and Methods and Methods and types PR
Rubric Examples
and data collection methods are types of data of data collection CTA
Data Collection and
Analysis, including
methods are appropriate, but collection are are inappropriate to CKS

baseline data
appropriate. At least 3 there are not 3 vague. There provide answers to C

kinds of data are different types. are no definite the research
collected which support Most support the trends or questions.
research questions. research questions. patterns cited
Trends and patterns are Trends and patterns to support the
identified to provide are described, but research
answers to the research somewhat vague. questions.
questions.
An accurate summary Action is based on Action is not Not attempted or CTA
Results and
of the findings is findings but some based on neither is accurate. T

Informed
Action
prepared including inaccuracies are findings. CKS

steps to be taken for present.
future action based on
findings.
Current APA format is APA standards are APA APA standards are PR
Format
APA
applied throughout the applied with only standards are not attempted, or
paper. a few minor inconsistently many errors are
errors. applied. evident.
Written approval has been secured from the appropriate administrator. Yes ___ No ___
____________________________________________________ _____________________
Faculty Signature Date
Faculty signature indicates that the candidate has accomplished all elements of the rubric at the
proficient level or higher.
Comments:
MEd Program Committee, 3/10/06

Initial 5-12 Teacher Education Program/Portfolio Rubric
Meta-Standards/Proficiencies/Objectives/Courses/Evidence
Rubric Examples
Meta-Standard #1: Adolescent and Young Adult Development and Learning
Basic Proficient Mastery Exemplary
(Knowledge and Comprehension) (Application) (Analysis and Synthesis) (Evaluation)
Proficiency Pre-service teachers Pre-service teachers use an Pre-service teachers Pre-service teachers
understand the range of understanding of individual facilitate student learning consider the range of
developmental and group motivation and by utilizing the knowledge developmental
characteristics of early behavior to create a learning of early adolescents and characteristics of early
adolescents and young environment that young adults’ complex adolescents and young
adults within social, encourages positive social developmental adults to gage the
cultural, and societal interaction, active characteristics and how effectiveness of a
contexts. engagement in learning, and these change in relation to supportive, congenial, and
self-motivation. family setting and society. purposeful learning
environment.
Objective Pre-service teachers will Pre-service teachers will Pre-service teachers will Pre-service teachers will
recognize and discuss the practice theoretically create developmentally evaluate the effectiveness of
major concepts, principles, grounded and research- appropriate curricula and theoretically based teaching
theories, and research based teaching and learning implement with all students and learning strategies
related to the development strategies with their peers. sound theory-based through action research.
of early adolescents and instructional strategies.
young adults.
Courses P250 M312 M452 M462 Student Teaching
K205 M457 M441 Seminar
M446 Student Teaching
Evidence Tests Management Plan Curriculum Units Effective Teaching Project
Papers Lesson Plans Lesson Plans Student Teaching
Projects Practicum Practicum
Page 1 of 7
(Effective April 2003)
Meta-Standard #2: Diversity
Rubric Examples
Proficiency Pre-service teachers Pre-service teachers use Pre-service teachers use Pre-service teachers
understand how early their understanding of early their understanding of early understand the complexity
adolescent and young adult adolescent and young adult adolescent and young adult of early adolescent and
learners differ socially and challenges to provide diversity in learning, young adult development
culturally and in their opportunities to enhance challenges, family setting, and how changes in social,
approach to learning students’ reflective decision culture, and social settings cultural, and societal
making skills. to adapt instructional contexts affect
opportunities to meet development.
students’ needs.
recall developmental stages, develop learning create learning create supportive learning
positions of difference, and experiences that address a opportunities to meet environments based on
a variety of approaches to variety of learning students’ diverse needs in appropriate developmental
learning. approaches focusing on regards to culture, family, means.
enhancing students’ learning, society, and
reflective decision-making adolescent/young adult
skills. challenges.
Courses P250 H340 M452 M462 Student Teaching
K205 M312 M457 M441 Seminar
M101 M446 Student Teaching
Evidence Tests Lesson Plans Curriculum Units Effective Teaching Project
Papers Tests Lesson Plans Student Teaching
Projects Papers Practicum
Practicum Practicum
Page 2 of 7
Meta-Standard #3: Curriculum/Content Knowledge
Rubric Examples
Proficiency Pre-service teachers Pre-service teachers use Pre-service teachers use Pre-service teachers plan,
understand established their knowledge of the their knowledge of subject implement, and modify
state-mandated curriculum, interdisciplinary nature of matter, its interactions and original curriculum and
key concepts, tools of their subject matter to foster interdisciplinary nature to instruction based upon
inquiry, and structure of well-rounded student provide meaningful learning knowledge of subject
their specific discipline learning. for students. matter, students, the
(Language Arts/English, community, and curriculum
Science, Social Studies, goals.
Mathematics).
recall and master content create interdisciplinary develop and adapt quality plan and implement
knowledge and appropriate curriculum and lessons. content appropriate integrated curriculum
knowledge and skills curriculum utilizing content encompassing student,
related to state-mandated and pedagogical school, state, and
curriculum. knowledge. community goals.
Courses General Education M312 M452 M462 Student Teaching
Teaching Major Courses M457 M441 Seminar
Evidence Tests Curriculum Unit Curriculum Units Effective Teaching Project
Papers Lesson Plans Lesson Plans Student Teaching
Projects Practicum
Page 3 of 7
Meta-Standard #4: Instruction
Rubric Examples
Proficiency Pre-service teachers know Pre-service teachers Pre-service teachers employ Pre-service teachers
and understand the understand the effectiveness a variety of instructional understand the value of
teaching/learning research of using a variety of strategies as well as using high quality
base and the breadth of instructional strategies and entertaining technological instructional resources,
instructional options apply knowledge of instructional resources to including technology to
available. effective communication advance students’ into high encourage students’
techniques via technology. level thinking skills. development of critical
thinking, problem solving,
and performance skills.
recall and explain a variety develop and deliver develop and implement integrate multiple
of instructional options and instruction based on sound instruction using a variety instructional strategies,
how each are related to pedagogical principles of strategies including including technology, to
educational research. using effective media technological instructional encourage critical thinking,
communication techniques. resources. problem solving and
performance skills.
Courses M101 M312 M452 M462 Student Teaching
P250 M457 M441 Seminar
Papers Practicum Lesson Plans Student Teaching
Projects Presentations Practicum
Page 4 of 7
Meta-Standard #5: Assessment
Rubric Examples
Proficiency Pre-service teachers know Pre-service teachers Pre-service teachers are Pre-service teachers use a
and understand a variety of understand how to use knowledgeable about a variety of assessment
authentic and equitable formal and informal variety of assessment strategies to evaluate and
assessment strategies. assessments to obtain usefulstrategies and utilize ensure the continuous
information about student multiple assessments in intellectual, social, and
learning and development. curriculum planning and physical development of the
implementation. learner.
recall a variety of authentic use formal and informal develop, implement, and evaluate, utilize, and
and equitable assessment assessment strategies to utilize curriculum, which appropriately share
methods. evaluate the development of encompass a variety of assessment results to
their students. assessment methods. continue student progress
intellectually, socially, ad
physically.
Courses P250 K205 M312 M452 M462 Student Teaching
M101 H340 M457 M441 Seminar
Projects Practicum
Page 5 of 7
Meta-Standard #6: Professionalism/Learning Communities
Rubric Examples
Proficiency Pre-service teachers Pre-service teachers Pre-service teachers Pre-service teachers are
understand the unique incorporate their knowledge demonstrate a commitment reflective practitioners who
philosophical foundations of secondary schools into to lifelong learning through continually evaluate the
and organizational structure the design of educational reflection and professional effects of their choices and
of secondary education and programs that reflect sound behaviors. actions on others, and
the role the teacher plays principles of teaching and actively seek out
within this structure. learning. opportunities to grow
professionally.
recognize and explain the construct sound educational reflect on their own participate in professional
foundation and structure of programs conducive to the practice, on students’ experiences and
secondary education structure and foundation of performance, and on opportunities that further
including the role of the secondary schools. developments in the field to their professional
teacher. continue their own growth development and will use
as teachers. student learning as a
professional gauge.
Courses M101 S487 M452 M462 Student Teaching
H340 M457 M441 Seminar
M312
Evidence Tests Papers Classroom Dispositions Student Teaching
Papers Projects Reflection Papers Classroom Dispositions
Projects Practicum Professional Conferences
Effective Teaching Project
Page 6 of 7
Meta-Standard #7: Family/Community Involvement
Rubric Examples
Proficiency Pre-service teachers Pre-service teachers Pre-service teachers Pre-service teachers
understand the importance understand the importance understand how to facilitate understand the importance
and role of the family and of engagement with and support the education of of fostering relationships
community on the community resource early adolescents and young with students, families,
development of early persons and groups. adults with the knowledge colleagues, community, and
adolescents and young of the impact of family other school-related
adults. structure and home life. constituencies.
explain the role of the use community resources to develop a classroom develop and maintain
family and community on build classroom environment and curriculum positive working
the development of early environments and that supports the unique relationships with students,
adolescents and young curriculum. impressionistic early families, colleagues,
adults. adolescent and young adult community, and other
learning. school-related
constituencies.
Courses M101 M312 M452 M462 Student Teaching
P250 H340 M457 M441 Seminar
K205 M446 Student Teaching
Evidence Tests Curriculum Unit Curriculum Units Effective Teaching Project
Projects Practicum
Page 7 of 7
Teaching Philosophy Statement Scoring Rubric
Criterion Undocumented Minimal Basic Proficient Advanced

0 1 2 3 4 Score
Unacceptable Unacceptable Acceptable Acceptable Acceptable
The statement is Statement Statement meets Statement meets Statement is

Idea incoherent or expresses several one of the two of the logical, Score:
Development extremely brief ideas about following criteria: following criteria: elaborated, and _____
Rubric Examples
or contains major teaching that are logical, elaborated, logical, internally
logical ambiguous or not consistent elaborated, consistent
inconsistencies connected consistent.
No illustrative The statement Examples from the Examples from the Illustrative
examples are includes at least writer’s ex- writer’s examples from
included one example, but perience show experience or the writer’s
Illustrative the relationship to only one of plans are experience or Score:
Examples teaching detail detailed and plans are _____
experience or clear relevance, pertinent, detailed,
plans is unclear vividness or but not pertinent, and
memorability memorable memorable
The statement is Two of the Three of the Four of the Writing is clear,
very difficult to following apply: following apply: following apply: well organized,
read because of Organized, Organized, Organized, unified, free
its style, usage, Unified, Unified, Unified, from errors of
mechanics, or Free from errors Free from errors Free from errors mechanics and
organization of mechanics and of mechanics and of mechanics and usage, an
usage, usage, usage, appropriate Score:
Quality of Appropriate Appropriate Appropriate academic style, _____
Writing academic style, academic style, academic style, with a strong
Strongly Strongly Strongly suggestion of
suggestive of suggestive of suggestive of the author’s
voice voice voice individual voice
Total: ______
Mean: ______
Comments:
Evaluator: ___________________________ Date: _________
2
Phase 3 Reflective Narrative Rubric
Undocumented Minimal Basic Proficient Advanced
Areas 0 1 2 3 4 Score
Assessed Unacceptable Unacceptable Acceptable Acceptable Acceptable
No discussion of The discussion is Briefly describes Briefly describes the Briefly, yet percep-
how the artifact inadequate to the artifact or artifact or tively describes the
relates to the clearly under- performance. performance and its artifact or
WTS standards or stand (or the Discusses in context of use. performance and its
Relationship specialty discussion general, Discusses in specific, context of use. Score:
of the Artifact organization misjudges) how impersonal terms personal terms how Discusses how the
Rubric Examples
or Standards. the artifact/ or how the artifact or the artifact or perfor- artifact or
Performance performance performance mance relates to the performance offers ______
to the relates to the relates to the WTS WTS and/or specialty a personal and
Standards WTS and/or and/or specialty organization original insight into
specialty organization standards. the WTS and/or
organization standards. specialty
standards. organization
standards.
Provides no self Provides very Provides vague or Provides assessment Provides a careful
assessment of limited or incomplete of one's learning with and detailed
one's learning or confusing assessment of one's some statement of assessment of one's
Score:
impact of one's assessment of learning with only impact of one's learning and the
teaching on one's learning and a limited statement teaching on student impact of one's
Reflection on student the impact of of the impact of achievement. teaching on student
Learning achievement. one's teaching on one's teaching on achievement. ______
student student
achievement. achievement.
Reflection on Provides no The discussion is Discusses general Discusses general Discusses general
Professional reflection about inadequate to directions for directions OR directions AND
future goals. clearly future growth in specific goals for specific goals for
Goals
understand what the WTS in future growth in the future growth in the Score:
general or general impersonal WTS with examples WTS. Explains
specific goals terms OR gives of how they can be reasons for choosing
have resulted specific goals out reached. specific means of
from the of context. reaching these
goals. Recognition
______
experience and
how they can be of the intercon-
reached. nectedness of the
WTS evident.
The narrative is Two of the Three of the Four of the following Writing is clear,
very difficult to following apply: following apply: apply: well organized,
read because of Organized, Organized, Organized, unified, free from
Score:
its style, usage, Unified, Unified, Unified, errors of mechanics
Quality of Free from Free from errors Free from errors of and usage, an
mechanics, or
Writing organization errors of of mechanics and mechanics and usage, appropriate
mechanics and usage, Appropriate academic style, with ______
usage, Appropriate academic style, a strong suggestion
Appropriate academic style, Strongly suggestive of the author’s
academic style, Strongly of voice individual voice
Strongly suggestive of voice
suggestive of
voice
Mean:
Evaluator’s Signature Date
2
WTS Generic Scoring Rubric for Artifacts
Phase 3 Portfolio Review
Incomplete Minimal Basic Proficient Advanced

Standard 0 1 2 3 4
Rubric Examples
No evidence Materials indicate Materials suggest a Materials exhibit a Materials exhibit a
or materials are only a rudimentary concept of the discipline solid grasp of the solid grasp of the culture
incomplete grasp of the discipline as an additive discipline and its and complexity of the
as an accumulation of accumulation of facts, complexity and study or discipline(s) and the core
WTS 1 facts, standard standard arguments, inquiry methods. assumptions and study or
Subject matter procedures, and central generalizations, Materials incorporate inquiry methods
competency assigned tasks. and study procedures. multiple representations, associated with the
Materials rely on Materials rely on only and inquiry methods; discipline(s).
only a single method two or three methods of little concern for core Materials show
Score: of representation. representation. assumptions of the recognition of the impact
No rationale for Thin rationale for the discipline or impact that on the discipline of the
____ selection of resources selection of resources representation method(s) representation methods,
and curriculum; and curriculum, typically has (have) on the core assumptions, and
opinion used as basis reference authority or discipline. inquiry methods.
for making decisions. tradition as a basis for Strong, careful Insightful, carefully
making decisions. rationale for the selection argued rationale for the
of resources and selection of resources
curriculum. and curriculum.
Comments:
Evaluator: Date:
Phase 3 Student Packet Rev. 1/2/2007 9:26:00 PM 1


Standard 0 1 2 3 4
Rubric Examples
No evidence Materials show Materials indicate that Materials show that Materials indicate that
or materials are only a rudimentary instructional decisions instructional decisions instructional decisions
incomplete concept of are based on limited are based on a careful are based on careful
WTS 2 developmental consideration of the consideration of the consideration of the
Growth and domains and the influence on learning of influence on learning of influence on learning of
Development impact on student students’ progression students’ progression students’ progression
learning or students’ across the cognitive across the cognitive across multiple
progression across domain. domain. developmental domains.
Score: them. Materials show a Materials show a Materials show a clear
Materials show an greater concern for functional understanding understanding of how
____ exclusive concern for content coverage than for of how students construct students construct
content coverage. how students construct knowledge, make knowledge, make
knowledge, make meaningful connections, meaningful connections,
meaningful connections, and acquire skills. acquire skills, and
and acquire skill. develop habits of mind.
Comments:
Evaluator: Date:

WTS Scoring Rubric for Artifacts
Phase 3 Portfolio

Standard 0 1 2 3 4
Rubric Examples
No evidence or Materials show Materials show Materials Materials include
materials are an exclusive recognition of the include at least one two or more forms of
incomplete concern for content need to adapt form of instruct- instructional adapta-
coverage and instruction to tional adaptation or tion or choices of
General students’ needs. choice of instruct- instructional strategy
WTS 3 disregard for A restricted tional strategy addressing varied
Diverse Learners learner differences concept of student addressing varied student needs and
evident. needs is evident. student needs and strengths.
Little evidence Materials appear strengths. A wide range of
Score: of flexibility in to be flexible A wide range of student needs,
materials. enough to be student needs and strengths, and
____ adapted to student strengths cultural backgrounds
needs, but few considered. considered.
specific adaptations Materials show Materials show
suggested. careful creativity in
consideration of preparing to address
adaptations to student needs.
specific aspects of
student diversity
and needs.
Comments:
Evaluator: Date:

WTS Scoring Rubric for Artifacts
Phase 3 Portfolio
Rubric Examples
Standard 0 1 2 3 4
No evidence or Materials typically Materials give Materials Materials

materials are show a singular, evidence of document develop- document develop-
incomplete expository approach knowledge of ment of plans ment of plans
to content coverage. different instructional incorporating incorporating
Few instructional models and strategies different instructional different instructional
resources other than as well as advantages models and strategies models and strategies
print resources used. and the limitations as well as the as well as the
Plans emphasize associated with them. advantages of them. advantages and
WTS 4 the presentation of A narrow selection A variety of limitations of them.
Instructional knowledge with little of instructional instructional Materials integrate
Strategies concern for student materials and materials and a variety of
thinking resources including resources including instructional
print and human, print, and materials and human,
Score: electronically electronically print, and
accessed resources accessed resources electronically
____ used. used. accessed resources.
Materials tend to Plans show a Plans show a
emphasize concern for student concern for student
acquisition of acquisition of content acquisition of content
knowledge rather and skills, but a and skills and
than development of limited concern for encourage
students’ problem development of development of
solving and critical students’ problem students’ problem
thinking capabilities. solving and critical solving and critical
thinking capabilities. thinking capabilities
Comments:
Evaluator: Date:


Standard 0 1 2 3 4
Rubric Examples
No evidence Material show Materials show Materials show Materials show clear,
or materials are superficial knowledge knowledge of the comprehension of the functional understanding
incomplete of the difference difference between difference between of the difference
WTS 5 between extrinsic and extrinsic and intrinsic extrinsic and intrinsic between extrinsic and
Classroom intrinsic motivation. motivation. motivation. intrinsic motivation.
Management Materials do not Materials suggest Plans document a Plans document a
and Climate show recognition of recognition of the role reasoned approach for the reasoned, practical
the role planning for that planning for the management of time, approach to the
the management of management of time, space, materials, and management of time,
Score: time, space, materials, space, materials, and student organization and space, materials, and
and student student organization and movement intended to student organization and
____ organization and movement plays in provide a positive climate movement providing a
movement plays in providing a positive for learning in the positive climate likely to
maintaining a positive classroom climate. classroom. foster a high level of
classroom climate. student engagement,
self-reliance, and
responsibility in the
classroom.
Comments:
Evaluator: Date:


Standard 0 1 2 3 4
No evidence or Materials show Materials show Materials exhibit Materials present a
Rubric Examples
materials are knowledge of the role knowledge of the role comprehension of the dynamic
incomplete of verbal language in of verbal and non- role of verbal and non- understanding of the
learning. verbal language in verbal language in role of verbal and non-
Plans tend to be learning. learning. verbal language in
limited to spoken Materials give Plans incorporate learning.
language or reading limited evidence of visual imagery and Plans incorporate
WTS 6 written text. knowledge of how to tools and electronic creative, varied,
Communication Materials present a use visual and media media in addition to practical use of the
limited knowledge of communication to spoken language and language, visual
different question support student written text to support imagery, and
classification schemes, learning. learning, interaction, electronic media to
question structures, Materials also show and collaboration. support learning,
Score: and question purposes. knowledge of different Materials show interaction, and
No appreciation question classification knowledge of different collaboration.
____ evident of the schemes, question question types serving Materials show
possibility that structures, and different purposes. clear knowledge and
language use in the question purposes. Some appreciation keen selection of
classroom may carry Little appreciation evident of the different question
embedded cultural evident of the possibility that while types serving different
messages in addition possibility that language is used for purposes.
to discipline-specific language use in the different purposes in Generally, the
content being classroom may carry the classroom, its materials show a keen
considered. embedded cultural usage may carry understanding that
messages in addition cultural messages in while language is used
to discipline-specific addition to the for different purposes
content being discipline-specific in the classroom, its
considered. content being usage style may carry
considered. cultural messages in
addition to the
discipline-specific
content being
considered.
Comments:
Evaluator: Date:

Standard 0 1 2 3 4
No evidence Plans addresses Lesson plan(s) Lesson plan(s) Plans address the needs
Rubric Examples
or materials are the needs of only one address the needs of addresses the needs of of students at multiple
incomplete ability level. students either at more students at more than one ability levels who also
Plans are unrelated than one level or with ability level who also present multiple learning
to the curriculum more than one learning present more than one styles, and represent
WTS 7 goals or students’ style. learning style. multiple cultural and
Instructional prior knowledge, or The content The content focus has a language backgrounds.
Planning Plans do not considered has a direct connection to the Creativity evident in the
encourage student general connection to curriculum goals and a plan.
engagement, problem the curriculum goals, deliberate connection to Plans target and extend
solving, or critical but little connection to students’ prior knowledge. the curriculum goals, and
Score: thinking. students’ prior Plan provide for student activate students’ prior
Evidence of knowledge. engagement and involves knowledge.
____ contingency thinking Limited students in problem Plans encourage a high
absent opportunities for solving and/or critical level of student
student engagement, thinking. engagement and involve
problem solving, or Some evidence of students in problem
critical thinking present. contingency thinking solving and/or critical
Little evidence of present. thinking.
contingency thinking Plans build in some
present. flexibility and contingency
thinking.
Comments:
Evaluator: Date:


Standard 0 1 2 3 4
No evidence Materials give Materials provide Materials provide Materials provide
Rubric Examples
or incomplete or little evidence of evidence of basic evidence of a variety of evidence of flexible and
materials are knowledge and use of knowledge and use of formal and informal independent use of various
incomplete the differences formal and informal assessment methods. formal and informal
among types of assessment Evidence of a variety of assessment strategies.
formal and informal While assessment(s) assessments included. A variety of assessment
WTS 8 assessment strategies. are developed, Adaptations are methods are included,
Assessment Assessment generally a variety of included (developmental, justified and evaluated.
Strategies materials thin or methods are not linguistic, and cultural Adaptations are
vague, may only included. differences among included (developmental,
propose a single Limited evidence of students). linguistic, and cultural
assessment method. a concern for Demonstrates differences among
Score: No evidence of a adaptations understanding of students), justified and
concern for (developmental, measurement theory and evaluated.
____ adaptations. linguistic, and cultural assessment-related issues Theoretical aspects of
Materials give differences among (validity, reliability, bias, measurement and
little evidence of students) etc.). evaluation are represented
understanding of Evidence provided directly and clearly
measurement theory indicates student has throughout materials
and assessment- some understanding of included.
related issues. measurement theory
and assessment-related
issues (validity,
reliability, bias, etc.)
Comments:
Evaluator: Date:

Phase 3 Artifact and/or Performance Rubric DRAFT

Standard 0 1 2 3 4
No considera- Materials show Materials show Materials show Materials include

tion of the need only rudimentary a clear acknow- specific, basic plans thorough, practical
for planning in recognition of the ledgement of the for providing a safe, plans for providing
Rubric Examples
order to provide a need for planning need for practical organized classroom and maintaining a
safe, organized in providing a safe, plans for environment. safe, organized
classroom organized providing a safe, Initiates classroom
environment. classroom organized collaborative environment.
Avoids environment. classroom relationships with Serves as a mentor,
collaborative Tends to be a environment. peers in teacher- reviewer or editor, or
relationships with solitary worker When initiated education program critical observer for
WTS 10 peers in the who may by others, and/or mentors on peers in the teacher-
Positive teacher-education occasionally willingly school staff in order education program in
Relationships program and /or respond to participates in to differentiate order to differentiate
mentors on school suggestions, offers collaborative instruction and/or instruction and
staff. of support, or professional improve the learning improve the learning
Score: Does not feedback from relationships with environment. environment.
participate in peers or mentors on peers or mentors Participates in Participates in
____ collegial school staff. on school staff to collegial activities at collegial activities
activities. Makes Occasionally improve the the university or in beyond the university
comments or seeks help from learning field place-ments, and field placement,
takes actions that colleagues, environment. such as workshops, such as workshops and
hinder effective supervisors, or Participates in seminars, education- conferences such as
communication counselors in field one collegial related community education-related
among peers or placements when education-related service community service,
with colleagues in working with community Actively advocacy for students,
field placements. students who are activity. cultivates a positive political education, or
Makes no having or causing Interacts with relationship with outreach to families.
effort to learn problems in class. students in field students and their Takes a leadership
about students in Shows little placements in families in field role in collegial
field placements. effort to learn accordance with placements. activities at the
about backgrounds assigned Recognizes the university or in a field
and/or families of responsibilities; teacher’s role as an placement, advocating
students in the field shows a concern advocate for for improvement of
placement; little for students, their students and their the learning
concern for student backgrounds, rights. environment and
rights. families, and fulfillment of student
rights. rights.
Comments:
Evaluator: Date:

Dance Rubric http://www.uen.org/Rubric/rubric.cgi?rubric_id=12
Dance Rubric
Name: _______________________________
Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1
Bodily Skills The axial and locomotor The axial and locomotor The axial and locomotor The axial and locomotor
movements are movements are most often movements are somewhat movements are not
memorized and memorized and performed memorized and performed memorized and performed
performed with control with some control and skill. with little control and skill. without control and skill.
and skill.
Theme / Focus The movement language The movement language is The movement language is The movement language is
is unique and reflects the often unique and most of seldom unique and seldom not unique and does not
Rubric Examples
theme or idea of the the time reflects the theme reflects the theme or idea reflect the theme or idea of
compositional problem. or idea of the compositional of the compositional the compositional problem.
problem. problem.
Movement The movement has been The movement partially The movement has The movement is literal
Abstraction abstracted through one abstracted through one or moments of abstraction without any evidence of
or more of the elements more of the elements of using one or more of the abstraction through the one
of dance. dance. elements of dance. or more of the elements of
dance.
Compositional The composition has a The composition has a The composition has a The composition lacks
Structure clearly defined structure, structure, which is defined loosely defined structure repeatable structure.
which is repeatable. and repeatable. and is repeated in its
entirety.
Performance The dancer is focused, The dancer is often The dancer is seldom The dancer is not focused,
concentrated and focused, concentrated and focused, concentrated and concentrated and
committed to the committed to the committed to the committed to the
performance of the performance of the performance of the performance of the
movement. movement. movement. movement.
A service of the Utah Education Network

Comments, e-mail: resources@uen.org
1 of 1 1/14/2009 12:55 PM
Rubric for Creative Dance
Grade 4-8 D C B A
Grade 1-3 Beginning Satisfactory Proficient Excellent MARK
Effort ¾ Participates only with strong ¾ Participates in dance. ¾ Participates in dance with a ¾ Participates in dance with
encouragement. ¾ Frequent reminders are needed positive attitude. enthusiasm, and encourages
Rubric Examples
¾ Is easily distracted and finds it to maintain focus on the dance. ¾ Needs to be reminded to focus at others to participate.
difficult to maintain focus. May times. ¾ Is consistently focused and on
distract others. ¾ Can stay focused and follows task and encourages others to
instruction well. remain focussed.
Level and Space ¾ Uses little of the space possible ¾ Uses some of the space ¾ Attempts to use most of the ¾ Uses all space provided,
for movements. provided. space provided. vertically as well as horizontally.
¾ Student movement experiences ¾ Movement is limited to only two ¾ At times uses varied levels ¾ Uses all levels within their
only one level. levels. within their movement exploration of movement.
experience.
Patterns and ¾ Pathways and patterns are not ¾ Uses one or two pathways and ¾ Attempts various pathways in ¾ Uses an extensive variety of
Pathways apparent in the dance patterns in their dance. their movement. pathways in their movement.
composition. ¾ Basic patterns are included in ¾ Incorporates well-defined
their dance composition. patterns in their dance
composition.
Creativity and ¾ Uses common and stereotypical ¾ Adapts some options from others ¾ Explores a variety of creative ¾ Explores numerous creative
Interpretation patterns borrowed from others. in their movement options. options.
¾ Uses familiar patterns and ¾ Goes beyond the familiar to take ¾ Takes some risks in their ¾ Willing to take risks in their
movements. a small risk. exploration. exploration.
¾ Re-uses a simple pattern ¾ Movements repeat limited ¾ Movements show unusual ¾ Movements are highly original
borrowed from others or media. common patterns and themes. patterns and fair variety. and carried out well.
¾ Movements highlight the music
in an interesting way.
TOTAL
COMMENTS:
Adapted from Elaine Hanson, LTTA

BIE Problem Based Economics and Problem Based Government
General Rubric for a Presentation to a Panel

(Note: This is NOT for assessing content knowledge and understanding – see specific rubrics for each unit)
Component and Exceeds Standards Meets Standards Does Not

Its Recommended (score 4-5) (score 3) Meet Standards
Rubric Examples
Value (score 1-2)
Clarity, Moves in a smooth, logical progression from Moves in a logical progression from Does not move logically and/or have a clear
organization, overall introduction to conclusion introduction to conclusion introduction or conclusion
persuasiveness and
impact Keeps within time limits; no part is too long, Keeps within time limits; some parts may be a Presentation is way too long, too brief, and/or
too brief, and/or rushed bit too long, too brief, and/or rushed rushed
(30%)
Strong evidence of preparation, rehearsal, and Some evidence of preparation, rehearsal, and Little or no evidence of preparation, rehearsal,
use of prior feedback received use of prior feedback received and use of prior feedback received
Overall impact is powerful; makes a strong Overall impact is convincing; makes a solid Overall impact is not convincing; does not
case for the solution proposed case for the solution proposed make a clear or complete case for the solution
proposed
Consideration of the Chooses to persuade, inform, defend a Chooses to persuade, inform, defend a Does not appear to have consciously chosen a
particular audience position, and/or entertain, as appropriate for position, and/or entertain, mostly as particular goal
the goals in this situation appropriate for the goals in this situation
(10%)
Skillfully adjusts wording, delivery, and the Attempts to adjust wording, delivery, and the Does not adjust wording, delivery, and the
amount and kind of information presented to amount and kind of information presented to amount and kind of information presented to
fit the needs of the specific audience fit the needs of the specific audience fit the needs of the specific audience
Ability to answer Consistently appears to listen carefully, asks Mostly appears to listen carefully, asks Does not appear to listen carefully, does not
questions clarifying questions and/or repeats or rephrases clarifying questions and/or repeats or rephrases ask clarifying questions and/or repeat or
questions to be sure of understanding questions to be sure of understanding rephrase questions to be sure of understanding
(10%)
Response is to the point, clear, and complete Response is mostly to the point, clear, and Response is not made or is way off the point,
complete unclear, and/or very incomplete
Appropriately acknowledges lack of Mostly acknowledges lack of information Does not acknowledge lack of information
information and/or inability to answer a and/or inability to answer a question and/or inability to answer a question
question
Use of verbal and Strong, clear speaking voice (excellent volume Clear speaking voice (good volume and Unclear speaking voice (inadequate volume
nonverbal and enunciation) enunciation) and/or poor enunciation)
presentation
techniques Speaker conveys confidence Speaker conveys some degree of confidence Speaker conveys very little or no confidence
(20%) Makes steady or frequent eye contact with Makes regular eye contact with audience Makes very little or no eye contact with
audience audience
Rubric Examples
Stance and appearance are appropriate, Stance and appearance are mostly appropriate, Stance and appearance are not at all
professional professional appropriate, professional
Physical gestures and facial expression Physical gestures and facial expression Physical gestures and facial expression do not
conveys energy, enthusiasm, and conviction conveys some energy, enthusiasm, and convey energy, enthusiasm, and conviction
conviction
Keeps audience completely engaged by the use Keeps audience mostly engaged by some use Does not keep audience engaged by the use of
of creativity, variety, questions, and/or of creativity, variety, questions, and/or creativity, variety, questions, and/or
involvement in an activity involvement in an activity involvement in an activity
Quality and use of Aids are clearly linked to the material, and are Aids are linked to the material Aids are not used or are not appropriately
visual aids skillfully designed to enhance the presentation linked to the material
(15%) Aids are professional in appearance; clearly Aids are clearly visible to the audience, neat, Aids are not clearly visible to the audience, not
visible to the audience, neat, and use effective and use appropriate color, images, and other neat, and/or do not appropriately use color,
color, images , and other features of the features of the medium (e.g. sound and motion images, and other features of the medium (e.g.
medium (e.g. sound and motion in in PowerPoint) sound and motion in PowerPoint)
PowerPoint)
Information shown has substantial
Information shown is all accurate Information shown is mostly accurate inaccuracies
Group participation All members of the group spoke, in roughly All members of the group spoke, though not in Only one or two members of the group spoke
( if applicable) equal amounts roughly equal amounts substantially
(15%)
All members of the group were able to respond Most members of the group were able to Most or all members of the group were not
adequately to questions respond adequately to questions able to or did not answer questions
MBA 1.1 Communication Skills (MBA 230):
Communicate with different levels of personnel effectively using oral and written formats for different purposes ranging from one-to-one
communication to addressing to a large audience.
Student's Identifier: __________________________________________

(From the Excel File Template for Measure Result Reporting Purposes)
MBA 1.1 4: Exceeds Expectation 3: Meets Expectation 2: Approaching 1: Below Expectation Points
Rubric Examples
MBA 230 Expectation
Writing: Topic, organizational issue, and The majority of competency About half of competency level None to only a few items of
Executive recommendations are included; short level 4. 4. competency level 4.
Summary and concise.
Writing: Catches readers' attention all the Catches readers' attention most Catches readers' attention about Catch none to very little of readers'
Introduction time. of the time. half of the time. attention.
Writing: Provides adequate overview and Provides most required Provides about half of the Provides none to very limited
Background background information of relevant background information. required background required background information.
literature. information.
Writing: Description of the chosen issue is Three of the four required Two of the four required None to one of the four required
Organizational specific, real, narrow, and related to qualities (specific, real, narrow, qualities (specific, real, narrow, qualities (specific, real, narrow, and
Issue topic. and related to topic). and related to topic). related to topic).
Writing: Thorough analysis of the chosen Provides most required OB Provides about half of the Provides none to very limited
Analysis of issue using appropriate OB concepts/theories. required OB concepts/theories. required OB concepts/theories.
Issue concepts/theories.
Writing: Recommendations are relevant, Four of the five required Three of the five required None to two of the five required
Recommendati feasible, and of high quality; qualities (relevant, feasible, and qualities (relevant, feasible, and qualities (relevant, feasible, and of
ons alternatives are provided; use course of high quality; alternatives are of high quality; alternatives are high quality; alternatives are
concepts to support them. provided; use course concepts to provided; use course concepts to provided; use course concepts to
support them). support them). support them).
Writing: Detailed, well-thought, and realistic Two of the three required One of the three required None of the three required qualities
Measuring plan. qualities (detailed, well-thought, qualities (detailed, well-thought, (detailed, well-thought, and
Outcomes and realistic plan). and realistic plan). realistic plan).
Writing: The conclusion shows the value The conclusion shows the value The conclusion shows only the None.
Conclusion added by the recommendations, and added by the recommendations value added by the
sells the recommendations but the selling of recommendations but no selling.
convincingly to readers. recommendations can be
improved.
Writing: Complete and accurate. Complete with some minor Incomplete with some errors. Incomplete with many errors.
References errors.
Writing: Structure is easy to follow and Structure is easy to follow and Structure is difficult to follow Structure is difficult to follow and
Presentation sentence formation supports intended sentence formation supports and sentence formation does not sentence formation does not
meaning; no spelling, typographical, intended meaning; there are support intended meaning in support intended meaning in many
and grammatical errors. some spelling, typographical, many situations; and there are situations; there are many spelling,
Rubrics_MBA 1 8/7/2006
and grammatical errors. some spelling, typographical, typographical, and grammatical
and grammatical errors. errors.
Oral: All activities effectively encourage Most activities effectively About half of the activities None to a few activities effectively
Interactive student involvement and interaction. encourage student involvement effectively encourage student encourage student involvement and
activity and interaction. involvement and interaction. interaction.
Oral: Session The leader is well prepared, In most situations, the leader is In about half of the situations, In none to a few situations, the
Leader effectively uses time, and effectively well prepared, effectively uses the leader is well prepared, leader is well prepared, effectively
facilitates the post-activity time, and effectively facilitates effectively uses time, and uses time, and effectively facilitates
discussion. the post-activity discussion. effectively facilitates the post- the post-activity discussion.
Rubric Examples
activity discussion.
Oral: The summary of key concepts and Most of the key concepts and About half of the key concepts None to only a few key concepts
Summary issues are useful and related to the issues in the summary are useful and issues in the summary are and issues in the summary are
topic. and related to the topic. useful and related to the topic. useful and related to the topic.
Oral: Delivery The session is engaging and creative In most situations, the session is In about half of the situations, The session is not or rarely
that keeps people interested in the engaging and creative. the session is engaging and engaging and creative.
session from start to finish. creative.
Oral: Participants are enthusiastic and easy Most of the time, participants About half of the time, Participants are not or rarely
Participants to understand. are enthusiastic and easy to participants are enthusiastic and enthusiastic and easy to understand.
understand. easy to understand.
Oral: The session increases people's Most of the session increases About half of the session The session contributes none to
Information understanding of the topic, related people's understanding of the increases people's understanding very little to people's understanding
issues, and concepts from the topic, related issues, and of the topic, related issues, and of the topic, related issues, and
readings. concepts from the readings. concepts from the readings. concepts from the readings.
Oral: Overall The session is successful. The session is mostly About half of the session is None to a few portions of the
Impression successful. successful. session are successful.
Student's Score = Sum of Points / Number of Dimensions
MBA 1.2 Goal Setting (MBA 230):
Establish, validate, and secure support for organizational goals that satisfy and balance different stakeholders' requirements and interests.

MBA 1.2 4: Exceeds 3: Meets Expectation 2: Approaching 1: Below Expectation Points

MBA 230 Expectation Expectation
Rubric Examples
Organizational Provides specific, real, Satisfies three of the required Satisfies two of the required Satisfies none to one of the
Issues narrow, and relevant qualities of the description qualities of the description required qualities of the
description of the chosen (specific, real, narrow, and (specific, real, narrow, and description (specific, real,
issues. relevant). relevant). narrow, and relevant).
Recommendations Provides relevant, feasible, Provides relevant, feasible, and Provides relevant, feasible, and None to irrelevant, infeasible,
& Goals and high quality high quality recommendations high quality recommendations or bad quality
recommendations and and goals; use course concepts and goals. recommendations and goals.
goals; alternatives are to support alternatives, goals,
provided; use course and recommendations.
concepts to support
alternatives, goals, and
recommendations.
Measuring The plans for measuring Satisfies two of the required Satisfies one of the required Satisfies none of the required
Outcomes outcomes for the best qualities of the plans (detailed, qualities of the plans (detailed, qualities of the plans (detailed,
recommendation are well-thought, and realistic). well-thought, and realistic). well-thought, and realistic).
detailed, well-thought, and
realistic.
Conclusion Describes the value added Describes the majority of the Describes about half of the Describes none to little of the
to the organization and value added to the organization value added to the organization value added to the organization
how goals balance and and how goals balance and and how goals balance and and how goals balance and
satisfy different satisfy different stakeholders' satisfy different stakeholders' satisfy different stakeholders'
stakeholders' interests. interests. interests. interests.
Presentation Structure is easy to follow Structure is mostly easy to Structure is easy to follow in Structure is difficult to follow
and there are no errors. follow and there are a few about half of the paper and and there are many errors.
errors. there are some errors.
MBA 1.3 Strategy Formulation (MBA 290):
Formulate strategies that are feasible, effective, and understandable to achieve organizational goals and social responsibilities.


Rubric Examples
Theoretical Use the most suitable Use a suitable theoretical Use a theoretical framework Do not use a theoretical
Framework theoretical framework framework that is relevant, but not very framework
suitable
Critical Incorporate all critical Incorporate most critical Incorporate some critical Incorporate no critical
Elements elements for strategy elements for strategy elements for strategy elements for strategy
formulation formulation formulation formulation
Feasibility Consider all major aspects Consider most major Consider some major Consider no aspects of
of implementation aspects of implementation aspects of implementation implementation
MBA 2.1 Integrative Models (MBA 290):
Integrate quantitative and qualitative techniques from business functional areas such as accounting, finance, marketing, human resources, operations,
and/or statistics for leading, planning, decision making, and problem solving purposes.

Rubric Examples
Appropriateness Use the most appropriate Use appropriate models Use models and techniques Use inappropriate or
models and techniques and techniques that are relevant, but not irrelevant models and
very appropriate techniques
Comprehensiveness Incorporate all applicable Incorporate most Incorporate some Incorporate no applicable
models and functional applicable models and applicable models and models or functional
perspectives functional perspectives functional perspectives perspectives
Interpretation Correctly interpret all Correctly interpret most Correctly interpret some Incorrectly interpret
managerial issues managerial issues managerial issues managerial issues
MBA 2.2 Technology Utilization (MBA 260):
Utilize social, information, and/or management technologies to achieve organizational goals such as cost reduction, productivity improvement,
process reengineering, marketing positioning, and organizational restructuring.

MBA 2.2 4: Exceeds 3: Meets 2: Approaching 1: Below Points
Rubric Examples
MBA 260 Expectation Expectation Expectation Expectation
Conduct a SWOT The SWOT analysis is The SWOT analysis The SWOT analysis is The SWOT analysis is
analysis for a given complete and correct. is mostly complete incomplete and incomplete and included
business. and included included discussions discussions are
discussions are are correct. incorrect.
correct.
Assess the applicable The appropriate A relevant A relevant technology An inappropriate
technology to utilize to technology is technology is is determined but is not technology is
solve the specific determined and solves determined and applied to solve the determined and it does
business needs of a the specific business solves most of the business needs. not solve the specific
company. needs. specific business business needs.
needs.
Assess the technological All technological Most technological Some technological No technological
strengths and strengths and strengths and strengths and strengths and
weaknesses of the weaknesses are weaknesses are weaknesses are weaknesses are
proposed technology. assessed. assessed. assessed. assessed.
Analyze the expected The expected impact on The expected impact The expected impact The expected impact on
impact of the (above) the business is correctly on the business is on the business is the business is
suggested technology on and fully analyzed. correctly analyzed correctly analyzed but incorrectly analyzed and
the business. and mostly complete. incomplete. incomplete.
MBA 3.1 Ethical Decision (MBA 260):
Consider ethical issues when making decision to achieve individual and organizational responsibilities in business context.


Rubric Examples
Assess the ethical The ethical standpoint The ethical The ethical standpoint The ethical standpoint is
position of a given is correctly determined standpoint is is correctly determined not determined
company. and supported (from: correctly determined but not supported
Stockholder, and mostly supported
Stakeholder, Social
Welfare)
Assess the ethical and The ethical and social The ethical and social The ethical and social The ethical and social
social issues associated issues of a technology issues of a issues of a technology issues of a technology
with a given technology. are correctly technology are are somewhat are not determined.
determined. mostly determined. determined.
Assess the The appropriateness of The appropriateness The appropriateness of The appropriateness of
appropriateness of the the technology is of the technology is the technology is the technology is not
use of a technology by a determined and fully determined and determined and but not determined.
company given the supported. somewhat supported. supported.
ethical viewpoint of the
company and the ethical
and social issues with
the specific technology
MBA 3.2 Diversity (MBA 270):
Analyze the implications of ethnic and cultural diversity for effective decision making and problem solving.


Rubric Examples
Cultural diversity Student demonstrates Student is at ease with Student is at ease with Student is
awareness understanding of content. S/he elaborates content, but s/he uncomfortable with
multiple perspectives most of issues or elaborates only a half of information and is able
with explanations and problems. issues or problems. to answer rudimentary
elaboration. issues or problems.
Culture and ethics Student demonstrates Student is at ease with Student is at ease with Student is
understanding how content. S/he elaborates content, but s/he uncomfortable with
culture and ethics are most of issues or elaborates only a half of information and is able
related with problems. issues or problems. to answer rudimentary
explanations and issues or problems.
elaboration.
Managerial Student demonstrates Student is at ease with Student is at ease with Student is
implications full knowledge of content. S/he elaborates content, but s/he uncomfortable with
managerial implications most of issues or elaborates only a half of information and is able
MBA 3.3 Legal and Professional Regulation (MBA 260):
Analyze the implications of legal and professional regulation for effective decision making and problem solving.


Rubric Examples
Assess the legal and The legal and The legal and The legal and The legal and
professional regulations professional regulations professional professional professional regulations
for a specific industry are correctly regulations are regulations are are not determined.
(such as finance or determined. mostly determined. somewhat determined.
health).
Assess the security The security The security The security The security capabilities
capability of a given capabilities of a capabilities of a capabilities of a of a technology are not
technology. technology are correctly technology are technology are determined.
determined. mostly determined. somewhat determined.
professional and legal
regulations of the
industry and the
security capabilities of
MBA 3.4 Global and Domestic Economy (MBA 270):
Analyze the implications of global and domestic economic systems for effective decision making and problem solving.


Rubric Examples
International Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Trade Theory understanding of content. S/he elaborates content, but s/he elaborates with information and is
international trade theories most of issues or problems. only a half of issues or able to answer rudimentary
with explanations and problems. issues or problems.
elaboration.
The Political Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Economy of understanding of policy content. S/he elaborates content, but s/he elaborates with information and is
International instruments that most of issues or problems. only a half of issues or able to answer rudimentary
Trade governments use to restrict problems. issues or problems.
imports and promote
exports with explanations
and elaboration.
Foreign Direct Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Investment understanding of costs and content. S/he elaborates content, but s/he elaborates with information and is
benefits of FDI with most of issues or problems. only a half of issues or able to answer rudimentary
explanations and problems. issues or problems.
elaboration.
Regional Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Economic understanding of the content. S/he elaborates content, but s/he elaborates with information and is
Integration different levels of most of issues or problems. only a half of issues or able to answer rudimentary
economic integration and problems. issues or problems.
implications of economic
integration for business
with explanations and
elaboration.
Foreign Student performs foreign Student performs foreign Student performs foreign Student performs foreign
Exchange exchange rate problems exchange rate problems exchange rate problems exchange rate problems
Market with all correct output with mostly correct output with about half correct poorly with less than half
interpretations. interpretations. output interpretations. correct output
interpretations.
MBA 3.5 Interactive Factors (MBA 240):
Identify the relative significance of ethical, social, and economic factors; and incorporate the interactive impacts of these factors into analytical
process for decision making and problem solving.

MBA 3.5 4: Exceeds Expectations 3: Meets Expectations 2: Approaches 1: Below Points
Rubric Examples
MBA 240 Expectations Expectations
Identifies, describes and Student clearly identifies and Student identifies and describes Student does not correctly Student does not
prioritizes the ethical, social describes the ethical, social and the ethical, social, and identify and describe the describe or identify the
and economic issues economic issues discussed in the economic issues discussed in ethical, social and economic ethical, social and
discussed in the case. case and identifies which of these the case. A list of prioritized issues discussed in the case. economic issues or
issues are most important. Reasons issues is presented. One or two important issues leaves out one or more
for priority decisions are clearly are mentioned. of these issues.
stated. Important issues are not
presented.
Determines action issues and Student identifies and describes Student identifies and describes Student has difficulty Student is able to
identifies decision makers action issues in the case and action issues and identifies identifying and describing identify some action
identifies specific decision decision maker(s). No action issues. Decision issues but does not
maker(s). Answer is clearly reasoning is given and answer maker is identified. describe them or the
written, reasoning is logical and is adequately presented. decision maker(s).
interesting.
Integrates ethical, social and Student specifically identifies the Student specifically identifies Student identifies some Student does not address
economic issues into specific relevant ethical, social and ethical, social and economic ethical, social and economic ethical, social and
analysis questions to help economic issues that will influence issues that will influence issues that are important. economic issues in the
determine actions to be analysis questions and clearly and analysis questions. One or two One or two relevant development of analysis
taken. logically develops at least 3 relevant relevant analysis questions are questions are presented. questions. Two or three
analysis questions. presented. questions are presented.
Relevant ethical, social and Student specifically identifies the Student specifically identifies Student identifies some Student does not address
economic issues are used as a relevant ethical, social and ethical, social and economic ethical, social and economic ethical, social and
foundation to answer analysis economic issues that will influence issues that will influence issues that are important. economic issues in the
questions. the answers to the analysis answers to analysis questions. Answers are not relevant to development of answers.
questions. Answers are given in a Answers are vague and not the questions asked. Answers are not relevant
clear and logical sequence. based on relevant issues. to questions asked.
MBA 4.1 Environment Shaping (MBA 290):
Recognize opportunities that allow the redirection of organizational resource to shape the internal and/or external environment for the long-term
benefits of organizations.

MBA 4.1 4: Exceeds Expectation 3: Meets 2: Approaching 1: Below Points
Rubric Examples
(MBA 290) Expectation Expectation Expectation
Characteristics Describes all organizational internal characteristics Describes the Describes about half in Describes none to
of internal including formal leadership structure, informal majority in the the characteristic list. very few in the
environment leadership structure, work group dynamics, characteristic list. characteristic list.
information dissemination, formal work unit
structure, etc.
Characteristics Describes all external environment characteristics Describes the Describes about half in Describes none to
of external including industry (fragmented, transitional, majority in the the characteristic list. very few in the
environment emerging, declining), competitors (strategies, characteristic list. characteristic list.
capacities, resources, schedules), regulation (pros,
cons, trends), business partners (resource,
influence, constraints), economy, consumer,
technologies, etc.
Long-term Describes all the organization's long-term welfare Describes the Describes about half in Describes none to
welfare for the including enhancing its abilities to accomplish majority in the the characteristic list. very few in the
organization missions, stakeholders’ approval and satisfaction, characteristic list. characteristic list.
minimizing forces that threaten the survival and
advancement of the organization.
Asset lists for The asset lists are completely and accurately Both human and Both human and Only one list, human
human and described. For human asset, the list classifies material asset lists are material asset lists are or material asset is
material personnel into different functions, organizational described but there described but there are described; or no list at
resources levels, impacts, and difficulty to replace. For are a few missing about half missing all.
material resources, the list has categories by items in the lists. items in the lists.
liquidity, time terms, functions, and financial
values.
Recognize Addresses both internal and external Addresses both Addresses only internal Cannot recognize any
opportunities to environmental shaping completely and accurately. internal and external or external opportunities.
shape environmental environmental shaping
environments shaping but without without sufficient
sufficient elaboration. elaboration.
MBA 4.2 Change Planning (MBA 280):
Plan for changes to position organizations for long-term sustainability and competitive advantage.

MBA 4.2 4: Exceeds Expectation 3: Meets Expectation 2: Approaching 1: Below Points

Rubric Examples
Analyze an Assignment includes all of the Assignment includes most of the Assignment includes about Assignment includes few
operation and following: accurate description of following: accurate description half of the following: of the following: accurate
suggest operation, diagnosis of problem or of operation, diagnosis of accurate description of description of operation,
improvements need, selection of appropriate problem or need, selection of operation, diagnosis of diagnosis of problem or
analysis tools, understanding of appropriate analysis tools, problem or need, selection need, selection of
tool application, feasible and understanding of tool of appropriate analysis appropriate analysis tools,
creative solutions. application, feasible and creative tools, understanding of tool understanding of tool
solutions. application, feasible and application, feasible and
creative solutions. creative solutions.
Describe and All of the following: select Most of the following: select About half of the following: Few of the following:
critique the interesting firm, identify strengths interesting firm, identify select interesting firm, select interesting firm,
internet strategy of and weaknesses of its internet strengths and weaknesses of its identify strengths and identify strengths and
a firm strategy, discuss the competitive internet strategy, discuss the weaknesses of its internet weaknesses of its internet
environment, suggest appropriate competitive environment, strategy, discuss the strategy, discuss the
modifications, and describe suggest appropriate competitive environment, competitive environment,
expected outcomes. modifications, and describe suggest appropriate suggest appropriate
expected outcomes. modifications, and describe modifications, and
expected outcomes. describe expected
outcomes.
Identify relevant All of the following: Good Two of the following: Good One of the following: Good None of the following:
current event and selection of relevant article, selection of relevant article, selection of relevant article, Good selection of relevant
suggest thorough summary of critical thorough summary of critical thorough summary of article, thorough summary
appropriate issues, feasible and creative issues, feasible and creative critical issues, feasible and of critical issues, feasible
organizational responses suggested. responses suggested. creative responses and creative responses
responses suggested. suggested.
Apply and All correct Most correct About half correct Few correct
interpret results of
quantitative models
for improving
operations
MBA 5.1 Individual Success (MBA 230):
Understand how life-long learning strategies can enhance professional growth in changing job environment.


Rubric Examples
Work-Life Describes completely both Describes the majority of the Describes about half of the None to little in both areas.
Timeline personal and professional topics of both personal and topics of both personal and
points from past to the professional points from past to professional points from past to
future. the future. the future.
Explanation how Describes both personal Describes the majority of the Describes about half of the None to little in both areas.
Learning has and professional arenas. topics in both personal and topics in both personal and
Enhanced Growth professional arenas. professional arenas.
Explanation of how Describes both personal Describes the majority of the Describes about half of the None to little in both areas.
Life-Long and professional arenas. topics in both personal and topics in both personal and
Learning Strategies professional arenas. professional arenas.
Enhance Future
Growth
Explanation of the Describes both personal Describes the majority topics in Describes about half of the None to little in both areas.
Importance of and professional arenas. both personal and professional topics in both personal and
Learning Strategies arenas. professional arenas.
in Changing Work
Environment
MBA 5.2 Organizational Success (MBA 290):
Develop strategies to improve organizational practices and processes for long-term sustainability and competitive advantage.


(MBA 290) Expectation Expectation
Rubric Examples
Problem Identifies all issues impacting on the Describes the majority in Describes about half in Describes none to
Description organization’s issues and problems, the characteristic list. the characteristic list. very few in the
including formal structure, organization characteristic list.
culture, reporting relationships, employee
diversity, employee needs, motivation, and
morale.
Application of Is able to apply relevant theories and Is aware of and able to Is able to recognize that Shows little
principles and strategies for organizational change. apply some strategies and different elements of awareness of the
theories for Demonstrates awareness of the behavioral, approaches to change. the situation may different approaches
organizational structural, and technological approaches to Shows awareness that require different to organizational
change change and is able to discuss implications different types of problems approaches, but heavily change. Discusses
and choose what best fits this organization require different solutions favors only a and applies one or
and its problems. Recognizes that problems drawn from a different behavioral approach or none of the
are multi-faceted and that solutions may be approach, but does not have only a structural or only approaches to
drawn from several approaches. the required knowledge to a technological organizational change
thoroughly consider all approach for change. (behavioral, structural,
options. technological).
Strategy for Recognizes forces for and against change Describes the majority in Describes about half of Describes none to
solution and the realities of the situation and factors the solution strategy list. the solution strategy very few in the
present. Is able to assess the feasibility of list. solution strategy list.
solutions, prioritize actions, and set a
reasonable budget and timetable.
Strategy for Aware of issues in implementation of Aware of some issues in Shows little awareness Pays little attention to
implementation change, such as time, cost, delegation of implementation of change of the issues affected the implementation
responsibility, ethical issues, but may ignore some. during implementation process and has no
communication, rumor control. process. awareness of issues
which can arise.
Evaluates and Recognizes a need to follow-up and Recognizes need to check Notes need to check on No recognition of the
institutionalizes determine if change efforts have resulted in on positive outcomes and positive outcomes, but need for evaluation
changes positive outcomes in most of all the areas of solidify changes but reviews does not include plan and institutionalizing
concern. Institutes processes to solidify only a few areas of concern. for doing so or for changes
changes and tweak the process if needed. solidifying changes
Table 3A
Scoring Rubric for Microeconomic Skills
Rubric Examples
Score Marginal analysis Market analysis
No demonstrated No demonstrated
0 skills skills
Can explain perfect

Can explain role of competition; use
1 marginal analysis supply & demand
Can explain market
Can apply marginal inefficiency issues,
analysis in familiar such as imperfect
contexts, esp. theory competition, market
of firm and theory of failures, and public
2 consumer. choice.
Can explain and

critique welfare
Can apply marginal foundations of
analysis in unfamiliar economic policy
3 contexts analysis.
13
Table 3B
Scoring Rubric for Macroeconomic Skills
Rubric Examples
Monetary and Fiscal
Score Macro Models Policy
0 skills skills
Can use aggregate Can define monetary

1 supply and demand and fiscal policy
Can explain Can use macro

Keynesian, ISLM models to explain
2 models macro policy
Can explain nuances

Can apply macro of debate over
models in complex activist macro
3 analysis policies
14
Table 3C
Scoring Rubric for Statistical Skills
Rubric Examples
Gather, interpret and
Score Tests of Means Interpret regression present data
skills; suggests skills; suggests
inadequate math No demonstrated serious problems in
0 background skills preparation
Can interpret
Can set up problem; coefficients of Can find and present
errors in regression line as standard economic
1 implementation marginal impacts data
Can use multiple

data series to
Can successfully Can interpret address complex
conduct tests in statistical properties interpretations of
2 familiar problems of regression data
Can conduct and

Can assess interpret regression
Can apply means limitations of applications with
3 tests in new contexts regression results collected data
15
Table 3D
Scoring Rubric for Critical Thinking Skills
Rubric Examples
Writing and Connect economic
Score Research skills organization analysis to policy
Written work very
difficult to
understand; may
Fails to identify have grammatical No ability to connect
0 obvious sources errors analysis to policy
Identifies obvious Grammar
sources; relies too appropriate; Correctly identifies
heavily on organization limits relevant economic
secondary sources understanding of analysis; unable to
1 such as texts argument complete argument
Identifies Core economic Connection of

appropriate argument can be analysis to policy is
resources; uses at understood; some correct; weaknesses
least some primary details may be in completing
2 sources weakly presented argument
Shows an ability to
use higher-level Connection of
resources that Clear, convincing analysis to policy is
require "learning to presentation of correct, clear, and
3 learn" skills analysis convincing
16
Doctorate Portfolio Rubric http://www.deltastate.edu/pages/2203.asp
Home » Administrative Offices » Office of Academic Affairs » College of Education » Thad Cochran Center for Rural School Leadership & Research » Doctor of Education » Doctorate Portfolio Rubric
Doctoral Portfolio Rubric

College of Education
Center for Rural School Leadership & Research
Doctoral Entrance Portfolio Evaluation Rubric
3 2 1
Section I. Vita contains all components Vita contains all components Vita lacks some essential Vi
Professional required; outstanding and required; experience is strong in components; experience is es
Resume/Vita. relevant experience in all areas most areas (education, work history, marginal in most areas is
(education, work history, professional associations/ activities) (education, work history, (e
professional associations/ Vita is well-organized; evidence professional associations/ pr
activities) Vita is well-organized; that development was intentional; activities) Vita is somewhat ac
evidence that candidate attends evidence that candidate produces organized but not impressive; or
Rubric Examples
to essential detail (form and a good product evidence that attention was not wa
content) creating an impressive paid to producing a good product an
product
Section II. Statement is clear, succinct and Statement is well-written in most Statement is well-written in some St
Personal understandable; expression areas and understandable; areas and mostly understandable; es
philosophy demonstrates superior command expression demonstrates strong use expression demonstrates some un
and/or theory of of the written word; All of the written word; All required potential in use of the written de
essential areas (teacher/student areas (teacher/student roles, impact word; Most required areas th
teaching and
roles, impact of of beliefs/values/attitudes on (teacher/student roles, impact of re
learning. beliefs/values/attitudes on learning, ethical functioning, beliefs/values/attitudes on learning, ro
learning, ethical functioning, learning and developmental theory, ethical functioning, learning and be
learning and developmental importance of effective teaching) developmental theory, importance eth
theory, importance of effective are included and well-developed; of effective teaching) are included de
teaching) are included and some evidence exists that and somewhat developed; some of
well-developed; evidence exists candidate puts into practice what evidence exists that candidate in
that candidate puts into is discussed puts into practice what is an
practice what is discussed discussed ex
pr
Section III. Self Statement is clear, succinct and Statement is well-written in most Statement is fairly well-written St
Evaluation. understandable; expression areas and understandable; and understandable; expression an
demonstrates superior expression demonstrates strong use demonstrates average use of (or de
command of the written word; of the written word; demonstrates good potential in) the written lit
demonstrates candidate’s ability candidate’s ability to express word; demonstrates candidate’s wo
to express perceived strengths perceived strengths and ability to express perceived ex
and weaknesses realistically; weaknesses fairly realistically; strengths and weaknesses fairly we
demonstrates superior potential demonstrates strong potential for realistically; demonstrates m
for doctoral study doctoral study moderate potential for doctoral po
study
Section IV. Goal statement is clearly linked Goal statement is mostly linked to Goal statement is somewhat linked Go
Personal and to self-evaluation (section III) self-evaluation (section III) and to self-evaluation (section III) and lin
professional and relates to the objective of relates to the objective of becoming relates to the objective of becoming III
Goals. becoming a strong educator and a strong educator and leader; a a strong educator and leader; a ob
leader; a clear plan is included fairly clear plan is included to vague plan is included to address ed
to address perceived weaknesses address perceived weaknesses and perceived weaknesses and utilize ad
and utilize perceived strengths; utilize perceived strengths; the perceived strengths; the importance ut
the importance of continuous importance of continuous of continuous self-assessment is or
self-assessment is included and self-assessment is included and marginally included and addressed; co
well-expressed; candidate’s addressed; candidate’s ability to candidate’s ability to process in
ability to process information, process information, problem solve, information, problem solve, and ca
problem solve, and organize a and organize a specific behavioral organize a specific behavioral plan in
specific behavioral plan for plan for improving productivity and for improving productivity and a or
improving productivity and a a method for continued method for continued fo
method for continued self-evaluation is fairly clear self-evaluation is minimally clear m
self-evaluation is clear se
Section V. Statement of purpose is clear, Statement of purpose is mostly Statement of purpose is fairly St
Statement of succinct and understandable; well-written; expression well-written; expression wr
purpose for expression demonstrates demonstrates strong use of the demonstrates good use of (or m
pursuing superior command of the written word; mostly good potential in) the written po
written word; clearly demonstrates candidate’s strength word; moderately demonstrates m
doctoral study.
demonstrates candidate’s of commitment and desire to pursue candidate’s strength of commitment ca
strength of commitment and doctoral study and desire to pursue doctoral study an
desire to pursue doctoral study
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Doctorate Portfolio Rubric http://www.deltastate.edu/pages/2203.asp
Section VI. Writing sample is appropriate Writing sample is mostly Writing sample is fairly W
Sample of for portfolio; sample is clear, appropriate for portfolio; sample appropriate for portfolio; sample fo
academic succinct and understandable; is mostly well-written; expression is fairly well-written; expression wr
writing. expression demonstrates demonstrates good command of demonstrates fair use of (or m
superior command of the the written word and complex and potential in) the written word and po
written word and rich, complex, well-articulated thought fairly well-articulated thought po
and creative thought
Section VII. Strong evidence of leadership Some evidence of leadership Minimal evidence of leadership No
Evidence of (honors, awards, (honors, awards, school/community (honors, awards, school/community aw
leadership school/community leadership leadership responsibilities); strong leadership responsibilities); lea
ability. responsibilities); superior potential as a leader in the moderate potential as a leader in m
potential as a leader in the educational field the educational field th
educational field
Section VIII. Superior use of grammar, Strong and competent use of Fairly competent use of grammar, Po
Rubric Examples
Writing spelling, syntax and structure; grammar, syntax and structure with syntax and structure with some str
Mechanics writing is varied and expression few minor errors; writing is errors; writing style and structure is wr
of complex concepts is apparent; appropriately varied and ability to redundant and ability to express re
writing has logical flow; writing express thoughts is apparent thought is somewhat limited th
demonstrates a strong and varied (potential to improve writing is also (some potential to improve writing im
vocabulary; superior command apparent); writing has logical flow is also apparent); writing has some wr
of the written word and demonstrates a good vocabulary; problems in logical flow and lo
good command of the written vocabulary is limited; basic lim
word command of the written word wr
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Foundations Rubric (7-8-00)
Foundations: Developing understanding of education as a social institution; utilizing diverse analytical and interpretive approaches
appropriate for the study of education for persons of all ages; understanding the historical, philosophical, social and cultural contexts
Rubric Examples
of education for persons of all ages; developing understanding of diverse philosophical orientations; articulating the orientations in
thought that underlie democratic systems of government and their relationships to education; understanding comprehensive knowledge
base about adults as learners and how to implement implications within the contexts of their work.
Levels of Achievement:

Analysis of educational Can identify some
Demonstrates insightful Demonstrates good Cannot identify
premises similarities and
analysis of similarities analysis of similarities similarities or differences
differences among
and differences among and differences among among fundamental
fundamental educational
fundamental educational fundamental educational educational premises;
premises; some
premises; clearly premises; analytical analytical ability is not
analytical ability is
articulates the analysis ability is evident in evident in writing or
evident in writing or
orally and in writing. writing and orally. orally.
orally.
Identification of patterns in Identifies some patterns
Clearly identifies patterns Identifies many patterns
educational foundations in the history, No evidence that patterns
in the history, sociology, in the history, sociology,
sociology, are recognized; student
anthropology, and social anthropology, and social
anthropology, and social cannot articulate
contexts of education; contexts of education;
contexts of education; underlying trends related
provides strong support provides appropriate
provides some evidence to the context of
and evidence to defend support and evidence to
and support to defend education.
ideas. defend ideas.
ideas.
Critique of policy Generates critiques of Generates good critiques Generates adequate Generates policy critiques
policies affecting of policies affecting critiques of policies that are undeveloped, not
education in society that education and society; affecting education and persuasive and not
are well developed, critiques are supported society; evidence to supported with evidence.
persuasive, and supported with adequate evidence. support critiques is
with extensive evidence. minimal.
Rubric Examples
Professional ethics
Articulates only
Clearly articulates a
minimal understanding Cannot articulate an
comprehensive Articulates understanding
of professional ethics; understanding of
understanding of ethical of ethical principles
minor violations of professional ethics;
principles related to the related to the specialty;
ethical practice are behavior does not
specialty; professional no violations of ethical
addressed when brought conform to ethical
behavior is ethical at all practice are evident.
to the student's practice.
times.
attention.
Connection of educational
Can sometimes No evidence that learning
principles with learning Clearly articulates the Articulates a good
articulate a connection theory guides personal
theory connection between the understanding of the
between educational practice of education;
evolution of educational connection between the
practice and learning cannot articulate the link
practice and premises of evolution of educational
theory; occasionally between theory and
how people learn; makes practice and premises of
links personal theory of practice.
clear link between how people learn; can
learning to educational
personal theory of link personal theory of
practice.
learning and practice in learning and practice in
educational settings. educational settings.
Clearly evidences critical Generally evidences Minimal evidence of Evidence of critical

Critical thinking
thinking in written and critical thinking in critical thinking is thinking is lacking in
verbal presentations; written and verbal demonstrated in student's work; cannot
demonstrates facility with presentations; student's work; develop educational
development of critical demonstrates the ability occasionally developed experiences that foster
thinking in others; clearly to develop educational educational experiences critical thinking; does not
values critical thinking as experiences that foster that foster critical articulate the importance
an educational goal. critical thinking; thinking; minimally of critical thinking as an
understands the understands the educational goal.
Rubric Examples
importance of critical importance of critical
thinking as an thinking as an
educational goal. educational goal.
Creation of learning Creates strong Creates opportunities for Allows participants

Assumes an authoritarian
communities communities where participants to share some involvement in
role in working with
participants share ownership for learning in learning in one or two
groups; no evidence of
ownership for learning by many areas including: areas including: goal
cooperative learning or
being involved in goal goal setting, activity setting, activity
active involvement in
setting, activity planning, planning, active planning, active
groups with which
active engagement, and engagement and/or self- engagement and/or self-
student works.
self-analysis. analysis. analysis.
Interpersonal Communication Rubric (7-8-00)
Interpersonal Communication: Understanding issues and trends in a multicultural non-sexist society; demonstrating sensitive awareness and
knowledge of own cultural background and that of others; being skilled in working effectively with individuals from diverse cultural backgrounds;
exemplary listening and responding skills.
Rubric Examples
Nature of humankind Demonstrates a positive Demonstrates a fairly Demonstrates a slightly Demonstrates a negative
and optimistic view of positive and mostly positive and somewhat and pessimistic view of
the nature of optimistic view of the optimistic view of the the nature of
humankind. nature of humankind. nature of humankind. humankind.
Organizational and Pursues goals with high Pursues goals actively Pursues goals with low Fails to set goals.
personal goals energy and assertion. and rather assertively. energy and with
prompting from others.
Shared Goals Works toward shared Works toward shared Works toward shared Not cooperative in
goals in a highly goals in a cooperative goals in a less than working toward shared
cooperative manner. manner. cooperative manner. goals.
Sensitivity Interacts with others Interacts with others Interacts with others Interacts with others
with deep sensitivity to with sensitivity to with some sensitivity to with no sensitivity to
interpersonal nuances. interpersonal nuances. interpersonal nua nces. interpersonal nuances.
1
Creating a climate of Uses active listening and Uses active listening and Uses listening and Fails to listen and
trust and openness in responding skills which responding skills which responding skills which responds in ways that
Rubric Examples
working with others are highly facilitative. are facilitative. are minimally are destructive of
through facilitative. relationships.
• listening and
responding
• being congruent in Maximally congruent in Congruent in expressing Minimally congruent in Highly incongruent in
expressing self expressing oneself. oneself. expressing oneself. expressing oneself.
• providing Provides hopeful Provides Provides some Provides discouraging,

encouragement, encouragement, encouragement, support, encouragement, minimal non-supportive, and
support, and maximum support, and and constructive support, and minimally destructive feedback.
feedback highly constructive feedback. constructive feedback.
feedback.
Revealing understanding Responds consistently to Responds most of the Responds more often Responds to people
of a multicultural, non- individuals as people, time to individuals as than not to individuals stereotypically.
sexist society by not stereotypes. people, not stereotypes. as people, not
• responding to stereotypes.
individuals
• displaying Displays consistently Displays rather Displays most of the Displays consistently a
sensitivity the utmost sensitivity in consistently sensitivity time some degree of lack of sensitivity in
working with in working with sensitivity in working working with
individuals from varied individuals from varied with individuals from individuals from varied
cultural backgrounds. cultural backgrounds. varied cultural cultural backgrounds.
backgrounds.
2
Leadership Rubric (7-8-00)
Leadership: The ability to balance the forces of stability and change in order to maximize human and collective organizational
performance; knowing when and how to apply techniques, technologies, and strategies that promote required or desired change; using
periods of equilibrium for the organization to engage in reflective periods of self-appraisal and reflection; knowledge of and ability to
Rubric Examples
engage in rational leadership activities such as planning, evaluation, implementation, and assessment regarding results.
Balance: Analyzes a hypothetical Understands and, with Has some knowledge Is not able to analyze a
Fostering situation in which the minor difficulty, about the process of hypothetical situation or
actions toward elements and interactions of analyzes a hypothetical analysis and the inter- exhibit an understanding of
achievement of vision, mission and goals situation of the relatedness of vision, the interactive nature
vision, mission, can be maximized and lead exhibiting the inter- mission and goals. Is between vision, mission,
and goals to an inclusive action plan relatedness among unable to translate this and goals or translate them
or agenda which is clear, vision, mission and relationship into into a coherent action plan
easily translated into work goals and plan planning, work and or agenda.
tasks, and evaluated when development. evaluative agenda.
completed.
Balance: Leads and empowers group Is hesitant but able to Requires significant Is not able to lead or
Facilitating members towards lead and empower group assistance in leading and empower a group to develop
group process consensual solutions which members in consensual empowering group a consensus which results in
maximize members’ solutions resulting in members in consensual the members’
commitment to and group satisfaction with solutions resulting in commitment/satisfaction
satisfaction with agreed agreed responses within group satisfaction with regarding their responses
upon responses within a a specific time, e.g., 30 agreed responses after an within a specified time
specified time limit, e.g., 30 minutes. extended time period. limit, e.g. 30 minutes, even
minutes. if extended
1
Balance: Is able to identify the Has some understanding Has difficulty Is not able to identify or
Utilizing situational, contextual, and of the situational, understanding and relate any specific
situational, cultural aspects of an contextual and cultural identifying the organizational context,
Rubric Examples
contextual and organization which are aspects of an situational, contextual culture, or situationally
cultural aspects necessary to attain balance organization relative to and cultural aspects of an unique aspects of
of and that will lead to balance and improved organization relative to organizational balance in
organizations improvement in productivity of balance and improved any setting. Is not able to
effectively productivity of the individuals and productivity of identify the contrasting
individuals and the sub- organizations. individuals and settings or conditions within
group and organization. organizations. settings involving stability
between chaos and
equilibrium.
Change: Articulates and Articulates and Is limited in ability to Is not able to interpret the
Understanding distinguishes the benefits distinguishes the articulate and distinguish benefits and limitations of
change models, and limitations of change benefits and limitations the benefits and change models, processes,
processes, and models, processes, and of change models, limitations of change and impacts.
impacts impacts, as well as, the processes and impacts. models, processes and
ability to stimulate potential Has some difficulty in impacts. Has limited
benefits to enhance relating the potential understanding and
educational practice and benefits to educational inability to stimulate the
outcomes. practice and outcomes. potential benefits that
enhance educational
practice and outcomes.
Change: Is able to analyze and With limitations, is able Has limited Is not able to explain the
Understanding articulate the impact of to analyze and articulate understanding and impact of chance, nor
the impact of change within and outside the impact of change difficulty analyzing and articulate the impact of
change an organizational system. within and outside of an explaining the impact of change within and outside
organizational system. change within and an organizational system.
outside of an
organizational system.
2
Change: Is able to make informed Is generally able to Has difficulty in making Is not able to make
Understanding choices, and synthesize the make informed choices informed choices and informed choices, nor
the dynamics potential gains and and synthesize the synthesizing the potential compare and contrast the
Rubric Examples
of change and limitations of the dynamics potential gains and gains and limits of the potential gains and
its impact on of change and its impact on limitations of the dynamics of change and limitations of the dynamics
the human human conditions and dynamics of change and its impact on human of change and its impact on
condition performance. its impact on human conditions and human conditions and
conditions and performance. performances.
performance.
Stability: Is able to distinguish work Is generally able to Has little understanding Is not able to demonstrate
Understanding settings that are balanced identify the concept of and some difficulty an understanding of the
the balance between chaos and organizational balance demonstrating the concept of organizational
between chaos equilibrium from those that in a work setting. Is concept of organizational balance in work settings. Is
and are not. Can write able to analyze and balance in work settings. not able to identify the
equilibrium prescriptions or identify the contrasting Has difficulty identifying contrasting settings or
recommendations in which settings or conditions the contrasting settings or conditions within setting
either chaotic or at risk involving rebalancing conditions within settings involving stability between
settings can be re-balanced, and improved human involving stability chaos and equilibrium.
leading to improved human productivity. between chaos and
productivity and equilibrium.
satisfaction.
3
Stability: Is able to explain how the Is generally able to Has some understanding Is not able to demonstrate
Applying management of practices of explain the relationship but exhibits significant verbally or visually how
Rubric Examples
traditional planning, influencing, and of traditional difficulty in explaining stipulated goals, missions or
management organizing must be management practices how stipulated goals, visions and purposes can be
practices implemented and fused to (planning, influencing, missions, visions and developed and interrelated
attain the stated purposes of organizing and purposes can be in the traditional
the organization via the implementation) to the developed and management practice of
goals, missions, and vision achievement of stated interrelated in the planning, influencing ,and
activities and statements to purposes of the traditional management organizing.
create and maintain organization via the practices.
organizational stability. goals, mission and
vision activities of
organizational stability.
4
Written Communication Rubric (7-8-00)
Written Communication: Expressing ideas clearly in writing.
Rubric Examples
Content Even, balanced information Information provides firm Information supports thesis Paper does not
clearly and effectively support for thesis and at times. Analysis is basic successfully identify
supports a central purpose displays evidence of a basic or general. Reader gains thesis. Analysis is
or thesis and displays a analysis of a sufficiently few insights. vague or not evident.
thoughtful, in-depth limited topic. Reader gains Reader is confused or
analysis of a sufficiently some insights. may be misinformed.
limited topic. Reader gains
insights.
Organization The ideas are arranged The ideas are arranged The writing is not arranged The writing lacks any
logically to support the logically to support the logically. Frequently, ideas semblance of logical
thesis. They flow smoothly thesis. They are usually fail to make sense together. organization. The
from one to another and are clearly linked to each other. Reader can figure out what reader cannot identify
clearly linked to each other. For the most part, reader writer probably intends but a line of reasoning
Reader can follow line of can follow line of may not be motivated to do and loses interest.
reasoning. reasoning. so.
Purpose The writer’s purpose is The writing has a firm The purpose is not always The purpose is
readily apparent to the purpose, but may clear. generally unclear.
reader. occasionally digress from
the purpose.
1
Voice The writing is compelling. The writing is generally The writing is dull and The writing has little
It hooks the reader and engaging, but occasionally perfunctory. Though the personality. The
sustains interest pedantic. The paper may have some audience quickly
throughout. communication is generally interesting parts, readers loses interest and
Rubric Examples
focused and interesting. find it difficult to maintain stops reading.
interest.
Tone The tone is consistently The tone is generally The tone is not consistently The tone is not
professional and professional. In general, it professional or appropriate professional. It is
appropriate for the is appropriate for the for the audience and inappropriate for the
audience and for the audience and purpose. purpose. audience and purpose.
purpose (e.g., letter, memo,
proposal, application,
research summary, report,
scholarly communication).
Sentence Structure Sentences are well phrased Sentences are well phrased Some sentences are Errors in sentence
and varied in length and and demonstrate some awkwardly constructed, structure are frequent
structure. They flow variety in length and and they represent an enough to represent a
smoothly from one to structure. The flow from occasional distraction for major distraction to
another. sentence to sentence is the reader. the reader.
generally smooth.
Word Choice Word choice is consistently Word choice is generally Word choice is merely Many words are used
precise. good. The writer goes adequate, and the range of inappropriately,
beyond the generic word to words is limited. Some confusing the reader.
find one more precise and words are used The writer may also
effective. inappropriately. use clichés and
2
colloquial language.
Rubric Examples
3
Grammar, Spelling, The writing is free or There are occasional The writing has numerous Errors are so
Mechanics (i.e., almost free of errors. violations in the writing, errors, and the reader is numerous that they
Punctuation, Italics, but they don’t represent a distracted by them. obscure the meaning
Capitalization, etc.) major distraction or of the passage. The
Rubric Examples
obscure the meaning. reader is confused and
stops reading.
In addition, for
scholarly
communications:
Use of References Compelling evidence is References to support Although occasional References are not
given to support claims and claims are generally references are provided, the cited to support
attribution is clear and present. writer overrelies on claims.
fairly represented. unsubstantiated statements.
The reader is confused
about the source of the
ideas.
Use of Most Recent APA format is used APA format is used with Format of document Format of document
Edition of the accurately and consistently. minor violations. reflects incomplete is not recognizable as
Publication Manual of knowledge of APA format. APA.
the American
Psychological
Association (APA)
4
Research Rubric (7-8-00)
Research: Comprehending the basic elements of research and inquiry; conducting scholarly inquiry.
Rubric Examples
Nature of Research Eloquently articulates Articulate principles and Refers to principles and Articulates poorly the
principles and views views underlying views underlying principles and views
underlying qualitative and qualitative and quantitative qualitative and quantitative underlying qualitative and
quantitative research, thus research, thus displaying research, but explanations quantitative research, thus
displaying a broad-based basic knowledge of the are not clear, broad- displaying a sketchy
knowledge of the nature nature of research. based, or cohesive. knowledge of the nature
of research. of research.
Published Research Insightfully and completely Critiques, summarizes, Critiques, summarizes, Is unable to critique the
critiques, summarizes, and and interprets the main and interprets the main findings of published
interprets the findings from findings from published findings from published research using knowledge
published research. research. research, but work is of research methodology.
uneven and readers gain
few insights.
1
Research questions, • Develops original and • Develops appropriate • Develops adequate • Develops
Rubric Examples
methods, and rigor groundbreaking and clearly stated research questions unresearchable
research questions research questions with little theoretical research questions.
that derive from related to theory. underpinnings.
theory.
• For the most part,
• Employs sophisticated • Employs standard employs standard • Employs inappropriate
methods during methods appropriately methods during methods during
research during research research investigations research
investigations. investigations. but use may not investigations.
always be
appropriate.
• Reveals understanding • Applies standards of • Is able to discuss • Fails to apply

of research rigor by rigor to research standards of rigor standards of rigor to
insightfully applying pursuits, thus revealing superficially but has any aspects of
highest standards to all basic understanding difficulty applying research pursuits.
aspects of research them.
pursuits.
Ethical standards for Advocates for ethical Always conducts research Conducts research Violates research ethics
conducting research research practices and ethically. ethically. Any violations without concern.
always conducts research are relatively minor and
ethically with awareness unintentional.
and concern.
2
Contributions of research Eloquently and insightfully Explains the major Can discuss some Cannot articulate the
Rubric Examples
to education, knowledge, articulates the contributions of research contributions of research contributions of research
and practice contributions of research to education, knowledge, to education, knowledge, to education, knowledge,
to education, knowledge, and practice. and practice, but and practice.
and practice. explanations are not
comprehensive.
Principles and skills of Employs the principles Analyzes research data in Needs substantial Employs principles and
research data analysis and skills of research data a standard fashion, guidance to analyze skills of research data
analysis in a sophisticated revealing basic research data in a analysis ineffectively,
manner, revealing a understanding. standard fashion. revealing little
thorough understanding. understanding.
3
Bridging The Gap - Education Component - Evaluation Tools - Researc... http://www.nald.ca/clr/btg/ed/evaluation/research.htm
Research Cycle Rubric

Apprentice Basic Learned Exemplary
Questioning Has no interest Relies upon Formulates Discovers
- A researcher in inquiring others to state questions about independently an
recognizes about a topic. questions and topics to elevate issue or problem
decisions, issues topics. the question to which needs a
and problems focus on issues decision or
Rubric Examples
when looking at a and problems solution after
topic. exploring a topic.
Planning Wanders from Selects Selects sources Selects high
- A researcher source to source sources with with mixed quality sources
identifies sources without assistance. success. independently and
of information likely questioning efficiently.
to build which source
understanding. will be most
helpful.
Gathering Cannot find Loses track of Collects Collects and
- A researcher needed most important information with organizes
collects and stores information. information. some degree of important
information for later organization. information for
consideration. retrieval
independently.
Sorting Leaves Creates partial Creates a Creates structure
- A researcher information as organization of structure but which provides a
reorganizes gathered. information. structure lacks coherent and clear
information so that some focus.
the most valuable coherence.
becomes readily
available to
support
understanding
Synthesizing Restates the Reorganizes Combines the Creates an
- A researcher decisions and and combines strategies of original decision or
recombines solutions of strategies of others with solution.
information to others. others. some original
develop decisions solution.
and solutions.
Evaluating Does not draw a Reaches a Looks for Tests solutions
- A researcher conclusion. hasty missing and decisions to
determines conclusion. information. see if supporting
whether the information is
information adequate.
gathered is
sufficient to
support a
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Bridging The Gap - Education Component - Evaluation Tools - Researc... http://www.nald.ca/clr/btg/ed/evaluation/research.htm
conclusion.
Reporting Restates the Shares the Provides a Creates and
- A researcher research but work or product which presents an
translates findings fails to translate thoughts of offers some original product
into a persuasive, findings. others but insight with which effectively
instructive, or doesn’t reflect regard to the addresses original
effective insight. original problem problem or issues.
product(s). or issues.
Rubric Examples
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2 of 2 1/14/2009 1:19 PM
English 394: Project #4 Rubric http://www.public.asu.edu/~kheenan/courses/394/f04/project4rubric.htm
Course Policies
Syllaweb
Projects
Hyperpacket Here's a rubric you might want to you as your work through your project:
Resources
Subject
Course Links
This area would be the same as traditional, paper-based assessment and might include:
Virtual Class
Grading Thesis statement
Rubric Examples
Logic and flow of paragraphs
Authentic sources
Persuasive writing
Depth of understanding
Supporting details
Evidence of synthesis of ideas
Purpose
Project meets the desired outcomes

Project demonstrates mastery of the subject.
Scope
Content covered to the depth and breadth required by the assignment
Creativity and Vision
Subject addressed from a unique point of view
Appropriate Use of Media
Effective use of the technology

Enhances the exploration of the subject
Media selected magnifies the subject
Media consistent with professional models of practice
Navigation Through the Content
Content clearly ordered

Includes an introduction, supporting content, and a conclusion
Navigational elements (buttons, links, etc.) consistent and easy to use
Content relatively easy to proceed through
Provided links assist in the movement through the content
Visuals
Supporting images included

Visuals engage the user rather than detract them from the content
Font choices legible
Text size easy to read
Colors pleasing and complementary to the subject
Readable length of text on each page
Audience
Language appropriate to the audience

Project has the potential to impact the reader
Colors and style are consistent with other types of media that speak to the particular target group or
individual
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Scoring Rubric for the Assessing Learning Task
Score Level 4 Score Level 3 Score Level 2 Score Level 1

Holistic Statement The response provides evidence that The response provides evidence that The response provides evidence that The response provides evidence that
clearly, consistently, and clearly demonstrates the teacher partially demonstrates the teacher does little or nothing to demonstrate
convincingly demonstrates the candidate's ability to select a candidate's ability to select a the teacher candidate's ability to
Rubric Examples
teacher candidate's ability to select a developmentally appropriate developmentally-appropriate select a developmentally-
developmentally-appropriate assessment, based on state-adopted assessment, based on state-adopted appropriate assessment, based on
assessment, based on state-adopted academic content standards for academic content standards for state-adopted academic content
academic content standards for students, or state-adopted students, or state-adopted standards for students, or state-
students, or state-adopted framework, to measure student framework, to measure student adopted framework, to measure
framework, to measure student learning; plan its implementation; learning; plan its implementation; student learning; plan its
learning; plan its implementation; learn about students and make learn about students and make implementation; learn about
learn about students and make adaptations to the plan based on adaptations to the plan based on students and make adaptations to
adaptations to the plan based on that information to meet student that information to meet student the plan based on that information
that information to meet student needs; analyze student evidence and needs; analyze student evidence and to meet student needs; analyze
needs; analyze student evidence and the assessment; and reflect on the the assessment; and reflect on the student evidence and the
the assessment; and reflect on the assessment experience. The assessment experience. The assessment; and reflect on the
assessment experience. The preponderance of evidence preponderance of evidence assessment experience. The
preponderance of evidence provided for each of the following provided for each of the following preponderance of evidence
provided for each of the following domains is appropriate, relevant, or domains is minimal, limited, cursory, provided for each of the following
domains is appropriate, relevant, accurate. Evidence is connected inconsistent, and/or ambiguous. domains is inappropriate, irrelevant,
accurate, and clear or detailed. across the response. Evidence is weakly connected across inaccurate, or missing. Evidence is
Evidence is purposefully connected the response and may be unconnected across the response.
and reinforced across the response. inconsistent.
Copyright 2008 by the California Commission on Teacher Credentialing. All rights reserved. 1/4

TPE 8, 9 The candidate learns about her or his The candidate learns about her or his The candidate minimally learns about her or The candidate insufficiently learns about her
students and uses this information to plan students and uses this information to plan his students and uses this information to plan or his students and uses this information to
Planning Instruction instruction, as evidenced by: assessment, as evidenced by: assessment, as evidenced by: plan assessment, as evidenced by:
Rubric Examples
and Designing • establishing clear and appropriate • establishing appropriate goals for • establishing some appropriate and • establishing inappropriate or no
Learning goals for student learning, based student learning, based on state- some inappropriate goals for goals for student learning, based
Experiences for on state-adopted academic adopted academic content student learning, based vaguely on on state-adopted academic
Students content standards for students or standards for students or state- state-adopted academic content content standards for students or
state-adopted framework adopted framework standards for students or state- state-adopted framework
• obtaining detailed and relevant • obtaining relevant information adopted framework • obtaining irrelevant or no
information about selected about selected students such as • obtaining cursory information information about selected
students such as linguistic linguistic background; academic about selected students such as students such as linguistic
background; academic language language abilities; content linguistic background; academic background; academic language
abilities; content knowledge and knowledge and skills; physical, language abilities; content abilities content knowledge and
skills; physical, social, and social, and emotional knowledge and skills; physical, skills; physical, social, and
emotional development; cultural development; cultural and health social, and emotional emotional development; cultural
and health considerations; and considerations; and interests development; cultural and health and health considerations; and
interests • planning an appropriate considerations; and interests interests
• planning a relevant and assessment in relation to the • planning assessment that is not • planning inappropriate or no
appropriate assessment in relation content area and subject matter to clearly or coherently related to the assessment related to the content
to the content area and subject be taught and in accordance with content area and subject matter to area and subject matter to be
matter to be taught and in state-adopted academic content be taught and/or is minimally in taught and/or assessment that is
accordance with state-adopted standards for students or state- accordance with state-adopted not in accordance with state-
academic content standards for adopted framework academic content standards for adopted academic content
students or state-adopted • appropriately adapting the students or state-adopted standards for students or state-
framework selected assessment to assist framework adopted framework
• appropriately adapting the students to achieve learning goals • minimally adapting the selected • inappropriately adapting, or not
selected assessment to assist and meet students’ needs assessment to assist students in adapting, the selected assessment
students to achieve learning goals achieving learning goals, or using to assist students to achieve
and meet all students’ needs an adaptation that inconsistently learning goals and meet students’
meets students’ needs needs

TPE 6, 7 The candidate uses and adapts strategies The candidate uses and adapts strategies for The candidate minimally uses and The candidate insufficiently uses and adapts
and activities for instruction and learning, as assessment, as evidenced by: adapts strategies for assessment, as strategies for assessment, as evidenced by:
Engaging and evidenced by: • using developmentally-appropriate evidenced by: • using developmentally-
Rubric Examples
Supporting Students
• using relevant and assessment practices inappropriate or no assessment
in Learning • using ambiguous or inconsistent
developmentally-appropriate • making appropriate plans for practices
assessment practices
assessment practices students who have special needs or • making inappropriate or no plans
• making inconsistent or minimal
• making relevant and appropriate abilities for students who have special
plans for students who have special
plans for students who have special • drawing upon relevant information needs or abilities
needs or abilities
needs or abilities about students’ backgrounds and • drawing upon irrelevant or no
• drawing upon minimal or cursory
• drawing upon detailed and prior learning, including students’ information about students’
information about students’
relevant information about assessed levels of literacy in English backgrounds and prior learning,
backgrounds and prior learning,
students’ backgrounds and prior and their first language, as well as including students’ assessed levels
including students’ assessed levels
learning, including students’ their proficiency in English, for of literacy in English and their first
of literacy in English and their first
assessed levels of literacy in English planning assessment, and allowing language, as well as their
languages, as well as their
and their first language, as well as students to express meaning, proficiency in English, for planning
proficiency in English, for planning
their proficiency in English, for including in their first language assessment, and/or allowing
assessment, and/or allowing
planning assessment, and allowing • knowing and applying appropriate students to express meaning,
students to express meaning,
students to express meaning, instructional practices for English including in their first language
including in their first language
including in their first language Language Development • knowing and applying
•a limited knowledge and/or
• knowing and applying relevant and inappropriate or no instructional
ambiguous application of
appropriate instructional practices practices for English Language
instructional practices for English
for English Language Development Development
Language Development

TPE 3 The candidate uses assessment to obtain The candidate uses assessment to obtain The candidate minimally uses assessment to The candidate insufficiently uses assessment
information about student learning and to information about student learning and to obtain information about student learning to obtain information about student learning
Assessing Student plan further instruction, as evidenced by: plan further instruction, as evidenced by: and to plan further instruction, as evidenced and to plan further instruction, as evidenced
Rubric Examples
Learning by: by:
• using assessment results accurately • using assessment results
and appropriately to determine appropriately to determine student • using assessment results • using assessment results
student progress and to plan progress and to plan instruction sometimes appropriately and inappropriately or not at all to
instruction • providing accurate feedback to sometimes inappropriately to determine student progress and to
• providing detailed and accurate students and/or to their families determine student progress and to plan instruction
feedback, to students and/or to about student academic strengths plan instruction • providing inaccurate or no
their families about student and areas for growth in relation to • providing minimal or limited feedback to students and/or to
academic strengths and areas for the learning goals feedback, to students and/or to their families about student
growth in relation to the learning their families, about student academic strengths and areas for
goals academic strengths and areas for growth in relation to the learning
growth in relation to the learning goals
goals
TPE 13 The candidate reflects on connecting The candidate reflects on the assessment The candidate minimally reflects on the The candidate insufficiently reflects on the
learning about students to instructional experience and student learning, as assessment experience and student learning, assessment experience and student learning,
Developing as a planning, as evidenced by: evidenced by: as evidenced by: as evidenced by:
Professional
• providing detailed and relevant • providing relevant reflection and • providing cursory or limited • providing irrelevant or no reflection
Educator
reflection and feedback on the feedback on the results of the reflection and feedback on the and feedback on the results of the
results of the assessment and assessment and adaptations made results of the assessment and assessment and adaptations made
adaptations made in order to in order to improve assessment adaptations made in order to in order to improve assessment
improve assessment skills and skills and teaching effectiveness improve assessment skills and skills and teaching effectiveness
teaching effectiveness teaching effectiveness
Scoring Rubric for the Culminating Teaching Experience Task
Holistic Statement The response provide written and The response provides written and The response provides written and The response provides written and
video evidence that clearly, video evidence that clearly video evidence that partially video evidence that does little or
consistently, and convincingly demonstrates the teacher demonstrates the teacher nothing to demonstrate the teacher
Rubric Examples
demonstrates the teacher candidate's ability to learn about candidate's ability to learn about candidate's ability to learn about
candidate's ability to learn about students; create and maintain the students; create and maintain the students; create and maintain the
students; create and maintain the classroom environment; plan for classroom environment; plan for classroom environment; plan for
classroom environment; plan for instruction; make adaptations to the instruction; make adaptations to the instruction; make adaptations to the
instruction; make adaptations to the plan to meet student needs; teach plan to meet student needs; teach plan to meet student needs; teach
plan to meet student needs; teach the lesson; assess student learning; the lesson; assess student learning; the lesson; assess student learning;
the lesson; assess student learning; analyze the evidence of student analyze the evidence of student analyze the evidence of student
analyze the evidence of student learning and the effectiveness of the learning and the effectiveness of the learning and the effectiveness of the
learning and the effectiveness of the lesson; and reflect on the lesson; and reflect on the lesson; and reflect on the
lesson; and reflect on the instructional experience. The instructional experience. The instructional experience. The
instructional experience. The preponderance of evidence preponderance of evidence preponderance of evidence
preponderance of evidence provided for each of the following provided for each of the following provided for each of the following
provided for each of the following domains is appropriate, relevant, or domains is minimal, limited, cursory, domains is inappropriate, irrelevant,
domains is appropriate, relevant, accurate. Evidence is connected inconsistent, and/or ambiguous. inaccurate, or missing. Evidence is
accurate, and clear or detailed. across the response. Evidence is weakly connected across unconnected across the response.
Evidence is purposefully connected the response and may be
and reinforced across the response. inconsistent.
TPE 8, 9 The candidate learns about her or his The candidate learns about her or his The candidate minimally learns about her or The candidate insufficiently learns about her
students and uses this information to plan students and uses this information to plan his students and uses this information to plan or his students and uses this information to
Planning Instruction instruction, as evidenced by: instruction and assessment, as evidenced by: instruction and assessment, as evidenced by: plan instruction and assessment, as
Rubric Examples
and Designing • establishing clear and appropriate • establishing appropriate goals for • establishing some appropriate and evidenced by:
Learning Experiences goals for student learning, based student learning, based on state- some inappropriate goals for • establishing inappropriate or no
for Students on state-adopted academic adopted academic content student learning, based on state- goals for student learning based on
content standards for students or standards for students or state- adopted academic content state-adopted academic content
state-adopted framework adopted framework standards for students or state- standards for students or state-
• obtaining detailed and relevant • obtaining relevant information adopted framework adopted framework
information about the class as a about the class as a whole and • obtaining cursory information • obtaining irrelevant or no
whole and about selected students, about selected students, including about the class as a whole and information about the class as a
including linguistic background; linguistic background; academic about selected students, such as whole and about selected students,
academic language abilities; language abilities; content linguistic background; academic including linguistic background;
content knowledge and skills; knowledge and skills; physical, language abilities; content academic language abilities;
physical, social, and emotional social, and emotional knowledge and skills; physical, content knowledge and skills;
development; cultural and health development; cultural and health social, and emotional physical, social, and emotional
considerations; and interests considerations; and interests development; cultural and health development; cultural and health
• planning relevant and appropriate • planning appropriate instruction in considerations; and interests considerations; and interests
instruction in relation to the relation to the content area and • planning instruction that is not • planning inappropriate or no
content area and subject matter to subject matter to be taught and in clearly or coherently related to the instruction related to the content
be taught and in accordance with accordance with state-adopted content area and subject matter to area and subject matter to be
state-adopted academic content academic content standards for be taught and/or is minimally in taught and/or instruction not in
standards for students or state- students or state-adopted accordance with state-adopted accordance with state-adopted
adopted framework framework academic content standards for academic content standards for
• selecting or adapting relevant and • selecting or adapting appropriate students or state-adopted students or state-adopted
appropriate instructional strategies, instructional strategies, grouping framework framework
grouping strategies, and strategies, and instructional • selecting or adapting instructional • selecting or adapting inappropriate
instructional materials to assist materials that assist students to strategies, grouping strategies, and or no instructional strategies,
students to achieve learning goals achieve learning goals and meet instructional materials that grouping strategies, and
and meet all students’ needs students’ needs minimally assist students in instructional materials that assist
achieving learning goals or that are students to achieve learning goals
inconsistent in meeting students’ and do not meet students’ needs
needs
TPE 10, 11 The candidate establishes a climate for The candidate establishes a climate for The candidate minimally establishes a climate The candidate insufficiently establishes a
learning and uses instructional time learning and uses instructional time for learning and uses instructional time climate for learning and uses instructional
Creating and appropriately, as evidenced by: appropriately, as evidenced by: appropriately, as evidenced by: time appropriately, as evidenced by:
Rubric Examples
Maintaining Effective • allocating instructional time • allocating instructional time • sometimes appropriately and • allocating instructional time
Environments for appropriately appropriately sometimes inappropriately inappropriately
Student Learning • establishing clear and appropriate • establishing appropriate allocating instructional time • establishing inappropriate or no
procedures for routine tasks and procedures for routine tasks and • establishing inconsistent or minimal procedures for routine tasks and
managing transitions to maximize managing transitions to maximize procedures for routine tasks and management of transitions
instructional time instructional time management of transitions • developing and maintaining
• developing and maintaining clear • developing and maintaining • developing and maintaining inappropriate or no expectations
and appropriate expectations for appropriate expectations for ambiguous or inconsistent for academic and social behavior
academic and social behavior academic and social behavior expectations for academic and • creating a climate that is
• creating and maintaining a positive • creating and maintaining a positive social behavior inappropriate for learning
climate for learning climate for learning • creating a climate that is
sometimes appropriate for learning
TPE 4, 5, 6, 7 The candidate uses and adapts strategies The candidate uses and adapts strategies The candidate minimally uses and adapts The candidate insufficiently uses and adapts
and activities for instruction and learning, as and activities for instruction and learning, as strategies and activities for instruction and strategies and activities for instruction and
Engaging and evidenced by: evidenced by: learning, as evidenced by: learning, as evidenced by:
Rubric Examples
Supporting Students • using relevant and • using developmentally-appropriate • using ambiguous or inconsistent • using developmentally-
in Learning developmentally-appropriate instructional strategies and strategies and activities according inappropriate or no instructional
instructional strategies and activities according to purpose and to purpose and lesson content strategies and activities according
activities according to purpose and lesson content • making inconsistent or minimal to purpose and lesson content
lesson content • making appropriate plans for plans for students who have special • making inappropriate or no plans
• making relevant and appropriate students who have special needs or needs or abilities for students who have special
plans for students who have special abilities • drawing upon minimal or cursory needs or abilities
needs or abilities • drawing upon relevant information information about students’ • drawing upon irrelevant or no
• drawing upon detailed and about students’ backgrounds and backgrounds and prior learning, information about students’
relevant information about prior learning, including students’ including students’ assessed levels backgrounds and prior learning,
students’ backgrounds and prior assessed levels of literacy in English of literacy in English and their first including students’ assessed levels
learning, including students’ and their first language, as well as language, as well as their of literacy in English and their first
assessed levels of literacy in English their proficiency in English, for proficiency in English, for planning, language, as well as their
and their first language, as well as planning, and allowing students to and/or allowing students to proficiency in English, for planning,
their proficiency in English, for express meaning, including in their express meaning, including in their and/or allowing students to
planning, and allowing students to first language first language express meaning, including in their
express meaning, including in their • knowing and applying appropriate •a limited knowledge and/or first language
first language instructional practices for English ambiguous application of • knowing and applying
• knowing and applying relevant and Language Development instructional practices for English inappropriate or no instructional
appropriate instructional practices • ensuring the active and equitable Language Development practices for English Language
for English Language Development participation of most students • ensuring the active and equitable Development
• ensuring the active and equitable participation of some students • ensuring the active and equitable
participation of all students participation of few or no students
TPE 1 The candidate knows the state-adopted The candidate knows the state-adopted The candidate minimally knows the state- The candidate insufficiently knows the state-
student academic content standards or state- content standards for students or state- adopted content standards for students or adopted content standards for students or
Making Subject adopted framework(s), as evidenced by: adopted framework, as evidenced by: state-adopted framework, as evidenced by: state-adopted framework, as evidenced by:
Rubric Examples
Matter • demonstrating a detailed and • demonstrating an accurate • demonstrating a cursory or limited • demonstrating an inaccurate or no
Comprehensible to accurate understanding of subject- understanding of subject-specific understanding of subject-specific understanding of subject-specific
Students specific pedagogical skills for TPE 1 the
pedagogical skills for teaching pedagogical skills for teaching the pedagogical skills for teaching the
teaching the state-adopted state-adopted academic content state-adopted academic content state-adopted academic content
academic content standards for standards for students or state- standards for students or state- standards or state-adopted
students or state-adopted adopted framework to all students adopted framework to students framework to students
framework to all students
TPE 2, 3 The candidate uses assessment to obtain The candidate uses assessment to obtain The candidate minimally uses assessment to The candidate insufficiently uses assessment
information about student learning and to information about student learning and to obtain information about student learning to obtain information about student learning
Assessing Student plan further instruction, as evidenced by: plan further instruction, as evidenced by: and to plan further instruction, as evidenced and to plan further instruction, as evidenced
Learning • using progress monitoring • using progress monitoring by: by:
appropriately at key points during appropriately at key points during • using progress monitoring • using progress monitoring
instruction to determine whether instruction to determine whether sometimes appropriately and inappropriately or not at all during
students are progressing students are progressing sometimes inappropriately during instruction to determine whether
adequately and providing detailed adequately and providing accurate instruction to determine whether students are progressing and/or
and accurate feedback to students feedback to students students are progressing and/or providing inaccurate or no
• using classroom assessments • using classroom assessments and providing minimal or limited feedback to students
appropriately and analyzing analyzing student work accurately feedback to students • using inappropriate or no
student work accurately • using ambiguous classroom classroom assessments and
assessments and cursory or inaccurate or no analysis of student
inconsistent analysis of student work
work
TPE 13 The candidate reflects on connecting The candidate reflects on the instructional The candidate minimally reflects on the The candidate insufficiently reflects on the
learning about students to instructional experience and student learning, as instructional experience and student instructional experience and student
Developing as a planning, as evidenced by: evidenced by: learning, as evidenced by: learning, as evidenced by:
Rubric Examples
Professional • providing detailed and relevant • providing relevant reflection and • providing cursory or limited • providing irrelevant or no reflection
Educator reflection and feedback on the feedback on the results of the reflection and feedback on the and feedback on the results of the
results of the instruction and instruction and adaptations made results of the instruction and instruction and adaptations made
adaptations made in order to in order to improve teaching adaptations made in order to in order to improve teaching
improve teaching effectiveness effectiveness improve teaching effectiveness effectiveness
Scoring Rubric for the Subject-Specific Pedagogy Task
Holistic Statement The response provides evidence that The response provides evidence that The response provides evidence that The response provides evidence that
clearly, consistently, and clearly demonstrates the teacher partially demonstrates the teacher does little or nothing to demonstrate
convincingly demonstrates the candidate's ability to understand the candidate's ability to understand the the teacher candidate's ability to
Rubric Examples
teacher candidate's ability to connection between information connection between information understand the connection between
understand the connection between about a class and designing subject- about a class and designing subject- information about a class and
information about a class and specific and developmentally- specific and developmentally- designing subject-specific and
designing subject-specific and appropriate activities; to understand appropriate activities; to understand developmentally-appropriate
developmentally-appropriate and use a variety of assessments to and use a variety of assessments to activities; to understand and use a
activities; to understand and use a determine students’ progress and to determine students’ progress and to variety of assessments to determine
variety of assessments to determine plan instruction; and to adapt plan instruction; and to adapt students’ progress and to plan
students’ progress and to plan lessons for an English learner and for lessons for an English learner and for instruction; and to adapt lessons for
instruction; and to adapt lessons for a student with special needs, based a student with special needs, based an English learner and for a student
an English learner and for a student on information given about these on information given about these with special needs, based on
with special needs, based on students. The preponderance of students. The preponderance of information given about these
information given about these evidence provided for each of the evidence provided for each of the students. The preponderance of
students. The preponderance of following domains is appropriate, following domains is minimal, evidence provided for each of the
evidence provided for each of the relevant, or accurate. Evidence is limited, cursory, inconsistent, and/or following domains is inappropriate,
following domains is appropriate, connected across the response. ambiguous. Evidence is weakly irrelevant, inaccurate, or missing.
relevant, accurate, and clear or connected across the response and Evidence is unconnected across the
detailed. Evidence is purposefully may be inconsistent. response.
connected and reinforced across the
response.
TPE 4, 6, 7  The candidate uses and adapts strategies The candidate uses and adapts strategies The candidate minimally uses and adapts The candidate insufficiently uses and adapts
and activities for instruction, as evidenced and activities for instruction, as evidenced strategies and activities for instruction as, strategies and activities for instruction as
Engaging and by: by: evidenced by: evidenced by:
Supporting Students
Rubric Examples
 incorporating relevant subject-  incorporating subject-specific and  incorporating instructional  incorporating developmentally
in Learning specific and developmentally- developmentally-appropriate strategies, student activities, inappropriate or no instructional
appropriate instructional instructional strategies, student procedures, and experiences that strategies, student activities,
strategies, student activities, activities, procedures, and address state-adopted academic procedures, and experiences that
procedures, and experiences that experiences that address state- content standards for students or address state-adopted academic
address state-adopted academic adopted academic content state-adopted framework(s) in an content standards for students or
content standards for students or standards for students or state- ambiguous or minimal manner state-adopted framework(s)
state-adopted framework(s) adopted framework(s)  a limited knowledge and/or  knowing and applying
 knowing and applying relevant  knowing and applying appropriate ambiguous application of inappropriate or no instructional
and appropriate instructional instructional practices for English instructional practices for English practices for English Language
practices for English Language Language Development Language Development Development
Development  adapting appropriate instructional  adapting instructional strategies  adapting inappropriate or no
 adapting relevant and appropriate strategies to provide access to the to provide access to the state- instructional strategies to provide
instructional strategies to provide state-adopted academic content adopted academic content access to the state-adopted
access to the state-adopted standards for students or state- standards for students or state- academic content standards for
academic content standards for adopted framework(s) for all adopted framework(s) in an students or state-adopted
students or state-adopted students ambiguous or inconsistent manner framework(s)
framework(s) for all students
TPE 1 The candidate knows the state-adopted The candidate knows the state-adopted The candidate knows the state-adopted The candidate knows the state-adopted
student academic content standards or state- student academic content standards or state- student academic content standards or state- student academic content standards or state-
Making Subject adopted framework(s), as evidenced by: adopted framework(s), as evidenced by: adopted framework(s), as evidenced by: adopted framework(s), as evidenced by:
Matter  demonstrating relevant, detailed,  demonstrating accurate  demonstrating cursory or limited  demonstrating inaccurate or no
Comprehensible to and accurate understanding of understanding of subject-specific understanding of subject-specific understanding of subject-specific
Students subject-specific pedagogical skills TPEteaching
pedagogical skills for 1 pedagogical skills for teaching the pedagogical skills for teaching the
for teaching the state-adopted state-adopted academic content state-adopted academic content state-adopted academic content
academic content standards for standards for students or state- standards for students or state- standards for students or state-
students or state-adopted adopted framework(s) to all adopted framework(s) to students adopted framework(s)
framework(s) to all students students
TPE 3 The candidate uses assessment to inform The candidate uses assessment to inform The candidate minimally uses assessment to The candidate insufficiently uses assessment
instruction and feedback strategies, as instruction and feedback strategies, as inform instruction and feedback strategies, to inform instruction and feedback strategies
Assessing Student evidenced by: evidenced by: as evidenced by: as evidenced by:
Learning
Rubric Examples
 understanding clearly and  understanding accurately the  a minimal or vague understanding  understanding inaccurately or not
accurately the purposes and purposes and uses of different of the purposes and uses of at all the purposes and uses of
relevant uses of different types of types of assessment, including different types of assessment, different types of assessment,
assessment, including entry level, entry level, progress-monitoring, including entry level, progress- including entry level, progress-
progress-monitoring, and and summative assessments, to monitoring, and summative monitoring, and summative
summative assessments, to plan plan instruction assessments, to plan instruction assessments, to plan instruction
instruction  demonstrating a relevant  demonstrating a cursory or limited  demonstrating an irrelevant or no
 demonstrating an appropriate and understanding of multiple understanding of multiple understanding of multiple
relevant understanding of multiple measures that can be used to measures that can be used to measures that can be used to
measures that can be used to assess students’ knowledge, skills, assess students’ knowledge, skills, assess students’ knowledge, skills,
assess students’ knowledge, skills, and behaviors and behaviors and behaviors
and behaviors
TPE 9 The candidate uses student information to The candidate uses student information to The candidate minimally uses student The candidate insufficiently uses student
plan instruction, as evidenced by: plan instruction, as evidenced by: information to plan instruction, as evidenced information to plan instruction as evidenced
Planning Instruction  planning relevant and appropriate  planning appropriate instruction in by: by:
and Designing  planning instruction that is not  planning inappropriate or no
instruction in relation to the relation to the content area and
Learning Experiences clearly or coherently related to the instruction related to the content
content area and subject matter subject matter to be taught and in
for Students content area and subject matter area and subject matter to be
to be taught and in accordance accordance with state-adopted
with state-adopted academic academic content standards for to be taught and/or is minimally in taught and/or not in accordance
content standards for students or students or state-adopted accordance with state-adopted with state-adopted student
state-adopted framework(s) framework(s) academic content standards for academic content standards for
 selecting or adapting relevant and  selecting or adapting appropriate students or state-adopted students or state-adopted
appropriate instructional instructional strategies and framework(s) framework(s)
strategies and student activities student activities that assist  selecting or adapting instructional  selecting or adapting
that assist students to achieve students to achieve learning goals strategies and student activities inappropriate or no instructional
learning goals and meet all and meet students’ needs that minimally assist students in strategies and student activities
students’ needs achieving learning goals or that that assist students to achieve
are inconsistent in meeting learning goals or meet students’
students’ needs needs
APUS - Learning Outcomes Assessment – Graduate Rubric.htm http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubric...
APUS Student Learning

Graduate Level Writing Assignment Rubric
Outcomes Initiative
National Testing Program APUS Assignment EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING

Rubric
LEVEL LEVEL LEVEL LEVEL
Rubric Examples
Rubrics Program Graduate Level
4 3 2 1
SYNTHESIS OF Student exhibits a Establishes a good Student exhibits a Exhibits a limited
KNOWLEDGE defined and clear comprehension of basic understanding understanding of the
understanding of the topic and in the of the intended assignment.
(FOCUS/THESIS) assignment. Thesis building of the thesis. assignment, but the Reader is unable to
is clearly defined and Student demonstrates thesis is not fully follow the logic used
well constructed to an effective supported throughout for the thesis and
help guide the reader presentation of thesis, the assignment. development of key
throughout the with most support While thesis helps to themes.
assignment. Student statements helping to guide the Introduction of
builds upon the thesis support the key focus development of the thesis is not clearly
of the assignment of assignment. assignment, the evident, and reader
with well-documented reader may have must look deeper to
and exceptional some difficulty in discover the focus
supporting facts, seeing linkages of the writer.
figures, and/or between thoughts. Student’s writing is
statements. While student has weak in the
included a few inclusion of
supporting facts and supporting facts or
statements, this has statements.
limited the quality of
the assignment.
FOUNDATION OF Student Student exhibits above The assignment Student tries to
KNOWLEDGE demonstrates average usage of reveals that the explain some
proficient command subject matter in student has a concepts, but
of the subject matter assignment. Student general, fundamental overlooks critical
in the assignment. provides above understanding of the details. Assignment
Assignment shows an average ability in course material. appears vague or
impressive level of relating course content Whereas, there are incomplete in
depth of student’s in examples given. areas of some various segments.
ability to relate course Details and facts concerning in the Student presents
content to practical presented provide an linkages provided concepts in
examples and adequate presentation between facts and isolation, and does
applications. Student of student’s current supporting not perceive to have
provides level of subject matter statements. Student a logical sequencing
comprehensive knowledge. generally explains of ideas.
analysis of details, concepts, but only
facts, and concepts in meets the minimum
a logical sequence. requirements in this
area.
APPLICATION OF Student Student exhibits a Student takes a Student
KNOWLEDGE demonstrates a good command of common, demonstrates
(CRITICAL THINKING higher-level of critical critical thinking skills in conventional beginning
SKILLS) thinking necessary for the presentation of approach in guiding understanding of
graduate level work. material and the reader through key concepts, but
Learner provides a supporting various linkages and overlooks critical
strategic approach in statements. connections details. Learner is
presenting examples Assignment presented in unable to apply
of problem solving or demonstrates the assignment. information in a
critical thinking, while student’s above However, student problem-solving
drawing logical average use of relating presents a limited fashion. Student
conclusions which concepts by using a perspective on key presents confusing
are not immediately variety of factors. concepts throughout statements and
obvious. Student Overall, student assignment. Student facts in assignment.
provides provides adequate appears to have No evidence or little
well-supported ideas conclusions, with 2 or problems applying semblance of critical
and reflection with a fewer errors. information in a thinking skills.
variety of current problem-solving
1 of 3 1/14/2009 1:20 PM
and/or world views in manner.

the assignment.
Student presents a
genuine intellectual
development of ideas
throughout
assignment.
ORGANIZATION OF Student thoroughly Student explains the Learner applies Assignment reveals
IDEAS/FORMAT understands and majority of points and some points and formatting errors
excels in explaining concepts in the concepts incorrectly. and a lack of
all major points. An assignment. Learner Student uses a organization.
original, unique, demonstrates a good variety of formatting Student presents an
and/or imaginative skill level in formatting styles, with some incomplete attempt
approach to overall and organizing inconsistencies to provide linkages
ideas, concepts, and material in throughout the or explanation of
findings is assignment. Student paper. Assignment key terms.
Rubric Examples
presented. Overall presents an above does not have a
format of assignment average level of continuous pattern of
includes an preparedness, with few logical sequencing.
appropriate formatting errors.
introduction (or
abstract), well-
developed
paragraphs, and
conclusion. Finished
assignment
demonstrates
student’s ability to
plan and organize
research in a logical
sequence.
WRITING SKILL Student Student provides an Assignment reflects Topics, concepts,
demonstrates an effective display of basic writing and and ideas are not
excellent command good writing and grammar, but with coherently
of grammar, as well grammar. Assignment more than 5 errors. discussed or
as presents research reflects student’s ability Key terms and expressed in
in a clear and concise to select appropriate concepts are assignments.
writing style. word usage and somewhat vague and Student’s writing
Presents a thorough, presents an not completely style is weak and
extensive above-average explained by needs improvement,
understanding of presentation of a given student. Student along with
word usage. Student topic or issue. uses a basic numerous
excels in the Assignment appears to vocabulary in proofreading errors.
selection and be well written with no assignment. Assignment lacks
development of a more than 3-5 errors. Student’s writing clarity, consistency,
well- planned Student provides a ability is average, but and correctness.
research good final product that demonstrates a basic Student needs to
assignment. covers the understanding of the review and revise
Assignment is above-minimal subject matter. assignment.
error-free and reflects requirements.
student’s ability to
prepare
graduate-level writing
for possible
publication in a
peer-reviewed
(refereed) journal.
USE OF COMPUTER Student provides a Assignment presents Student Student needs to
TECHNOLOGY/ high-caliber, an above-average use demonstrates a basic develop better
APPLICATIONS formatted of formatting skills, knowledge of formatting skills.
assignment. Learner with less than 3 computer The student may
exhibits excellent use errors. Students has a applications. need to take
of computer good command of Appearance of final additional training or
technology in the computer applications assignment obtain help from the
development of to format information demonstrates the Educator Help Desk
assignment. Quality and/or figures in an student’s limited while preparing an
and appropriateness appropriate format. ability to format and assignment.
of stated references Student uses at least present data. Research and
demonstrate the two types of computer Resources used in resources
student’s ability to applications to produce assignment are presented in the
use technology to a quality assignment. limited. Student may assignment are
conduct applicable need to obtain further limited. Student
research. Given help in the use of needs to expand
assignment includes computer research scope.
appropriate word applications and The number of
2 of 3 1/14/2009 1:20 PM
processing, Internet research. formatting errors is

spreadsheet and/or not acceptable.
other computer
applications as part
of the final product.
RESEARCH SKILL Student provides Student achieves an Assignment provides Student fails to
sophisticated above average a basic, but provide an adequate
synthesis of complex synthesis of research, borderline synthesis of
body of information in but interpretation is perspective of research collected
the preparation of narrow in scope and student’s research for assignment.
assignment. description within abilities. Student has The lack of
Research provided by assignment. incorporated less appropriate
student contributes Assignment contains than 4 sources, references or
significantly to the less than 7 resources, which does not source materials
development of the and presents an attempt to cover key demonstrates the
overall thesis. average overview of elements of student’s need for
Rubric Examples
Student incorporates key concepts. assignment. additional help or
at least of 7-10 training in this area.
quality references in Student needs to
assignment. Student review and revise
incorporates a variety the assignment. The
of research resources paper is not of
and methodology in acceptable quality
the preparation of for graduate-level
assignment. work.
APUS Home | Site Map | Contact Information © 2005 American Public University System
3 of 3 1/14/2009 1:20 PM
ENGLISH LANGUAGE ARTS
LITERARY ANALYSIS WRITING RUBRIC
SKILL 6 5 4 3 2 1
AREA Responses at this level: Responses at this level: Responses at this level: Responses at this level: Responses at this level: Responses at this level:
Meaning: the extent • convey an accurate and in- • convey an accurate and • convey an accurate • convey a partly accurate • convey a confused or • provide no
to which the writing depth understanding of the complete understanding of although somewhat basic understanding of the topic, largely inaccurate evidence of
exhibits sound topic, audience, and purpose the topic, audience, and understanding of the topic, audience, and purpose of understanding of the understanding the
understanding, for the writing task purpose for the writing task audience, and purpose for the writing task topic, audience, and writing task or topic
interpretation, and/or • offer insightful • offer clear and explicit the writing task • offer few or superficial purpose for the writing • make no
analysis of the writing interpretations of the text(s) interpretations of the text(s) • offer partially explained interpretations of the text(s) task interpretations of the
Rubric Examples
task and text(s) with analysis that goes well with analysis that goes and/or somewhat literal with a tendency to retell • offer unclear text(s)
beyond a literal level beyond a literal level interpretations of the instead of analyze interpretations of the
text(s) with some analysis text(s) and no attempt to
analyze
Development: the • develop ideas clearly and • develop ideas clearly and • develop some ideas • develop ideas briefly or • attempt to offer some • completely lack
extent to which ideas fully, effectively integrating consistently, incorporating more fully than others, partially, using some development of ideas, development and do
are elaborated using and elaborating on specific and explaining specific using relevant textual textual evidence but but textual evidence is not include textual
specific and relevant textual evidence textual evidence evidence without much elaboration vague, irrelevant, evidence
details and/or evidence • reveal a thorough and • reveal an understanding • reveal an implicit • reveal a vague or limited repetitive, or unjustified • reveal no awareness
to support the thesis insightful understanding of of the author’s use of understanding of the understanding of the • reveal a confused or understanding of
the author’s use of literary literary elements and author’s use of literary author’s use of literary understanding of the the author’s use of
elements and techniques techniques elements and techniques elements and techniques author’s use of literary literary elements and
elements and techniques techniques
Organization: the • skillfully establish and • effectively establish and • establish and maintain • establish but fail to • establish a confused or • fail to include a
extent to which the maintain consistent focus on maintain consistent focus focus on a clear thesis consistently maintain focus irrelevant thesis and fail thesis or maintain
writing establishes a a clear and compelling thesis on a clear thesis • exhibit a logical on a basic thesis to maintain focus focus
clear thesis and • exhibit logical and • exhibit a logical sequence sequence of claims, • exhibit a basic structure • exhibit an attempt to • complete lack of
maintains direction, coherent structure with of claims, evidence, and evidence, and but lack the coherence of organize ideas into a organization and
focus, and coherence claims, evidence and interpretations to support interpretations but ideas consistent claims, evidence, beginning, middle, and coherence
interpretations that the thesis and effectively within paragraphs may be and interpretations end, but lack coherence • make no attempt to
convincingly support the used transitions inconsistently organized • make an inconsistent • make little attempt to use transition words
thesis • make effective use of • make some attempt to attempt to use some basic use transition words and or phrases
• make skillful use of transition words and use basic transition words transition words or phrases phrases
transition words and phrases phrases and phrases
Language: the extent • are stylistically • use language that is fluent • use appropriate • rely on basic vocabulary, • use language that is • use language that is
to which the writing sophisticated, using language and original, with evident language, with some with little awareness of imprecise or unsuitable incoherent or
reveals an awareness that is precise and engaging, awareness of audience and awareness of audience and audience or purpose for the audience or inappropriate
of audience and with notable sense of voice purpose purpose • reveal a limited awareness purpose • include a
purpose through word and awareness of audience • incorporate varied • make some attempt to of how to vary sentence • reveal a confused preponderance of
choice and sentence and purpose sentence patterns that reveal include different sentence patterns and rely on a understanding of how to sentence fragments
variety • effectively incorporate a an awareness of different patterns but with awkward limited range syntactic write in complete and run-ons that
range of varied sentence syntactic structures or uneven success structures sentences and little or no significantly hinder
patterns to reveal syntactic ability to vary sentence comprehension
fluency patterns
Conventions: the • demonstrate control of the • demonstrate control of the • demonstrate partial • demonstrate emerging • demonstrate lack of • illegible or
extent to which the conventions with essentially conventions, exhibiting control, exhibiting control, exhibiting frequent control, exhibiting unrecognizable as
writing exhibits no errors, even with occasional errors only when occasional errors that do errors that somewhat hinder frequent errors that make literate English
conventional spelling, sophisticated language using sophisticated not hinder comprehension comprehension (e.g., comprehension difficult
punctuation, language (e.g., punctuation (e.g., incorrect use of agreement of pronouns and (e.g., subject verb
paragraphing, of complex sentences) homonyms) antecedents; spelling of agreement; use of slang)
capitalization, and basic words)
grammar
2/3/03
Rubric for Freshman Composition http://www.winthrop.edu/english/rubric.htm
250 Bancroft Hall, Rock Hill, SC 29733 • 803/323-2171 • 803/323-4
Rubric for Writing/English Courses Course Descriptio
Students' F.A.Q.
A An A paper is exceptional work that more than fulfills the requirements of the assignment. This
essay tackles the topic in an innovative way, with a clear sense of audience and purpose, an Correct Use of Bo
insightful thesis, and an appropriate and effective organization. The structure is carefully planned;
Rubric Examples
Information
each section of the essay develops the thesis with logical arguments and specific, conclusive
evidence which has been interpreted and clearly related to the writer's point. The style is energetic Information for Fa
and precise: the sentence structure is varied and the words are carefully chosen. How the writer Advisors
says things is as excellent as what the writer says. There is evidence of careful editing since the
essay contains few grammatical and/or mechanical errors and, if necessary, is correctly documented Contact English
using MLA format. Department chair
B A B paper is clearly above-average and more than meets the requirements of the assignment.
Return to Writing
Homepage
Like the "A" paper, it has a clear thesis and organizational strategy; and each paragraph provides
unified, coherent, and developed support for its thesis and subordinate assertions. If necessary, it Return to the Eng
properly documents sources. While the essay takes some "risks," attempts complex strategies of Department Home
development, and pays attention to audience, it falls short of the "A" essay in one or more of the
following ways: the thesis may not be as interesting or insightful; there may be weaknesses in
organizational strategy or its execution; the support may not be uniformly conclusive and convincing;
and the style may not be as energetic or the diction as thoughtful. The essay shows strong evidence
of editing since there are relatively few grammatical and/or mechanical errors.
C A C paper is average work that solidly meets the requirements of the assignment. The essay
has a thesis and organizational plan which demonstrate thought on the writer's part, a generally clear
style, an awareness of audience, and adequate documentation, if required. Paragraphs contribute
unified and coherent support, but the writer may have difficulty with any of the following: the thesis
may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not
be clearly related to the writer's point; the paragraphs may be uneven in development and
transition. Even in the "C" essay, there should be relatively few grammatical or mechanical
errors--not enough to interfere with readability; the student has done some editing, even though it
may be superficial.
D A D paper is below average work that demonstrates a serious attempt to fulfill the assignment
and shows some promise but does not fully meet the requirements of the assignment. The essay
may have one or several of the following weaknesses. It may have a general or implied thesis; but
the idea may be too broad, vague, or obvious. Awareness of audience may not be evident. The
organizational plan may be inappropriate or inconsistently carried out. Evidence may be too general,
missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. Documentation may
be incomplete or inaccurate. The style may be compromised by repetitive or flawed sentence
patterns and/or inappropriate diction and confusing syntax. Grammatical and mechanical errors may
interfere with readability and indicate a less-than-adequate attempt at editing or unfamiliarity with
some aspects of Standard Written English.
F An F paper is substantially below average for the assignment. It exhibits one or several of the
following. It may be off-topic. It may be an attempt to meet the requirements of the assignment,
but it may have no apparent thesis or a self-contradictory one, or the essay's point is so general or
obvious as to suggest little thinking-through of the topic. It may display little or no apparent sense of
organization; it may lack development; evidence may be inappropriate and/or off-topic or may
consist of generalizations, faulty assumptions, or errors of fact; it may display little or no awareness
of audience. This essay may fail to handle borrowed material responsibly and/or to document
1 of 2 1/20/2009 1:12 PM
Rubric for Freshman Composition http://www.winthrop.edu/english/rubric.htm
appropriately. The style suggests serious difficulties with fluency which may be revealed in short,
simple sentences and ineffective diction. Grammatical/mechanical errors may interfere with reader
comprehension or indicate problems with basic literacy or a lack of understanding of Standard English
usage.
For a printer-friendly copy please click here (requires free Adobe Acrobat reader)
Last updated 08/04/08 . Send comments to Dr. William Naufftus, interim chair.. Page maintained
by Dr. Jo Koster.
Rock Hill, South Carolina 29733
Rubric Examples
Copyright © 2008-2010 Winthrop University
University Disclaimer Statement
2 of 2 1/20/2009 1:12 PM
Rubrics and Self-Assessment Project: Rubric for the Historical Fiction Essay http://www.pz.harvard.edu/Research/RubricsSelfHF.htm
Rubric for the Historical Fiction Essay

Criteria 5 4 3 2 1 N
Ideas and Content My paper My paper reveals The time & I tell the The setting of I didn’t
brings the the time and place my reader when my story is write
time & place place my character and where murky, and the enough to
my character character lived; lived is clear, my story is characters’ judge my
lived alive; describes a day but his/her set but make experiences own ideas
vividly in her/his life; experiences no attempt to and/or values and
describes most or all are more like include are often content.
her/his details are a list than a historically historically
experiences historically letter or diary accurate facts inaccurate.
Rubric Examples
and values; accurate. entry; some or details.
refers to details may
relevant, be
historically historically
accurate inaccurate.
details.
Organization My I have either a I have a My My writing is I didn’t

letter/diary strong lead, beginning, organization aimless and write
has a strong developed middle and is rough but disorganized; enough to
lead, a middle or end in logical workable. it is probably judge.
developed satisfying ending order but My writing confusing to a
middle, and a but not all three. without flair. may drag its reader.
satisfying feet then race
ending, all in ahead; my
an order that ending may
makes sense, stop
flows, and suddenly.
hangs
together.
Paragraphs I indent the I indent the Some of my I have several I use incorrect I didn’t
beginnings of beginnings of all paragraphs problems paragraph write
all paragraphs, have are too long, with format and/or I enough to
paragraphs & one too short, or paragraphs wrote less than judge.
have one topic/paragraph, not indented. and/or I 5 paragraphs.
topic per and I wrote 5 I wrote at wrote less
paragraph. I paragraphs. least 5 than 5
wrote at least paragraphs. paragraphs.
5 paragraphs.
I use 1st I sound like I My tone is My writing is My writing is I didn’t

Voice person. My care about the OK but my bland, too formal or write
and voice sounds topic. My paper could mechanical inappropriately enough to
Tone like a real writing voice is have been or informal. judge
person. My engaging but written by pretentious. It There may be
paper has may fade in and anyone. I sounds like I no hints of a
personality & out. need to have not real person in
shows how reveal more found my it. It may
my character about how I own way to sound like I
thinks and think and feel say things. I don’t like the
feels. about the used 2nd or topic.
topic. 3rd person.
Word choice The words I My paper has The words I My word The same I had better
use are some fine word use are choice is words are get busy....
striking but choices and acceptable uninspired repeated over
2 of 3 1/14/2009 1:27 PM
ZOO*4330 February 2004
ZOO*4330 Environmental Biology of Fishes Oral Presentations Rubric

Assignment: The oral presentation will be based upon a detailed description of a morphological, behavioural, physiological, or genetic, etc. specialization in any fish species or
group of species and how that specialization is an adaptation to a specific environmental condition. Students are encouraged to go beyond mere descriptions in their presentations
to try and address ultimate as well as proximate questions
Professor +
Self
Exceptional: 4 points Admirable: 3 points Acceptable: 2 Points Amateur: 1 point Lab
Evaluation
Instructor
Introduces self. Clearly
states the presentation Self and topic are
Rubric Examples
Does not introduce self No introduction (self or
title. Outline of talk is introduced. Informs
Introduction or topic. Does not provide topic) given. No outline
given or clearly states audience of the outline
an outline for talk. given.
questions and areas to of the talk.
be addressed in the talk.
Background knowledge Speaker conveys strong Speaker conveys Speaker conveys limited
of speaker and Depth of background knowledge Speaker conveys basic
moderate knowledge of background knowledge
Presentation involving a of subject area. knowledge of subject
subject area. Reference of subject area. No
detailed discussion or a Reference to peer area. Reference to peer
to peer reviewed reference to peer
morphological, behavioural, reviewed studies. reviewed studies. Studies
studies. Studies and reviewed studies.
physiological, or genetic Studies and figures and figures not cited (e.g.
figures cited (e.g. web Studies and figures not
specialization in the fish cited (e.g. web web sources).
sources). cited (e.g. web sources).
species or group of species sources).
Speaker conveys strong
Speaker conveys Speaker conveys basic
knowledge and
moderate knowledge knowledge and Speaker conveys limited
understanding of
Focus of Presentation on and understanding of understanding of chosen understanding of chosen
chosen specialization.
how the specialization is an chosen specialization. specialization. specialization. Speaker
Specialization is
adaptation to specific Specialization is Specialization is not diverges from studies on
discussed in depth.
environmental conditions. discussed adequately. discussed in depth. fish species or
Focus of specialization
The talk focuses on the Speaker drifts from specialization.
is maintained
specialization. specialization in talk.
throughout presentation.
Oral Presentation Skills Communicates ideas Some difficulty Great difficulty

Communicates ideas
(Minus 1 mark for each with enthusiasm, communicating ideas, communicating ideas.
with proper voice
infraction [overtime; proper voice projection, due to voice projection, Poor voice projection.
projection. Adequate
delivery not practised; font appropriate language, lack of preparation, or Little preparation or
preparation and delivery.
size; crowding; other]) and clear delivery. incomplete work incomplete work.
Demonstrates the topic

has been mastered.
Delivers confident,
Discussion following
accurate responses to Able to listen and Some difficulty listening Great difficulty listening
Presentation - defending
questions which can be respond confidently and and responding to and responding to
or explaining points
answered. Offers an accurately to questions. questions. questions.
covered in presentation
alternate response to
questions which cannot
be answered.
Environmental Biology of Fishes Oral Presentation Rubric by marie Thérèse Rush

ZOO*4330 February 2004
Assessing colleagues
presentations - indicator
Demonstrates superior
of ability to comprehend Demonstrates good
ability at comprehending Demonstrates limited
course material by listening and Demonstrates adequate
material, able to listen listening and/or
evaluating colleagues' comprehension skills. listening and
critically and provide comprehension skills.
contributions (This is Able to address comprehension skills.
constructive comments Lacking skills in
evaluated orally during the questions and/or provide Able to assess fairly.
and/or ask questions of assessing colleagues.
discussions and by written helpful comments.
colleagues.
evaluations to be
submitted.)
Rubric Examples
Scale: 22 - 24=Exceptional 18 - 21=Admirable 12 - 17=Acceptable 6 -11=Amateur Total Points
Presenter's name:
This rubric is marie Thérèse Rush's modification of the multimedia project rubric developed by Caroline McCullen, Instructional Technologist, SAS inSchool, Cary, NC http://www.SASinSchool.com [Accessed Jan. 2003].
Environmental Biology of Fishes Oral Presentation Rubric by marie Thérèse Rush

SUNY College of Environmental Science and Forestry and Syracuse City School District Science Fair
Rubric
Criteria 4 3 2 1
Content & Knowledge Clearly and thoroughly Explains purpose, content and Explain one of the Little or no knowledge of
of explains purpose, content findings in project in simple following: purpose, content purpose, content or
Project and findings of project. manner. or findings of project. findings in project.
Rubric Examples
Shows extensive evidence of Shows some evidence of Shows minimal evidence Shows no evidence of
science content knowledge science content knowledge of of science content science content knowledge
of project. project. knowledge of project. of project.
( ) ( ) ( ) ( )
Use of Inquiry Process Clearly identifies hypothesis, Identifies hypothesis, evidence Minimally identifies Little or no evidence of
evidence of research, testing of research, testing of hypothesis and evidence of hypothesis, research or
of hypothesis, and findings hypothesis and findings research or findings in findings in inquiry process.
resulting from inquiry resulting form inquiry in inquiry process.
( ) simple manner. ( ) ( ) ( )
Presentation Clearly planned and Planned and organized Minimal evidence of Little or no planning and
organized information in information in presentation. planning and organization. organization.
presentation.
Uses multi-media techniques Uses only 1 multi-media Uses 0 multi-media
Uses several extensive and choices not as extensive or techniques. (models, technique. (models,
appropriate multi-media smooth as could be. pictures, diagrams, charts) pictures, diagrams, charts)
techniques (models, pictures, ( ) ( ) ( )
diagrams, charts) ( )
Ability to answer Answers questions clearly, Simply answers and explains Briefly and narrowly Unable to answer questions
Questions & explains and demonstrates how they understand their answers questions and or to explain their
Understanding our with visuals and dialogue environment. explains how they understanding of the
Environment how they better understand understand their environment.
their environment. environment.
Explains value to and many Offers minimal examples and Offers no reference or Offers no reference or
ways they could share this reasons for sharing information reason for sharing reason for sharing
information with scientists, with others. ( ) information with others ( ) information with others( )
teachers, and community
leaders ( )
Rubric for Exercise One http://www.public.iastate.edu/~c_r_p.293/exonerub.htm
Rubric for Exercise One

Superior (A) Exceeds Requirements (B) Meets Requirements (C ) Needs I
)
Learning Outcome: Demonstrates Does this thoughtfully, may Uses case study to help define Overly
(a) knowledge of definition compare to news/experience environmental planning as social perfunc
Definition of of environmental and political activity
environmental planning by comparing
planning/writing this reading to other
definitions
b) investigate … Demonstrates ability to Demonstrates ability to grapple
Rubric Examples
investigate by setting the with new material in
who does what question environmental planning
in the context of other
answers
Length 3-4 pages max 3-4 pages (max) 2-3 pages Less tha
typed typed typed 2-3, but
12pt font dbl space 1” 12pt font dbl space 1” 12pt font dbl space 1” margins MARG
margins margins any othe
process
indicate
less than
handwr
Technical Writing Exceeds plus No mechanical errors No more than 5 mechanical errors: 6-15 me
Quality No errors in grammar No colloquialisms spell/grammar check plus Inappro
Writing needs no Proficient professional proofread choices
improvement in quality writing One or two informal/ inapp. word Colloqu
technical quality choices
Organization and ‘exceeds’ plus ‘meets’ plus Paragraphs/answers have clear Main id
Clarity in Writing writing needs no well-written and clear main idea, frequently located as the Too mu
***** improvement in persuasive first sentence of the paragraph the artic
organization or clarity Innovative or interesting Logical order to ideas
How to use rubrics: first of all, aim to meet the basic requirements. Go over the categories and consider how your paper is likely to
be assessed. Make improvements where you can.
To improve writing:
work with a friend, another student … have them read and point out a) where they do not understand what you are saying, b) typos
and funny grammar or casual expressions (the spell/grammar check will only catch so much). Also, ask them to read a paragraph
and restate your main idea. That way, you will know whether or not it is clear to a reader.
How we will use rubrics for assessment: For many exercises, we will do student/student grading before the hand-in grade. This
helps in your learning, and when you can do revisions it often means better papers when I look at them.
What the grades at the top mean:

“Meets” = C … so if I just meet the requirements of the assignment, will I get a C? I don’t want a C.
1. If you meet in all categories, the resulting grade is bumped up between a half and a full grade. So, if you Meet in Everything,
your resulting grade will be a B or a B-.
2. You have to earn a C before you earn a B. I think it might be useful to think about it that way. It seems to me that for many
students, aiming for the A makes them forget what is in C.
1 of 1 1/14/2009 3:42 PM
Science Rubric
Beginning Approaching Meeting Exceeding
1.1 Student uses properties to identify, describe, and categorize substances, materials, and objects, and as
characteristics to categorize living things
Student sometimes observes and Student can often identify and Student can routinely apply and Student can teach how to design
Rubric Examples
examines: describe: analyze the structure of: and conduct a quality experiment
Physical: Physical: Physical: that evaluates and applies
properties of substances properties of substances properties of substances knowledge of:
motion of objects motion of objects motion of objects Physical:
wave behavior wave behavior wave behavior properties of substances
Earth: Earth: Earth: motion of objects
nature and properties of earth nature and properties of earth nature and properties of earth wave behavior
materials materials materials Earth:
Life: Life: Life: nature and properties of earth
basis of biological diversity basis of biological diversity basis of biological diversity materials
Life:
basis of biological diversity
1.2 Student recognizes the components, structure, and organization of systems and the interconnections within
and among them
examines: describe: analyze: and conduct a quality experiment
energy sources and kinds energy sources and kinds energy sources and kinds knowledge of:
energy transfer and energy transfer and energy transfer and Physical:
transformation transformation transformation energy sources and kinds
structure of matter structure of matter structure of matter energy transfer and
physical/chemical changes physical/chemical changes physical/chemical changes transformation
Earth: Earth: Earth: structure of matter
components and patterns of components and patterns of components and patterns of physical/chemical changes
the earth system the earth system the earth system Earth:
components of the solar components of the solar components of the solar components and patterns of
system and beyond system and beyond system and beyond the earth system
Life: Life: Life: components of the solar
the structure and organization the structure and organization the structure and organization system and beyond
of living systems of living systems of living systems Life:
molecular basis of heredity molecular basis of heredity molecular basis of heredity the structure and organization
human biology human biology human biology of living systems
molecular basis of heredity
human biology
Created by Ross Brown and Kyle Forar; The Truman Center (Updated 11/21/03) 1
Science Rubric
1.3 Student understands how interactions within and among systems cause changes in matter and energy
examines: describe: analyze: and conduct a quality experiment
Rubric Examples
nature of forces nature of forces nature of forces knowledge of:
forces to explain motion forces to explain motion forces to explain motion Physical:
Earth: Earth: Earth: nature of forces
processes and interactions in processes and interactions in processes and interactions in forces to explain motion
the earth system the earth system the earth system Earth:
interactions in the solar interactions in the solar interactions in the solar processes and interactions in
system and beyond system and beyond system and beyond the earth system
Life Life Life interactions in the solar
life processes and the flow of life processes and the flow of life processes and the flow of system and beyond
matter and energy matter and energy matter and energy Life
biological evolution biological evolution biological evolution life processes and the flow of
interdependence of life interdependence of life interdependence of life matter and energy
environmental and resource environmental and resource environmental and resource biological evolution
issues issues issues interdependence of life
environmental and resource
issues
2.1 Student develops abilities necessary to do scientific inquiry

Student sometimes examines Student can often apply and Student can routinely apply Student can teach how to
and describes the steps of analyze some of the steps of and analyze all the steps of design and conduct an
scientific inquiry. scientific inquiry. scientific inquiry. experiment that evaluates and
applies all the steps of
scientific inquiry.
2.2 Student applies science knowledge and skills to solve problems or meet challenges
Student sometimes identifies Student often investigates a Student routinely applies Student teach how to apply
a scientific problem. scientific problem using the science knowledge and skills science knowledge and skills
steps of scientific inquiry. to solve problems or meet to solve complex problems or
challenges . meet high level challenges.
Science Rubric
3.1 Student understands the nature of scientific inquiry

Student sometimes observes and Student can often identify and Student can routinely analyze and Student can teach how to
Rubric Examples
examines: describe: compare: evaluate:
Intellectual honesty Intellectual honesty Intellectual honesty Intellectual honesty
Limitations of science and Limitations of science and Limitations of science and Limitations of science and
technology technology technology technology
Inconsistencies in scientific Inconsistencies in scientific Inconsistencies in scientific Inconsistencies in scientific
inquiry inquiry inquiry inquiry
Methods of investigation Methods of investigation Methods of investigation Methods of investigation
Evolution of scientific ideas Evolution of scientific ideas Evolution of scientific ideas. Evolution of scientific ideas
3.2 Student knows that science and technology are human endeavors, interrelated to each other, to society, and
to the workplace.
Student sometimes observes and Student can often identify and Student can routinely analyze and Student can teach how to
examines: describe: compare: evaluate:
All people contribute to All people contribute to All people contribute to All people contribute to
science and technology science and technology science and technology science and technology
Relationship of science and Relationship of science and Relationship of science and Relationship of science and
technology technology technology technology
Careers and occupations Careers and occupations Careers and occupations Careers and occupations
using science, mathematics, using science, mathematics, using science, mathematics, using science, mathematics,
and technology and technology and technology and technology
EXS 489 Exercise Science Research Methods
Rubrics for Abstract Assessment
Article abstracts will be assessed using the three rubrics below (knowledge, quality product
and critical analysis). The total of the three scores plus one additional point for the accuracy
of the APA format will comprise the abstract score; therefore each is worth a total of 10
points. Over the course of the semester, 75% of the abstracts must be of at least acceptable
Rubric Examples
quality in order to meet minimal standards to pass the course.
Knowledge Rubric
3 Target
Student demonstrates a thorough understanding of the article. The study is summarized in an accurate and concise
fashion which includes all pertinent information.
2 Acceptable
Student demonstrates an accurate understanding of the article. Most of the key information is included and is
interpreted correctly. Errors, if any, are minor.
1 Needs Improvement
Student demonstrates severe misconceptions about the article. Major points of the study are not grasped and/or the
quality is so poor that content knowledge is undeterminable. Errors or incomplete information suggest a lack of
comprehension in the article’s purpose, procedures, interpretation of results and/or relevance.
Quality Product Rubric
3 Target
The abstract meets or exceeds its purpose and the conventional standards for a quality product. The abstract is well-
organized, and neat. No typos or technical errors (grammar, mechanics, spelling, sentence formation) appear.
2 Acceptable
Overall, the abstract is well-organized but may include some typos or technical errors. These minimal errors
however do not distract the reader from understanding the article summary or critique.
1 Needs Improvement
The abstract does not meet its purpose nor is it of acceptable quality. Organization is lacking and sections are very
poorly done, or perhaps missing entirely. Errors and/or typos are substantial.
Critical Analysis Rubric
3 Target
The article critique was well thought out and includes insightful comments. It is obvious that the writer gave much
thought into what the study was about and how it was conducted. Coupled with a good background knowledge of
the area, the suggestions and criticisms were valuable.
2 Acceptable
The article critique included some good points but was fairly basic. Some apparent obvious points were either
overlooked or not interpreted accurately.
1 Needs Improvement
The article critique was extremely superficial and lacked any useful information. It appeared that the writer did not
understand what the article entailed or did not put much thought into how the study could be improved.
jh f/03
General Format for Abstracts
Top of 1st Page – Bibliographic Information

Lin, S., & Woollacott, M. H. (2002). Postural muscle responses following changing balance
threats in young, stable older, and unstable older adults. Journal of Motor Behavior,
Rubric Examples
34, 37-44.
Introduction
In this section give a brief (1-3 sentence) intro to give the necessary background to the
study and state its purpose (in your own words).
Methods/Procedures
This section will be about 1/3 to ½ of a page in length and will describe the specifics of
what the study involved. Be sure to talk about the subjects, subject groups, equipment
used, variables measured, testing procedures and the statistical analyses conducted.
Results
Discuss the major results found (sometimes a non-significant result is important).
Conclusions
In your own words, summarize the researchers’ conclusions.
Critique
In the final ½ -page, discuss in detail your comments regarding the research study. In
your opinion was it designed well? Why? Were the data collection procedures
appropriate? Do you have suggestions on the subject population? Were the statistical
analyses appropriate? Would you expand the scope of the study? Reduce the scope?
What did you like about what the researchers did (or not), and why?
REMINDER: Any information which is word for word from the article, must be in quotation
marks with the page number identified (p. 38), otherwise it is considered plagiarized. With the
exception of perhaps one or two sentences, the abstract should be in your own words anyway, so
this should not be a major concern.
Student Learning Outcomes Assessment Rubric
ENS 304L Exercise Physiology Lab – Student Group Projects
Project title: _________________________________________________________________
CATEGORY A: RESEARCH PRINCIPLES AND THEORY
1. Student work exhibited a complete understanding of the research approaches and

research questions of exercise physiology.
Rubric Examples
Score: 5 4 3 2 1
5 = Students showed exemplary understanding and awareness of problems and

opportunities inherent in exercise physiology research.
4 = Students showed above average understanding and awareness.
3 = Students showed adequate and average understanding and awareness.
2 = Students showed below average understanding and awareness.
1 = Students showed limited understanding and awareness of the field of exercise
physiology.
2. Student research design showed complexity and sophistication of thought and an

understanding of the underlying physiological systems under investigation.
Score: 5 4 3 2 1
5 = Students exhibited outstanding understanding of the problem they were solving

through a sufficiently complex and sophisticated research design.
4 = Students produced an above average and relatively skillful research design.
3 = Students produced adequate and average research design.
2 = Students produced below average and inadequate research design.
1 = Students produced a poor research design.
Category A: Research Principles and Theory sub-score: __________
CATEGORY B: RESEARCH SKILLS AND PRACTICE
3. Student design, research plan execution, and analysis of collected data was thorough
and complete in all aspects central to the research goals of the project.
Score: 5 4 3 2 1
5 = Students exhibited outstanding and skillful implementation of their research

design and fully completed analysis of the data collected in the study.
4 = Students showed above average and relatively complete implementation and
analysis.
3 = Students showed adequate and average implementation and analysis.
2 = Students showed below average and inadequate implementation and analysis.
1 = Students showed little to no ability to implement a complete research project or
to analyze data fully or correctly.
4. Students demonstrated appropriate use of and skill with measurement techniques
and technologies in the course of their project work.
Score: 5 4 3 2 1
5 = Student made high quality, accurate and complete measurements as required

throughout project.
4 = Student made above average and relatively complete measurements or
Rubric Examples
showed above average improvement.
3 = Student made adequate and average measurements or showed average
improvement.
2 = Student made below average and inadequate measurements or showed above
little improvement.
1 = Student made very poor measurements or showed no awareness of the
necessity of accurate and appropriate measures in a research context.
5. Students demonstrated a thorough understanding of the possible methodological

sources of error and bias in their data.
Score: 5 4 3 2 1
5 = Students showed outstanding ability to identify and understand the magnitude

of various sources of error and bias inherent to the research methods used in
their study.
4 = Students showed above average and relatively complete awareness of error
and bias.
3 = Students showed adequate and average awareness of error and bias.
2 = Students showed below average and inadequate awareness of error and bias.
1 = Students showed little to no ability to find or judge methodological error and
bias.
Category B: Research Skills and Practice sub-score: ___________
CATEGORY C: ACADEMIC SKILLS AND PRODUCTS
6. Students organized and presented data effectively and accurately described trends
and relationships of results.
Score: 5 4 3 2 1
5 = Students work reflected data that was appropriately organized, and they were
able to accurately describe trends and relationships of outcomes.
4 = Students’ presentation and description of results was above average.
3 = Students’ presentation and description of results was average.
2 = Students’ presentation and description of results was below average.
1 = Students’ presentation and description of results was poor.
7. Students demonstrated a system-scale understanding of whole-body responses to
exercise and constructed sophisticated explanations for physiological observations.
Score: 5 4 3 2 1
5 = Students work showed outstanding understanding of the connections and

responses of the integrating physiological systems.
4 = Students work showed an above average understanding.
3 = Students work showed an adequate and average understanding.
Rubric Examples
2 = Students work showed a below average and inadequate understanding.
1 = Students work showed little to no understanding of the interconnected nature of
physiological phenomena.
8. Students drew on and applied appropriate technical skills and knowledge in context
during the development and execution of their research project.
Score: 5 4 3 2 1
5 = Students showed outstanding ability to draw on prior content knowledge and

technical skills and applied them at them appropriately.
4 = Students showed above average and relatively complete ability.
3 = Students showed adequate and average ability.
2 = Students showed below average and inadequate ability.
1 = Students showed little to no ability to draw on prior knowledge and skills.
9. Students demonstrated skill in conducting background research for their project and
were able to defend the quality of their collected information.
Score: 5 4 3 2 1
5 = Students showed outstanding ability to find relevant and accurate background

information at the appropriate stages throughout the project, and showed the
ability to judge the relative quality and reliability of found information or
literature.
4 = Students showed above average and relatively complete ability.
3 = Students showed adequate and average ability.
2 = Students showed below average and inadequate ability.
1 = Students showed little to no ability to find or judge the quality of information.
10. Students demonstrated appropriate use of and skill with statistical analysis
techniques in the course of their project work.
Score: 5 4 3 2 1
5 = Students made high quality, accurate and complete analyses using statistical
methods as required throughout project work.
4 = Students made above average and relatively complete statistical analyses.
3 = Students made adequate and average statistical analyses.
2 = Students made below average and inadequate statistical analyses.
1 = Students made very poor analyses or shows no awareness of the necessity of
statistical analyses in a research context.
11. Students arrived at an appropriate conclusion based on results of their study and
provided an understanding of how their results could be used or applied elsewhere.
Score: 5 4 3 2 1
5 = Students made an accurate and suitable conclusion based on their results, and
they suggested appropriate application of findings to future experiments or
general practice.
4 = Students’ conclusion of their results was only moderately accurate, or they
Rubric Examples
provided only a limited application of their findings.
3 = Students’ conclusion of their results was only a partial answer to the research
question and provided no application of their findings.
2 = Students’ conclusion of their results was only a minimal answer to the research
question, and they provided no application of their findings.
1 = Students included no conclusion or it was unrelated to the research question or
not based on their results.
12. Students demonstrated skill in delivering an informative and professional oral report.
Score: 5 4 3 2 1
5= Students produced a high quality, accurate, and complete oral technical report.
4= Students produced an above average and relatively complete oral report.
3= Students produced an adequate and average oral report.
2= Students produced a below average and inadequate oral report.
1= Students produced a poor report.
13. Students demonstrated skill in the construction of informative and professional

written reports.
Score: 5 4 3 2 1
5 = Students produced a high quality, accurate and complete technical report as

required throughout project.
4 = Students produced an above average and relatively complete reports.
3 = Students produced an adequate and average reports.
2 = Students produced below average and inadequate reports.
1 = Students produced poor reports.
Category C Academic Skills and Products sub-score: _____________
Total Score for Presentation/Paper: __________

PHYSICAL DEVELOPMENT RUBRIC (Goals 19 and 20)
When all dimensions of this rubric are used, the following criteria should be used to determine the
performance levels:
• Exceeds - no more than one 3 and all other 4s on the dimensions
• Meets - no more than one 2 and all others 3s and 4s
• Approaches - no more than one 1 and all others 2s, 3s, or 4s
• Begins - at least a 1 all 3 areas of the rubric
Rubric Examples
If all dimensions of this rubric are not used, see the assessment, itself, to determine how to score the
student work and determine the performance levels.
Score KNOWLEDGE PERFORMANCE EXPLANATION
Knows and can distinguish Explains what was done and

between physical education Demonstrates skill in why and judges the quality of
terms, facts, concepts, execution of movement, the product
principles, theories or creation of movement and
methods analysis of movement
4 Descriptions and Demonstration of skill, Explanation is organized,
identification of physical fitness, strategies, game or effective and correct;
education terms, facts, dance is thorough, evaluation of quality is
concepts, principles, theories appropriate, and accurate. complete and accurate.
or methods are complete and
correct.
3 Descriptions and Most of the demonstration of Most of the explanation is
identification of physical skill, fitness, strategies, game organized, effective and
education terms, facts, or dance is thorough, correct; most of the
concepts, principles, theories appropriate, and accurate. evaluation of quality is
or methods are mostly complete and accurate.
complete and correct.
2 Descriptions and Demonstration of skill, Some of the explanation is
identification of physical fitness, strategies, game or organized, effective and
education terms, facts, dance is somewhat, correct; some of the
concepts, principles, theories appropriate, and accurate. evaluation of quality is
or methods are somewhat complete and accurate.
complete and correct.
1 Descriptions and Demonstration of skill, Little of the explanation is
identification of physical fitness, strategies, game or organized, effective and
education terms, facts, dance is minimally correct; little of the evaluation
concepts, principles, theories appropriate and accurate. of quality is complete and
or methods are minimally accurate.
present or correct
0 All descriptions identification All demonstration of skill, All of the explanation is
of physical education terms, fitness, strategies, game or missing and/or lacks
facts, concepts, principles, dance is missing and/or organization; all of the
theories or methods are incorrect. evaluation of quality is
missing and/or incorrect. missing and/or lacks
organization.
PHYSICAL DEVELOPMENT RUBRIC (Goal 21)
When all dimensions of this rubric are used, the following criteria should be used to determine the performance
levels:
• Exceeds - no more than one 3 and all other 4s on the dimensions
• Meets - no more than one 2 and all others 3s and 4s
• Approaches - no more than one 1 and all others 2s, 3s, or 4s
• Begins - at least a 1 all 3 areas of the rubric
Rubric Examples
If all dimensions of this rubric are not used, see the assessment, itself, to determine how to score the student work
and determine the performance levels.
Score KNOWLEDGE PROCESS EXPLANATION
Identify and describe the Assesses and explains how

principles of working toward a Demonstrates the principles of individuals were effective within
common goal, leading a group, team building, individual a group and how the team
and making responsible responsibility, leadership, worked toward a common goal
decisions respect, and conflict resolution
4 Identification and descriptions of Demonstration of the principles Assessment and explanation of
the principles of working toward of team building, individual how individuals were effective
a common goal, leading a group, responsibility, leadership, within a group and how the team
and making responsible respect, and conflict resolution is worked toward a common goal
decisions are complete and thorough, appropriate, and are complete and accurate.
correct. accurate.
3 Identification and descriptions of Most of the demonstration of the Most of the assessment and
the principles of working toward principles of team building, explanation of how individuals
a common goal, leading a group, individual responsibility, were effective within a group
and making responsible leadership, respect, and conflict and how the team worked
decisions are mostly complete resolution is thorough, toward a common goal are
and correct. appropriate, and accurate. complete and accurate.
2 Identification and descriptions of Demonstration of the principles Some of the assessment and
the principles of working toward of team building, individual explanation of how individuals
a common goal, leading a group, responsibility, leadership, were effective within a group
and making responsible respect, and conflict resolution is and how the team worked
decisions are somewhat somewhat, appropriate, and toward a common goal are
complete and correct. accurate. complete and accurate.
1 Identification and descriptions of Demonstration of the principles Little of the assessment and
the principles of working toward of team building, individual explanation of how individuals
a common goal, leading a group, responsibility, leadership, were effective within a group
and making responsible respect, and conflict resolution is and how the team worked
decisions are minimally present minimally appropriate and toward a common goal is
or correct accurate. complete and accurate.
0 All identification/descriptions of All demonstration of the All of the assessment and
the principles of working toward principles of team building, explanation of how individuals
a common goal, leading a group, individual responsibility, were effective within a group
and making responsible leadership, respect, and conflict and how the team worked
decisions are missing and/or resolution is missing and/or toward a common goal are
incorrect. incorrect. missing and/or incorrect.
Rubric for Grades 6-9 Physical Education
Criteria 1 2 3 4
• Shows little • Understands movement • Understands movement • Understands movement pattern(s),
understanding of pattern(s) generally, but pattern(s) clearly, and can distinguish levels of
Rubric Examples
Knowledge basic movement does not distinguish levels can generally distinguish performance, makes connections
Base pattern(s). of skill in accomplishing poor and good between movement patterns and
• Shows little movement pattern performance knows where each one is used
understanding of • Shows some • Clearly understands • Has a clear and deep understanding
concepts taught understanding of concepts concepts taught of concepts taught
• Does not explain taught in a general way • Can explain concepts to • Can explain concepts clearly to
concepts when asked • Explains concepts very others others
generally or explains some • Can extend learning to • Applies learning to other areas
aspect of concept other areas with support independently
• Does not easily • Can demonstrate basic • Can demonstrate basic • Can demonstrate basic movement
Skills/ demonstrate basic movement patterns movement patterns patterns easily
Performance movement patterns • With support attempts • Developing more • Can demonstrate advanced
• Reluctantly attempts some more advanced advanced movement movement patterns
some more advanced movement patterns patterns • Challenges self to continually refine
movement patterns • With support, will carry • Attempts to improve or improve skill levels
• Puts minimal effort out activities designed to skill levels • Improves fitness level through
into improving improve fitness levels • Puts solid effort into activities
fitness levels • improving fitness levels
Attitude • Disparaging or • Neutral behaviours • Positive and responsible • Independent, supportive and
uncooperative present, requiring support behaviours present encouraging behaviours present
behaviours present
Comments:
1/14/2009 Regina Public Schools

Rubric for Accompanying
Beginner Intermediate Advanced
Rubric Examples
Control Participant is able to maintain control Participant is able to move quickly Participant is able to maintain control
of game object while staying within while controlling the ball or game while moving quickly and responding
game parameters (playing field, rules, object within the playing parameters to the movements of others in the
etc.). and is able to see other participants in playing parameters.
that area.
Visual Contact Participant watches game object to Participant is visually aware of game Participant is able to anticipate open
virtual exclusion of any other object and other participants. spaces so as to move to those spaces
participants. in relation to other participants and
playing parameters.
Balance Participant keeps center of gravity Participant keeps center of gravity Participant keeps center of gravity
over base of support. over base of support while moving over base of support while moving
quickly. quickly and is able to fake directional
changes.
Absorption Participant controls game object by Participant controls game object by Participant controls game object by
absorbing force through movement of absorbing force through movement of absorbing force through movement of
body part or equipment in contact body part or equipment in contact body part or equipment in contact
with game object. with game object while moving with game object while moving
quickly. quickly in relation to other participants
and playing parameters.
Ray Petracek, Regina Public School, June 2002

Self-Assessment Rubric for Basketball Dribbling Skills
Practice Needed Good Skills Excellent Skills
Rubric Examples
Dribbling in I sometimes lose the ball—it gets I seldom lose the ball, though I can keep I can make the ball bounce where I want it
own space away from me. This happens with it under control better with my to go and can keep it ahead of me when I’m
my preferred hand and even more preferred hand than with my other running. I can do this with both hands, even
with my other hand. hand. though my preferred hand is surer than my
other hand.
Forward/bac I have trouble switching forward I am able to keep my stance a good deal I can do forward and back switches very
kward stance and back. Sometimes my feet of the time, even when I am doing quickly and don’t even have to think about
with switches tangle up. switches. it as I do it. I am focussed on the play.
Head up I am always looking down at my I try to keep my head up and watch I am concentrating on the play and where I
feet or the ball, and sometimes I where I’m going, but once in a while I am about to go, so my head is always up as I
run into people because I don’t watch the ball or my feet. look for openings.
see where I’m going.
Dribbling I get caught up in what I want to I usually remember to bounce the ball I automatically bounce the ball as I run, so I
and travelling do and forget that I can’t hold the when I run, but occasionally I forget almost never get called for travelling. I am
ball and run. I don’t manage to when there’s lots happening. I try to pretty good at holding one foot on its spot
keep one foot on the same spot keep one foot on the same spot while I so I can look around for an opening to pass
while I hold the ball and look hold the ball, but it slips or lifts off once or run.
where to go. in a while.
Watching for I don’t watch for open spaces, Sometimes I can watch for open spaces I like to watch where the play is going and
open spaces because there’s too much else and try to make a play that works well find the open spaces to pass or to run. I can
taking my attention. Sometimes I because I find a spot. Sometimes I get usually find an open space to run to or a
dribble right to where people are caught because someone gets there person in the clear to pass to.
waiting for me. faster than I thought.
Sandra Falconer Pace, 2002

Rubric Examples
iRubric: Latin American Countries: RCampus.com http://www.rcampus.com/rubricshowc.cfm?code=R289W3&sp=true&
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Latin American Countries built by vickyferris1
Rubric Code: R289W3

Derived from rubric: Middle Eastern Project
Writing assignment rubric. Ready to use Public Rubric
Keywords: (None)
Directly link to this rubric or embed it
Categories: Subjects: Accounting Arts and Design Biology Business on your website:
Chemistry Communication Computers Dance Engineering
Rubric Examples
url: http://www.rcampus.com/ru
English Finance Foreign Languages Geography Geology Health
History Humanities Journalism Law Math Medical Music link: <a href='http://www.rcampu
Philosophy Physical Ed., Fitness Physics Political Science
Psychology Science Social Sciences (General) embed: <iframe src='http://www.rca
Types: Exam Homework Project Presentation Assignment
Writing (Other)
Grade Levels: 6-8
Criterion
100 %
Excellet Good Satisfactory Fair Poor
(N/A) (N/A) (N/A) (N/A) (N/A)
Content & Excellet Good Satisfactory Fair Poor
Developemnt Content is Content is Content is not Content is not Content is
35 pts accurate and accurate and comprehensive comprehensive incomplete.
persuasive. persuasive. and /or and/or - Major points are
- Content and - Major points are persuasive. persuasive. not clear and /or
purpose of the stated. - Major points are -Major points are persuasive.
writing are clear. - Content and addressed, but addressed, but
-Major points are purpose of the not well not developed or
stated clearly. writing are clear. supported. well supported.
-Wording is clear. -Wording is -Wording is not -Content is not
Thoughts are mostly exact, exact, clear, or consistent with
developed and clear, and precise. essay topic.
stay on topic. precise. - Content is
inconsistent with
regard to purpose
and clarity of
thought.
Organization & Excellet Good Satisfactory Fair Poor

Structure -Structure of the - Structure is - Structure of the - Organization - Paper is not
25 pts paper is clear and mostly clear and paper is not easy and structure organized.
easy to follow. easy to follow. to follow. detract from the Student has not
-Introduction is - Paragraph - Paragraph message of the shown any effort
clear, interesting, transitions are transitions need writer. in writing this
and is has a present. improvement. - Paragraphs are paper.
smooth transition - Conclusion is - Conclusion is disjointed and
to the body of the logical. missing, or if lack transition of
paper. provided, does thoughts.
- Paragraph not flow from the
transitions are body of the
logical and paper.
maintain the flow
of thought
throughout the
paper.
- Conclusion is
logical and flows
from the body of
the paper.
2 of 5 1/14/2009 3:58 PM
iRubric: Latin American Countries: RCampus.com http://www.rcampus.com/rubricshowc.cfm?code=R289W3&sp=true&
Grammar, Excellet Good Satisfactory Fair Poor

Punctuation & - Rules of - Rules of - Paper contains -Paper contains -Numerous
Spelling grammar, usage, grammar, usage, few grammatical, numerous grammatical
15 pts and punctuation and punctuation punctuation and grammatical, errors that
are followed; are followed with spelling errors. punctuation distracts from the
spelling is correct. minor errors that - Language lacks errors. readability of the
- Language is do not detract clarity or includes -Paper lacks paper.
clear and precise; from the the use of some clarity and
sentences display readability of the jargon or includes jargon
consistently work. conversational and the use of
strong, varied tone. conversational
structure. tone.
Spelling Excellet Good Satisfactory Fair Poor
Rubric Examples
15 pts Spelling is 3-5 Spelling 6-7 Spelling 8-10 Spelling More than 10
correct/ No errors errors errors errors spelling errors
Format Excellet Good Satisfactory Fair Poor

10 pts -Typed - Paper follows all - Paper follows - Paper follows Paper lacks many - Paper does not
-Double-spaced designated designated most guidelines. elements of met formatting
-12-pt. font Times guidelines. guidelines. correct standards.
New Romans - Paper is the - Paper is the formatting.
-2 Full pages in length appropriate appropriate - Paper is
-At least 2 sources length as length as inadequate in
cited. described for the described for the length.
assignment. assignment. - Only one source
-Format enhances -Format is good. listed.
readability of -Sources are
paper. listed
-2 or more
sources listed.
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3 of 5 1/14/2009 3:58 PM
Global History and Geography
Content-Specific Rubric
Thematic Essay
January 2007
Theme: Human Rights Violations

The human rights of many groups have been violated at different times in various nations and
regions. Efforts by governments, groups, and individuals to resolve these human rights violations
have met with mixed results.
Rubric Examples
Task: Select two groups who have experienced human rights violations in a specific nation or region and
for each
• Describe one historical circumstance that led to a human rights violation in the nation or region
• Describe one example of a human rights violation in that nation or region
• Discuss the extent to which a government, a group, or an individual made an attempt to resolve
this human rights violation
You may use any group whose rights have been violated from your study of global history. Some
suggestions you might wish to consider include Christians under the Roman Empire, indigenous peoples in
Latin America, Armenians under the Ottoman Empire, Ukrainians after the Russian Revolution, Jews in
Europe, Cambodians under Pol Pot, blacks under apartheid in South Africa, and Kurds in the Middle East.
Do not use any human rights violations from the United States in your answer.
Scoring Notes:
1. This thematic essay has a minimum of six components (one historical circumstance that led to a
human rights abuse, one example of a human rights violation, and the extent to which a
government, group, or an individual made an attempt to resolve the human rights violation) for
each of two groups.
2. The same nation or region may be associated with the two groups chosen, e.g., pogroms directed
against Jews in czarist Russia in the late 19th and early 20th centuries and treatment of
Chechens in Russia in the late 20th and early 21st centuries.
3. The two groups chosen may be from a single religious, ethnic, or historical identity, e.g., Jews
in czarist Russia and Jews in Nazi Germany.
4. The example of the human rights abuse may be included in the description of the historical
circumstance that led to a human rights violation in a nation or region.
5. Human rights violations of groups in the United States are not acceptable; however, the United
States could be used as the government or the source of a group or individual that attempted to
resolve the human rights violation, e.g., United States government support for economic
sanctions to end apartheid in South Africa.
6. As is the case with many historical topics, what constitutes the extent to which a government, a
group, or an individual made an attempt to resolve each human rights violation is subject to the
student’s point of view. The response may discuss the extent of resolution from a variety of
perspectives as long as the position taken is supported by accurate facts and examples.
[3]
Score of 5:
Thoroughly develops all aspects of the task evenly and in depth by describing one historical
circumstance that led to a human rights violation, describing one example of that human rights
violation for each group, and discussing the extent to which a government, a group, or an
individual made an attempt to resolve each human rights violation for two groups in a specific
nation or region
Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., Jews in
Europe: describes unsettled social, economic, political conditions of Germany in the 1920s and
1930s and the historical legacy of anti-Semitism and the racism of the Nazi party; describes how
Rubric Examples
anti-Semitic policies and lack of opposition culminated in state-sponsored genocide—the
Holocaust; acknowledges actions of individuals such as Oskar Schindler but also discusses
acquiescence to evil and the need for the Nuremberg Trials; Ukrainians after the Russian
Revolution: describes how Stalin’s policy toward nationalities combined with collectivization of
agriculture and police-state tactics led to human rights abuses; describes how terror and violence
isolated Ukraine; describes how forcibly collected high-grain quotas created food shortages and
“class war”’ against Kulaks brought on over six million deaths in 1932–33; discusses how relief
from Stalin’s rule was not on the agenda of the outside world and that historical resolution was part
of independence for Ukraine in 1991
Richly supports the theme with relevant facts, examples, and details, e.g., Jews in Europe: Treaty
of Versailles; scapegoat; stab-in-the-back; Aryan; concentration camps; Nuremberg Laws; ghetto;
Kristallnacht; genocide; Raoul Wallenberg; “righteous persons”; Warsaw ghetto uprising;
Nuremberg Trials; Nuremberg Principle; “never again”; Zionism; Ukrainians after the Russian
Revolution: national self-determination; five-year plans; breadbasket of Soviet Union;
Russification; totalitarian; “Stalin famine”
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion
that are beyond a restatement of the theme
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the
task more thoroughly than another
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g.,
Jews in Europe: connects dissatisfaction with peace settlement and economic conditions with
support for Nazi Party; describes examples of human rights violations prior to and during World
War II; discusses how Nuremberg Trials were attempts to resolve human rights abuses of Nazi
Germany; Ukrainians after the Russian Revolution: describes the desire of the Soviet government
to collectivize agriculture and subsequent human rights abuses; discusses obstacles to resistance at
the time
Supports the theme with relevant facts, examples, and details
[4]
Score of 3:
Develops all aspects of the task with little depth or develops at least four aspects of the task in
some depth
Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
Includes some relevant facts, examples, and details; may include some minor inaccuracies
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
may be a restatement of the theme
Examples of addressing at least four aspects of the task in some depth at Level 3
Rubric Examples
Holistic Scoring Reminder: These examples apply only to the evaluation of bullet 1.
A response meeting the criteria below does not, by itself, make it a level 3 response.
1. Dicusses all three aspects of the task for one group and only one aspect for the second group.
2. Discusses any two aspects of the task for both groups.
Exception: If at least three components have been thoroughly developed evenly and in depth and the
response meets most of the other level 5 criteria, the overall response may be considered a Level 3
paper.
Score of 2:
Minimally develops all aspects of the task or develops at least three aspects of the task in some
depth
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
Includes few relevant facts, examples, and details; may include some inaccuracies
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
clearly identify which aspect of the task is being addressed; may lack an introduction and/or a
conclusion
Examples of addressing at least three aspects of the task in some depth at Level 2
Holistic Scoring Reminder: These examples apply only to the evaluation of bullet 1.
A response meeting the criteria below does not, by itself, make it a level 2 response.
1. Dicusses all three aspects of the task for only one group.
2. Discusses any two aspects of the task for one group and only one aspect for the second group.
Score of 1:
Minimally develops some aspects of the task
Is descriptive; may lack understanding, application, or analysis
Includes few relevant facts, examples, or details; may include inaccuracies
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant
facts, examples, or details; OR includes only the theme, task or suggestions as copied from the test
booklet; OR is illegible; OR is a blank paper
[5]
Thematic Essay
June 2007
Theme: Political Change

Often, governments implement policies in an attempt to change society
Task: Choose one example from global history where a government attempted to change society and
• Describe the change the government wanted to bring about
Rubric Examples
• Explain why the government wanted to make this change
• Describe one specific policy the government used to try to bring about this change
• Discuss the extent to which this change was achieved
You may use any example of governmental change from your study of global history. Some suggestions you
might wish to consider include efforts to strengthen the Empire of Mali under Mansa Musa, Reformation in
England under Henry VIII, westernization of Russia under Peter the Great, Reign of Terror during the French
Revolution under Robespierre, Meiji Restoration in Japan under the Emperor Meiji, modernization of Turkey
under Atatürk, five-year plans in the Soviet Union under Joseph Stalin, fascism in Italy under Benito
Mussolini, and oil policies in Venezuela under Hugo Chávez. Although you are not limited to these
suggestions, you may not use communism under Mao Zedong or Deng Xiaoping as your example of
governmental change.
Do not use an example of governmental change in the United States as your answer.
Scoring Notes:
1. This thematic essay has a minimum of four components (a change the government wanted to
bring about, the reason the government wanted to make this change, a specific policy the
government used to bring about this change, and the extent to which the change was achieved).
2. In some instances, some components of the task may be treated simultaneously, e.g., the
description of the specific policy the government used to try to bring about change may be
combined with the discussion of the extent to which the change was achieved.
3. The policy the government used to bring about change may be identified by name (perestroika),
by the name of a leader (Gorbachev), or by intent (to restructure the Soviet economy).
4. The description of a specific policy the government used to bring about change may take the
form of a description of the specific elements of the policy.
5. No credit may be assigned to a response using the Chinese government under Mao Zedong or
Deng Xiaoping as its focus.
6. As is the case with many historical topics, the extent to which a change was achieved is subject
to point of view. The response may discuss the extent to which a change was achieved from a
variety of perspectives as long as the position taken is supported by accurate historical facts and
examples.
[3]
Score of 5:
Thoroughly develops all aspects of the task evenly and in depth by describing the change in society
a government wanted to bring about, explaining why the government wanted to make this change,
describing one specific policy the government used to bring about this change, and discussing the
extent to which the change was achieved
Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g.,
modernization of Turkey under Atatürk: illustrates the depth and breadth of Atatürk’s reforms in
making Turkey into a modern secular state after World War I; complete separation of church and
state by replacing Islamic law with laws modeled after European nations such as Great Britain and
France; changing status for Turkish women by granting political rights such as voting and the right
Rubric Examples
to run for political office; replacing traditional Islamic religious schools with secular public schools
in which the traditional Islamic curriculum was replaced; introducing a new Turkish alphabet that
greatly boosted the literacy rate; makes connections to issues in Turkey today such as the place and
role of Islam and the relationship of Turkey to Europe
Richly supports the theme with relevant facts, examples, and details, e.g., modernization of Turkey
under Atatürk: Ottoman Empire; Young Turks; Turkish nationalism; secular state; Republic of
Turkey; Father of Turkey; westernization; suffrage
Score of 4:
Develops all aspects of the task but may do so somewhat unevenly by discussing one aspect of the
task less thoroughly than the other aspects of the task
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g.,
modernization of Turkey under Atatürk: changing the remnants of the Ottoman Empire into the
modern secular state of Turkey; replacing Islamic law with a legal code based on a European
model; replacing Islamic traditions with western practices; legacy of Atatürk in the society and the
government that he shaped remains fundamentally unchanged
Supports the theme with relevant facts, examples, and details
Note: At score levels 5 and 4, all four components of the task should be developed.
Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1.
Score of 3:
Develops all aspects of the task with little depth or develops at least three aspects of the task in
some depth
Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
Includes some relevant facts, examples, and details; may include some minor inaccuracies
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that
may be a restatement of the theme
Note: If at least two components have been thoroughly developed evenly and in depth, and the
response meets most of the other Level 5 criteria, the overall response may be considered a
Level 3 paper.
[4]
Score of 2:
Minimally develops all aspects of the task or develops at least two aspects of the task in some
depth
Is primarily descriptive; may include faulty, weak, or isolated application or analysis
Includes few relevant facts, examples, and details; may include some inaccuracies
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not
conclusion
Score of 1:
Rubric Examples
Minimally develops some aspects of the task
Is descriptive; may lack understanding, application, or analysis
Includes few relevant facts, examples, or details; may include inaccuracies
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not
conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant
facts, examples, or details; OR includes only the theme, task, or suggestions as copied from the test
booklet; OR is illegible; OR is a blank paper
[5]
Honors World Geography Weekly Current Events Rubric
Purpose: To expose students to events taking place around the world and apply it to
what we are learning in world geography.
Description: Throughout the rest of the year we will have an ongoing current events
assignment. A current event is something that has taken place in the news during the
week. The current event that you choose to cover for the week has to be related to
Rubric Examples
something we have covered in class during the previous week or the current week.
Directions: You will use the following news paper websites to find your article and write
a summary of the article using the template that I provide you with: www.nytimes.com,
www.dailypress.com, http://hamptonroads.com/pilotonline/,
http://www.washingtonpost.com/, http://news.bbc.co.uk/, and
http://www.washingtontimes.com/.
Rubric: A good article summary will complete the entire template that I give you by
using complete sentences that are in paragraph form (topic sentence, middle filler, and
concluding sentence). You are expected to write a one paragraph summary for each of
the paragraphs or sections within the article, and a final summary that is TWO
paragraphs at the end of the article. You must also complete that who, what, when,
where, how, and why sections on the right but these do not to be in paragraphs, but must
be in complete sentences. Each article summary will count as three homework
assignments. The grading breakdown is as follows
50pts – Chosen article is on something that has been recently covered in class and is
stapled and attached to the summary
15pts – Answered who, what, when, where why, and how in complete sentences.
10pts – Paragraph summary for every paragraph or section of the article
25pts – Two paragraph article summary at the end.
Total = 100 pts possible
I reserve the right to change a grade based on egregious grammatical mistakes.
Due Dates: Your article will be due every two weeks starting with the first one due on
September 26th. The second one will be due on October 10th, third one October 24th, etc.
You will turn them in at the beginning of these class periods into the homework in box.
F O R Y O U R I N F O R M A T I O N O N H O W Y O U W I L L B E G R A D E D:
1. RUBRIC FOR PARTICIPATION (on a daily basis):
ATTENTIVENESS USEFULNESS OF READINESS TO GRADE
Rubric Examples
CONTRIBUTION CONTRIBUTE (in %)
Always attentive Almost always meaningful, Always eager to contribute 90 – 100
useful and appropriate
remarks
Most of the time Mostly meaningful, useful occasionally volunteers to speak 80 – 89
attentive and appropriate remarks
Sometimes attentive Sometimes meaningful, Does no want to speak unless 70 – 79
useful and appropriate being asked directly
remarks
Hardly ever attentive Mostly useless and Remains silent even when 60 - 69
inappropriate contributions asked directly
Did not show up Did not show up Did not show up 50
2. RUBRIC FOR EVALUATION OF ORAL PRESENTATION:
COMPREHENSIBILITY USE OF DEPICTION OF ORGANISATION GRADE

APPROPRIATE ISSUE (in %)
TERMINOLOGY
Occasional noticeable Introduces all pertinent lays out issue in a Coherent, well 100 - 90
interferences with first language, vocabulary and key concise but structured, logical
but inaccuracies are no obstacle terms and provides detailed, progression in depiction
to understanding correctly; slight fellow students with sophisticated and of issue and/or
hesitation vocabulary list clear way, quotes biography
sources, elaborate
explanations given
for conclusions.
occasional difficulties to Uses some important describes problem Mostly coherent, some 80 - 89
understand; frequent hesitation key terms, Explains comprehensibly, structure visible,
some vocabulary and including most progression somewhat
gives out a short list but details, quoted one uncoordinated
only verbally source, concludes
comprehensibly
strong interferences by first Uses one key term, describes problem To a large extent 70 - 79
language; can hardly be does not provide but leaves out Incoherent structure,
understood; many pauses vocabulary translations important aspects, jumps from one item to
does not quote the other without any
source, conclusion logical progression
somewhat far
fetched
mostly unintelligible; severe Uses inappropriate describes problem All over the place; no 60 - 69
influences by first language; vocabulary, appears to insufficiently, has no logical structure visible
complete presentation be insecure what some background, is not
breakdown key terms mean able to put issue
into perspective
3. RUBRIC FOR NACHRICHTENPRÄSENTATION:
COMPREHENSIBILITY KNOWLEDGE DEPICTION OF GRADE

OF MELDUNGEN
VOCABULARY (in %)
MENTIONED IN
MELDUNG
Rubric Examples
noticeable interferences with mother Knows all pertinent Reports news pieces in a 100 - 90
tongueö however, inaccuracies are vocabulary concise but detailed and clear
no obstacle to understanding way, sophisticated, can
correctly; slight hesitation elaborate on background of
particular “Meldung” and
people and events mentioned
occasional difficulties to understand; Can explain some reports news pieces 80 - 89

frequent hesitation vocabulary comprehensibly, including
most details, has some
background info on particular
“Meldung” and people and
events mentioned
strong interferences by first Is not able to give describes news pieces but 70 - 79
language; can hardly be understood; vocabulary leaves out important aspects
many pauses translations of the “Meldung”, can give
only very limited background
info on particular “Meldung”
and people and events
mentioned
mostly unintelligible; severe appears to be Reports news pieces 60 - 69

influences by first language; insecure what the insufficiently, has no
complete breakdown words in “Meldung” background info whatsoever
mean at all on particular “Meldung” and
people and events mentioned
4. DAILY QUIZZES ARE MULTIPLE CHOICE, TEN QUESTIONS EACH, RIGHT OR WRONG.
5. HOMEWORK IS EITHER DONE OR NOT DONE. HOWEVER, IF IT LACKS

SIGNIFICANTLY ACADEMIC STANDARDS IT WILL BE RETURNED AND HAS TO BE
REWRITTEN.
6. RUBRIC FOR FINAL ESSAY:
LANGUAGE USE OF SUPPORT/CONTENT FOCUS AND GRADE

(applies to APPROPRIATE ORGANISATION
English or TERMINOLOGY (in %)
German
version)
Rubric Examples
Risks complex Introduces all elaborate, quotes two sources Coherent, well 100 - 90
sentence structures, pertinent vocabulary (even not verbatim), good structured, logical
writes in appropriate and key terms, explanations and reasons given for progression in line of
tenses, easily showing clear conclusions, superior reasoning, The paper is
comprehensible knowledge of what understanding. Relevant details clear, focused, and
sentences, the text they mean provide enrichment. purposeful. It thoroughly
moves along explains the selected
efficiently for the topic in understandable
most part. and comprehensive
terms. The order,
structure, or
presentation is
compelling and moves
the reader through the
text.
Risks the occasional Uses some describes problem The organizational 80 - 89
complex sentence important key terms comprehensibly, including most structure is strong
structure, mostly and vocabulary and details, quotes one source (even enough to move the
comprehensible it appears that he or though not verbatim), concludes reader from point to
sentences, can she is aware of their comprehensibly, mature point without undue
convey his or her meaning understanding confusion. Despite a few
ideas problems, the
organization does not
seriously get in the way
of the main point.
Writes in a very Uses only one key describes problem but leaves out Incoherent, jumps from 70 - 79
basic style, term, paraphrases important aspects, does not quote one item to the other
sentence structure terms and any source, commonplace without any logical
sometimes obscures terminology that understanding, conclusion progression. The writing
meaning, rather have been key in our somewhat far fetched lacks a clear sense of
than showing the discussions and direction. Ideas, details
reader how ideas readings instead of or events seem strung
relate. Errors in using the correct together in a random,
spelling, grammar, term haphazard fashion or
punctuation, else there is no
repeatedly distract identifiable internal
the reader and structure at all.
make the text
difficult to read.
Sentence structure Uses inappropriate describes problem insufficiently, The writer has not 60 - 69
mostly unclear and and inadequate has no background, is not able to clarified the selected
incomprehensible, vocabulary, no put issue into perspective, lack of topic. The paper has no
the ideas are important key terms understanding is evident clear sense of purpose.
obscured mentioned
http://www.rutgers.edu/
Rubric for oral presentation: Foreign Language Department
Rubric—Presentation
Skill Accomplished Proficient Intermediate Beginner

4 3 2 1
Structure
4 3 2 1
Timing and Spacing
4 3 2 1
Rubric Examples
Audibility
Accomplished—speaker is well-prepared and easily able to engage the listener through a clear structure, good timing and
pacing, and clear audibility.
Proficient—speaker is well prepared with a structure having only minor digressions and/or difficulties, falters occasionally
in timing and pacing and is sufficiently audible.
Intermediate—speaker’s structure is adequate having some digressions and/or difficulties, timing and pacing falters or
shows considerable hesitation; audience has difficulty with audibility.
Beginner—speaker’s structure shows lack of organization and is difficult to follow, timing and pacing are lacking or shows
frequent hesitation; audience has difficulty understanding the speaker.
Rubric—Vocabulary

4 3 2 1
Language
4 3 2 1
Colloquialisms
4 3 2 1
Idiomatic
Expressions
Accomplished—speaker uses specific, clear and descriptive language that incorporates colloquialisms and idiomatic
expressions with ease and creativity.
Proficient— speaker uses specific, clear and descriptive language for the most part and incorporates colloquialisms and
idiomatic expressions with only minor mistakes.
Intermediate— speaker uses clear but predictable language that only incorporates colloquialisms and idiomatic expressions
with some difficulty.
Beginner— speaker uses only basic, disjointed language and has trouble with colloquialisms and idiomatic expressions.
I:/ Academic Affairs Office/ Assessment of Institutional Effectiveness/ Academic Programs / Academic PLAN Format
1 of 7
Rubric—Grammar and syntax

4 3 2 1
Sentence Structure
4 3 2 1
Grammar
4 3 2 1
Word Order
Rubric Examples
Accomplished—speaker uses complex sentence structure with few to no grammatical mistakes
Proficient— speaker uses less complex but correct sentence structure with minor mistakes in grammar and word order.
Intermediate— speaker uses basic yet correct sentence structure with some difficulties in grammar usage and word order.
Beginner— speaker uses only basic and sometimes incorrect sentence structure and has frequent difficulties with grammar
usage and word order.
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Rubric for Written Component: Foreign Language Department
Rubric—Product

4 3 2 1
Clarity
4 3 2 1
Amount of
Communication
Rubric Examples
4 3 2 1
Quality of
Communication
4 3 2 1
Fluency
Accomplished—Clarity: Can be understood without difficulty by native speakers.
Amount of Communication: Detailed narration and description; ability to support opinions and to develop
arguments in hypothetical situations.
Quality of Communication: Ability to compensate for an imperfect grasp of forms with confident use of
communicative strategies such as paraphrasing and circumlocution.
Fluency: Remarkable fluency and ease of speech, although inadequacies may occasionally appear.
Proficient— Clarity: Can be understood without difficulty by native speakers although intelligibility may at times fail.
Amount of Communication: Writing takes place at paragraph length with adequate connections, yet the
development of a theme may be lacking in details and limited to generalities; limited production in
hypothetical situations.
Quality of Communication: Able to express concrete situations; hypothetical statements may be written
with caution yet with accuracy; few errors of agreement, tense, word order, articles, pronouns, prepositions.
Fluency: Sentences linked together smoothly; yet does not necessarily show facility in analytical, abstract,
hypothetical, argumentative products.
Intermediate— Clarity: Can be understood by native speakers not accustomed to non-native speakers.
Amount of Communication: Emergence of a connected discourse delivered at paragraph length; can

usually express adequately when narrating and describing; amount of communication is less substantial in
analytical and abstract situations
Quality of Communication: Difficulty controlling past, present, and future tenses as well as their
respective formations; several errors of agreement, tense, word order, articles, pronouns, prepositions;
however, linguistic inaccuracy does not interfere with communicative performance (the student’s ability to
get a message across).
Fluency: Limited vocabulary and awkward sentence structure.
Beginner— Clarity: Misunderstandings frequently arise due to strong interference from native language but can be
overcome by clarifications when communicating with sympathetic interlocutors.
Amount of Communication: Language production takes place one sentence at a time.
Quality of Communication: Some language accuracy takes place in basic structures and vocabulary; Can
3 of 7
create with learned elements of language and make up sentences within a limited range of situations and
contexts.
Fluency: Writing is characterized by obvious struggles with appropriate language forms.
Rubric—Vocabulary

4 3 2 1
Language
4 3 2 1
Rubric Examples
Colloquialisms
4 3 2 1
Idiomatic
Expressions
Accomplished—writer uses specific, clear and descriptive language that incorporates colloquialisms and idiomatic
expressions with ease and creativity.
Proficient—writer uses specific, clear and descriptive language for the most part and incorporates colloquialisms and
idiomatic expressions with only minor mistakes.
Intermediate— writer uses clear but predictable language that only incorporates colloquialisms and idiomatic expressions
with some difficulty.
Beginner— writer uses only basic, disjointed language and has trouble with colloquialisms and idiomatic expressions.
4 of 7
Rubric—Grammar and syntax

4 3 2 1
Sentence Structure
4 3 2 1
Grammar
4 3 2 1
Word Order
Rubric Examples
Accomplished—writer uses complex sentence structure with few to no grammatical mistakes
Proficient— writer uses less complex but correct sentence structure with minor mistakes in grammar and word order.
Intermediate— writer uses basic yet correct sentence structure with some difficulties in grammar usage and word order.
Beginner— writer uses only basic and sometimes incorrect sentence structure and has frequent difficulties with grammar
usage and word order.
Rubric for self and peer evaluation:
Peer evaluation Peers feel that student had an Peers feel that student Peers feel that student
equal part in preparing and could have done a little did very little work in
presenting information. more in either preparing either preparing or
or presenting presenting information.
information.
5 4 3 2 1 0
10 9 8 7 6
Self evaluation Student feels that he or she Student feels that he or Student feels he or she
had an equal part in she could have done did very little work in
preparing and presenting the more in either preparing either preparing or
information. or presenting the presenting the
information. information.
8 7 6 5 4 3 2 1 0
10 9
Comments:
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PEER EVALUATION
NOTE: PLEASE DO NOT INCLUDE YOUR NAME IN THIS DOCUMENT
Name of student
you are
evaluating:
Strongly agree Agree Somewhat agree Disagree

Student had an
Rubric Examples
equal part in
preparing this 4 3 2 1
presentation
Student had an
equal part in
presenting the 4 3 2 1
information
Student
demonstrated
confidence and 4 3 2 1
knowledge in the
material presented
Student was able
to be heard clearly
4 3 2 1
Student addressed
the class questions
clearly and 4 3 2 1
concisely
Comments:
6 of 7
SELF-EVALUATION
Your name
Strongly agree Agree Somewhat agree Disagree

You had an equal
part in preparing
this presentation 4 3 2 1
Rubric Examples
You had an equal
part in presenting
the information 4 3 2 1
You demonstrated
confidence and
knowledge in the 4 3 2 1
material presented
You were able to
be heard clearly 4 3 2 1
You addressed the

class questions
clearly and 4 3 2 1
concisely
Comments:
Legend:
4=21-25
3=17-20
2=13-16
1=12 and below
7 of 7
Foreign Language Department Scaffold http://www.cathedralhigh.org/foreign_scaffold.htm
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Foreign Language Rubric

Rubrics for Oral Evaluation
0 1 2 3 4 5
understandable, understandable,
numerous
no barely much native minimum native no conspicuous
Pronunciation errors, difficult
response intelligible language language mispronunciations
to understand
interference interference
many numerous
Honor Rolls frequent errors
Rubric Examples
no errors, little errors interfere good, several excellent, very
Structure do not hinder
Core Requirements response sentence with errors few or no errors
communication
structure communication
functional, fails
limited to basic
no to communicate
Library Vocabulary inadequate words, often adequate precise, varied
response complete
inaccurate
meaning
School Calendar
recognizes comprehends understands
Panther Patrons comprehends
Listening no simple slow or speech well, understands
simplified
Comprehension response memorized directed requires some nearly everything
Bookstore speech
phrases speech repetition
incomplete
adequately
fragmented, able to use sentences,
no conveys natural, very few
Speaking/Fluency barely routine communicates
response meaning, errors or no errors
intelligible expressions meaning with
several errors
frequent errors
These Rubrics for Oral, Written and Visual projects may be used for any year of the language.
(The information below is for a Spanish class.)
Evaluaciones Orales, Escritas y Visuales

La Parte Oral
Volumen 0 1 2 3 4 5
Pronunciación 0 1 2 3 4 5
Claridad 0 1 2 3 4 5
Fluidez 0 1 2 3 4 5
Esfuerzo 0 1 2 3 4 5
Uso de español (vocabulario) 0 1 2 3 4 5
La Parte Escrita
Ortografía 0 1 2 3 4 5
Gramática 0 1 2 3 4 5
Fluidez 0 1 2 3 4 5
La Parte Visual
Contenido 0 1 2 3 4 5
Nota Oral
Nota Escrita
Nota Visual
Nota Final
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Assessment
ASSESSMENT
The assessment is unusual in its very authenticity: if students cannot be understood by their
counterparts in Russia, then they have not communicated effectively. However, the students
wrote their own descriptions as homework, then any mistakes were underlined and the second
draft was graded for 15% of the 10-week grade. The criteria for that grade is as follows:
Rubric Examples
REFLECTION
Before this unit students have had one year of Russian and will have learned basic vocabulary,
singular and plural forms of nouns and adjectives in three cases. This tends to be the vocabu-
lary unit that students remember best, and can recall best when it returns as a writing topic. A
natural follow-up unit is one on health.
This lesson could be augmented as follows:

■ use new vocabulary to have students draw a head representative of a teacher dictating
in Russian. (eg., ÒNow draw eyes, short nose, etc.Ó)
■ have students bring in collage illustrations to practice labeling of new vocabulary
■ learn Russian songs that incorporate descriptive vocabulary
■ using portraits of famous Russians (Pushkin, Anna Akhmatova, Raisa Gorbacheva),
assign one to each student to describe in both oral and written presentation.
4 Languages Other Than English

FOREIGN LANGUAGE RUBRIC
NAME __________________________________________ DATE ____________________________
KNOWLEDGE COMPREHENSION COMMUNICATION
Knowing and understanding Responding with Using interpersonal,
Rubric Examples
the vocabulary, structures, understanding to written, interpretive and presentational
and cultural context of the spoken and visual clues. skills and strategies to
target language communicate in the target
language
4 • All the required elements • The response shows • The communication skills
(vocabulary, structures, complete understanding of and strategies are
and/or cultural context) are main ideas and details. complete, appropriate and
complete and correct. correct.
3 • Most of the required • The response for the most • The communication skills
elements (vocabulary, part shows understanding of and strategies are mostly
structures, and/or cultural main ideas and most complete, appropriate and
context) are complete and details. correct.
correct.
2 • Some of the required • The response shows some • The communication skills
elements (vocabulary, understanding of main ideas and strategies are
structures, and/or cultural and details. somewhat complete,
context) are complete and appropriate and/or correct.
correct.
1 • A few of the required • The response shows little • The communication skills
elements (vocabulary, understanding of main ideas and strategies are minimally
structures, and/or cultural and/or details. evident, appropriate, and/or
context) are complete and correct.
correct.
0 • All the required elements • The response shows no • The communication skills
(vocabulary, structures, understanding of main ideas and strategies are missing,
and/or cultural context) are and/or details. inappropriate, and/or
missing and/or incorrect. incorrect.
Score
Course Profile Child Development and Gerontology (TPO4C), Grade 12... http://www.curriculum.org/csc/library/profiles/12/html/TPO4CP3.htm
Appendix 3.1.2
Rubric for Brochure on Aging

Criteria/Categories
(50-59%) (60-69%) (70-79%) (80-100%)
Knowledge/Understanding
Identify and describe - identifies and - identifies and - identifies and - thorough
needs of different stages describes stages describes stages describes stages identification
Rubric Examples
of adulthood clearly with limited with moderate with and description
clarity and clarity and considerable of stages
completeness completeness clarity and
completeness
Communication
Communicate verbally or - communicates - communicates - communicates - communicates
by printed word, with limited with moderate with with a high
“Duvall’s 8 Stage Family accuracy and accuracy and considerable degree of
Life Cycle (Aging Family effectiveness effectiveness accuracy and accuracy and
- Retirement to Death)” effectiveness effectiveness
and “McGoldrick’s 6
Stage Life Cycle –
Families in Later Life”
Application
Brochure reflects - brochure - brochure - brochure - brochure
understanding of myths reflects limited reflects reflects reflects a high
about aging and fallacies understanding moderate considerable degree of
of the same understanding understanding understanding
Note:
A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
6 of 21 1/14/2009 4:15 PM
Course Profile Child Development and Gerontology (TPO4C), Grade 12... http://www.curriculum.org/csc/library/profiles/12/html/TPO4CP3.htm
Appendix 3.2.3
Analysis Report Class Presentation Rubric
Student: ___________________________________ Date: ___________________________

Categories/Criteria
(50-59%) (60-69%) (70-79%) (80-100%)
Rubric Examples
Knowledge/Understanding
Use appropriate - demonstrates - demonstrates - demonstrates - demonstrates
terminology and limited use of moderate use of considerable use thorough use of
descriptions when terminology and terminology and of terminology terminology and
presenting various descriptions descriptions and descriptions descriptions
aspects about the older
individual.
Thinking/Inquiry
Explain and demonstrate - explains and - explains and - explains and - explains and
their assessment and demonstrates demonstrates demonstrates demonstrates
alternatives for the their assessment their assessment their assessment their assessment
promotion of the older and alternatives and alternatives and alternatives and alternatives
individual’s needs. with limited with moderate with with a high
effectiveness effectiveness considerable degree of
effectiveness effectiveness
Communication
Describe and/or - communicates - communicates - communicates - communicates
demonstrate the various assessment assessment assessment assessment
communication skills information with information with information with information with
needed to acquire the limited moderate considerable a high degree of
applicable information effectiveness effectiveness effectiveness effectiveness
for assessment to assist
an older individual.
Note:
A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
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Downloaded At: 21:00 20 January 2009
TABLE 1. Assessment rubric
Rubric Examples
220
Specific Achievement Beginning Developing Accomplished Exemplary
Objective 1: identify unable to identify any able to identify able to identify milestones able to identify milestones
historical milestones in historical milestones milestones and discuss their and compare them to alter-
the development of aging importance based on native ways to study aging
as a subject of study reading assignments
Objective 2: discuss bio- unable to discuss the biologi- able to differentiate able to identify and discuss: able to identify and discuss:
logical, psychological, cal, psychological, social, among the biolog- at least 2 biological the major biological
social, and spiritual and spiritual aspects ical, psychologi- processes of aging 1 changes associated with
aspects of aging of aging cal, social, and significant social or psy- aging significant social
spiritual aspects chological change asso- changes that influence
of aging ciated with aging, at least psychological well-being in
1 aspect of spirituality old age changes in the
that can be associated significance of spirituality
with aging in old age
Objective 3: identify and unable to identify and discuss able to define suc- able to identify and discuss: able to identify and discuss:
discuss the systems the systems that influence cessful aging able the aging network Medic- the changes that have
that influence success- successful aging, such as to differentiate aid and Medicare health occurred in the aging net-
ful aging, such as pol- policy, the aging network, among the care professionals work- work over time the impact
icy, the aging network, and inter- and intradisci- systems that ing with older adults the U.S. health system has
and inter- and intradisci- plinary health systems influence suc- on successful aging the
plinary health systems cessful aging significance of changes in
old age policy over time
Objective 4: identify unable to identify essential able to identify at able to identify and discuss: able to identify and discuss:
essential health and health and allied health least 3 essential the traditional interdisci- the impact health profes-
allied health professions professions and what health and allied plinary team in relation to sionals have on successful
and what they do they do health profes- old age services the aging complimentary and
sions and what allied health profession- alternative medicine practi-
they do als and what they provide tioners other professionals
for the older client in nonmedical fields who
also assist older persons
TEACHING AMERICAN HISTORY ASSIGNMENT GRADING RUBRIC T.T. REVISED 9/2005
Does Not Meet the Meets the Standard Targets/Exceeds the

Standard B range Standard A range
Each package should
have:
a) Lesson Plans • does not have all required • uses appropriate documents to • makes extensive use of readings
elements or incomplete. produce lesson plans that and documents to produce lesson
• format is unclear or lacks detail. connect American history plans that are of highest quality
• lacking depth of content. documents to key issues and and connect to key issues and
• not linked to Mass DOE themes of each course. course themes.
frameworks. • reflects adequate depth of • evinces depth of content
Rubric Examples
• lacking depth of content. content appropriate to grade level knowledge.
• reliant on textbook materials or taught. • materials keyed to Mass. DOE
"canned" or pre-prepared content • materials keyed to Mass. DOE Curriculum Frameworks.
or handouts. Curriculum Frameworks. • extensive use of technology or
• Fewer than two plans utilize • activities and materials are visual materials in lesson and
local history resources. original. plans.
• at least two plans utilize local • activities and materials are
history resources, preferably original, creative, and
involving field trips (include challenging.
basic information on location, • plans cover a variety of subjects
access, and costs). • at least two plans utilize local
history resources, preferably
involving field trips (include
basic information on location,
access, and costs).
For Graduate credit choose 2 of 4
tasks listed below:
For PDPs choose 1 of 4 tasks:
b) Book Review • no materials submitted • book is approved and appropriate • depth of analysis is outstanding.
• book not approved by instructors to content objectives. • book is well connected to content
or inappropriate. • some analysis and verdict on its objectives.
utility in the classroom and • clear connection between book
quality of content. and teaching tasks.
.
c) Virtual Tours (3) • does not use appropriate sites • adequate virtual field trip • virtual field trips enhance
• lacking in documentation. information with some knowledge of course content and
• little or no information regarding connection to lesson plans and complement lesson plans.
how or why this site would be course content. • high level of description and
useful to teaching about the • some explanation of what a relation to lesson plan content.
subject. teacher would find there and • detailed information on sites’
guidance on how to use it. utility in the classroom.
d) Annotated Web Site List • analysis of sites’ quality and • covers major sites appropriate to • web sites chosen are highly
(6-10 sites) usefulness is weak or course content and the span of appropriate for content.
nonexistent. the chronological era. • high level of analysis and
• lacks description of sites’ titles, • information is complete, useful, usefulness in the classroom made
locations, or owners/authors. and could be shared in a limited clear in description.
• no linkage to course content. manner.
e) Primary Sources (3) • little or no analysis of content or • good description of why chosen • highly detailed description of
how it could be used in the and how used in classroom. how and why sources would be
classroom. • solid analysis of content. used to teach.
• sources have some link to course • insightful analysis of documents’
content. content.
• sources have some link to lesson • sources clearly linked to course
plans. content.
• sources clearly linked to lesson
plans.
American History RUBRIC
Expectations Does not meet Approaches Meets Exceeds
1.a. Basic Narrative 1.a.i.) Work 1.a.i.) Work demonstrates 1.a.i) Work 1.a.i) Work demonstrates
“Historical Context: The shows very little a modest ability to demonstrates an a thorough understanding
student has gained a understanding of understand historical adequate understanding of historical issues and
body of knowledge in historical issues issues and makes a few of historical issues and makes excellent
US history sufficient to and connections. connections, but is less makes satisfactory connections over time.
Rubric Examples
be able to place events 1.a.ii.) Includes than satisfactory. 1.a.ii) connections over time. 1.a.ii.) Work
and the interpretation of major errors. Work contains errors, but 1.a.ii.) Work is primarily demonstrates analytical
these events in an shows awareness of descriptive, but shows skill in presenting an
appropriate temporal and historical thesis or line of awareness of historical historical thesis or line of
spatial context, including reasoning. thesis or line of reasoning.
a meaningful chrono- reasoning
logical order and within
a larger scheme of
historical change.”
O O O O
1.b. Multidimensional 1.b.i.) Work 1.b.i.) Work demonstrates 1.b.i.) Work demon- 1.b.i.) Work
Analysis: “The student demonstrates very a modest understanding of strates a satisfactory demonstrates a thorough
demonstrates an little ability to a dimension or dimensions understanding of a understanding of a
awareness of various understand any in relationship to the basic dimension or dimen- dimension or dimensions
dimensions of history-- dimension in narrative of American sions of U.S. history in of American history in
political, social, relationship to the history. 1.b.ii.) Work relationship to the basic relationship to the basic
economic, cultural, and basic narrative of refers to dimension(s) and narrative of American narrative of American
environmental…” American history. relates them in a simple history. 1.b.ii.) Work history. 1.b.ii. Work
1.b.ii.Includes way to the basic narrative describes the signif- demonstrates analytical
major errors of American history. icance of dimension(s) skill in relating
and relates them clearly dimensions thematically
to the basic narrative of to basic narrative of
American history American history.
O O O O
1.c. Unity and Diversity 1.c.i.) Work 1.c.i.) Work demonstrates 1.c.i.) Work 1.c.i.Work demonstrates
Multidimensional demonstrates very a modest understanding of demonstrates an a thorough understanding
Analysis (cont.) “is able little understand- how individuals and adequate understanding of how individuals and
to understand the ing of how indi- groups have experienced of how individuals and groups have experienced
significance of ethnicity, viduals and history differently. 1.c.ii.) groups have experienced history differently. 1.c.ii.
gender, race, and class in groups have Work refers to the exper- history differently. Work demonstrates
relation to these experienced ience of one or more 1.c.ii.) Work describes analytical skill in relating
dimensions.” history differ- groups but fails to relate the experience of one or the experience of one or
ently. 1.c.ii In- concepts clearly to the more groups and relates more groups to the
cludes major basic narrative of it to the basic narrative narrative of American
errors American history of American history history.
O O O O
2.a.) Common 2.a.i.) Work 2.a.i.) Work demonstrates 2.a.i.) Work 2.a.i.) Work
institutions: Students shows limited a modest understanding of demonstrates an demonstrates a thorough
will understand the understanding. the origins and adequate understanding understanding of the
origins and development 2.a.ii.) Includes development of selected of the origins and origins and development
of political, economic, major errors institution or institutions. development of selected of selected institution or
social, cultural, or other 2.a.ii.) Work refers to institution or institutions. 2.a.ii. Work
institutions of the United institution(s) institutions. 2.a.ii.) demonstrates analytical
States. (Institutions Work describes skill in discussing
might include govern- institution(s) institution(s).
ment, business, labor,
Rubric Examples
military, family, or
others.)
O O O O
2.b. Institutions and how 2.b.i.) Work 2.b.i.) Work demonstrates 2.b.i.) Work 2.b.i.) Work
they have affected shows limited a modest understanding of demonstrates an demonstrates a thorough
different groups. understanding. how institution(s) have adequate understanding understanding of how
2.b.ii.) Includes affected different groups of how institution(s) institution(s) have
major errors 2.b.ii.) Work refers to how have affected different affected different groups.
institution(s) have affected groups 2.b.ii.) Work 2.b.ii. Work
different groups. describes how demonstrates analytical
institution(s) have skill in discussing how
affected different institution(s) have
groups. affected different groups.
O O O O
3.a.) Historical 3.a.i.) Work 3.a.i.) Work demonstrates 3.a.i.) Work 3.a.i.) Work
Mindedness: ”an shows limited a modest of America’s demonstrates an demonstrates a thorough
appreciation of the understanding of evolving relationship with adequate understanding understanding of
varieties of political, America’s the rest of the world of America’s evolving America’s evolving
geographical, and evolving understanding. 3.a.ii.) relationship with the rest relationship with the rest
cultural regions of the relationship with Work refers to an aspect of of the world. 3.a.ii.) of the world. 3.a.ii.)
world.” the rest of the U.S. relationship with rest Work describes Work analyzes aspect(s)
world. 3.a.ii.) of the world, but in a aspect(s) of U.S. of U.S. relationship with
Work did not simple way relationship with the rest the rest of the world
correctly refer to of the world without using appropriate
any aspect of U.S. extended analysis historical events and
relationship to transitions
rest of the world
O O O O
Comments:
HIST 300 http://bss.sfsu.edu/jrodriguez/courses/300/rubric.htm
Home
HIST 300 Paper Evaluation Rubric

Home

Syllabus
You may use the following guidelines to get a sense of how the research
Handouts paper will be graded and to understand your particular grade. This rubric is
Research only a guideline. Above all, keep this in mind:
Paper ʺA good style is, first of all, clear. The proof is that language which does not
Rubric Examples
Book Review convey a clear meaning fails to perform the very function of language.ʺ
Writing Tips
‐‐Aristotle, Rhetoric (Book III:2)
Grading
Rubric
The Superior Paper (A/A‐)
Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal
clear.
Structure: Evident, understandable, appropriate for thesis. Excellent
transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence: Primary source information used to buttress every point
with at least one example. Examples support mini‐thesis and fit within
paragraph. Excellent integration of quoted material into sentences. Excellent
integration of secondary sources.
Analysis: Author clearly relates evidence to mini‐thesis; analysis is fresh and
exciting, posing new ways to think of the material.
Logic and argumentation: All ideas in the paper flow logically; the argument
is identifiable, reasonable, and sound. Counterarguments in the
historiography are acknowledged and where possible refuted.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of
punctuation and citation style; minimal to no spelling errors; absolutely no
run‐on sentences or awkward constructions; limited or no use of the passive
voice.

The Good Paper (B+/B/B‐)
Thesis: Promising, but may be slightly unclear, or lacking in insight or
originality.
Structure: Generally clear and appropriate, though may wander occasionally.
May have a few unclear transitions, or a few paragraphs without strong topic
sentences.
Use of evidence: Examples used to support most points. Some evidence does
not support point, or may appear where inappropriate. Quotations well
integrated into sentences. Above average integration of secondary sources.
Analysis: Evidence often related to mini‐thesis, though links perhaps not
very clear.
Logic and argumentation: Argument of paper is clear, usually flows logically
and makes sense. Some evidence that counter‐arguments acknowledged,
though perhaps not addressed.
Mechanics: Sentence structure, grammar, and diction strong despite
occasional lapses; punctuation and citation style often used correctly. Some
(minor) spelling errors; may have a couple of run‐on sentences, sentence
1 of 3 1/14/2009 4:22 PM
HIST 300 http://bss.sfsu.edu/jrodriguez/courses/300/rubric.htm
fragments, or other awkward constructions; a couple of sentences in the
passive voice.

The ʺNeed Helpʺ Paper (C+/C/C‐)
Thesis: May be unclear (contain many vague terms), appear unoriginal, or
offer relatively little that is new; provides little around which to structure
the paper.
Structure: Generally unclear, often wanders or jumps around. Few or weak
transitions, many paragraphs without topic sentences.
Use of evidence: Examples used to support some points. Points often lack
supporting evidence, or evidence used where inappropriate (often because
Rubric Examples
there may be no clear point). Quotes may be poorly integrated into
sentences.
Analysis: Quotes appear often without analysis relating them to mini‐thesis
(or there is a weak mini‐thesis to support), or analysis offers nothing beyond
the quote. Poor to weak integration of secondary sources.
Logic and argumentation: Logic may often fail, or argument may often be
unclear. May not address counter‐arguments. May contain logical
contradictions.
Mechanics: Problems in sentence structure, grammar, and diction (usually
not major). Errors in punctuation, citation style, and spelling. May have
several run‐on sentences or fragments; more than a couple of sentences are
in the passive voice.

The Truly Needy Paper (D+/D/D‐)
Thesis: Difficult to identify at all, may be bland restatement of obvious
point.
Structure: Unclear, often because thesis is weak or non‐existent. Transitions
confusing and unclear. Few topic sentences.
Use of evidence: Very few or very weak examples. General failure to support
statements, or evidence seems to support no statement. Quotes not
integrated into sentences; ʺplopped inʺ in improper manner.
Analysis: Very little or very weak attempt to relate evidence to argument;
may be no identifiable argument, or no evidence to relate it to. Little or no
use of secondary sources.
Logic and argumentation: Ideas do not flow at all, usually because there is
no argument to support. Simplistic view of topic; no effort to grasp possible
alternative views. Many logical contradictions, or simply too incoherent to
determine.
Mechanics: Big problems in sentence structure, grammar, and diction.
Frequent major errors in citation style, punctuation, and spelling. May have
many run‐on sentences and comma splices; abundant use of the passive
voice.

The Failing Paper
Shows obviously minimal lack of effort or comprehension of the
assignment.
Very difficult to understand owing to major problems with mechanics,
structure, and analysis. Has no identifiable thesis or the thesis is utterly
incompetent.

2 of 3 1/14/2009 4:22 PM
Teaching American History Rubric for Lesson and Unit
Criteria 4/ Exemplary 3/ Proficient 2/ Adequate 1/ Inadequate

Integrates Effectively uses For the most part Uses some Does not use
content historical content effectively uses historical content historical
knowledge from TAH historical content from TAH content from
workshops, site from TAH workshops, site TAH
visits and readings; workshops, site visits and workshops, site
40%
establishes an visits and readings; readings; some visits and
accurate historical establishes an evidence of readings; little
context; provides a accurate historical accurate historical or no evidence
coherent narrative; context; provides a context and of historical
Rubric Examples
and includes coherent narrative; coherent narrative; context,
multiple and includes and includes some coherent
perspectives. multiple perspectives. narrative, or
perspectives. varied
perspectives.
Selects and Selects and uses Most of lesson Some use of high Primary sources
uses high quality online reflects use of high quality online are not of high
online primary sources that quality online primary sources quality, are not
primary are placed in primary sources that that are placed in online, or are
historical context are placed in historical context not included. No
sources
and integrated into historical context and integrated into guiding
the lesson/unit; and integrated into the lesson/unit; questions
25% provides guiding the lesson/unit; limited use of provided for
questions for provides some guiding questions students.
students to use with guiding questions for students.
primary sources. for students to use
with primary
sources.
Selects and Effectively selects For the most part Evidence of one or Little or no
uses and uses teaching lesson/unit includes two of: evidence of
engaging strategies that: strategies that Active engaging
teaching require active reflect active participation, teaching
student participation, developmental strategies.
strategies
participation, are developmental appropriateness or
developmentally appropriateness and differentiated
20% appropriate, and differentiated instruction.
differentiate instruction.
instruction for a
range of learners.
Selects and Selects and For the most part, Some history History
uses effectively uses history standards standards are standards are
standards history standards are well selected effectively used poorly selected
of that incorporate both and used, and are and incorporated. and used.
content and skill integral to the
Learning
objectives; SOLs are lesson/unit.
(SOLs)
integral to the
lesson/unit.
10%
Template Lesson/unit reflects Lesson/unit reflects Lesson/unit Template not
a full understanding understanding of the reflects partial well used or not
5% of the lesson/unit lesson/unit grasp of the used at all.
template. template. lesson/unit
template.
Sample Rubric for Group Research Project Presentations
A. The group clearly articulates all the major points of the research activities and findings.
Rating Criteria
Exemplary Group clearly and comprehensively articulates all of the major points as outlined in the
research report.
Acceptable Group mentions all the major points outlined in the research report. Some of these are
discussed comprehensively.
Almost Group mentions most of the major points outlined in the research report.
Acceptable
Rubric Examples
Not Acceptable Group does not mention several important or significant points outlined in the research
report.
B. The research presented by the group is possible and reasonable.

Rating Criteria
Exemplary The research presented could be realistically accomplished using technologies and
information that is actually available. Group provides logical and sound evidence for
findings. Group presents possible alternatives and rationales for decisions.
Acceptable The research presented could be accomplished. However, part (or all) of the research either
stretches the use of normal technologies somewhat unrealistically or suggests the use of
some information that is not readily available. Group provides logical and sound evidence
for most findings. Group presents possible alternatives and rationales for most decisions.
Almost A portion of the research is not possible but some components of the effort are. Part (or all)
Acceptable of the research requires stretching the use of normal technologies unrealistically or using
information not actually available. It is not clear that a reasonable set of findings is even
possible.
Not Acceptable All (or a significant portion) of the research is not possible. Also, research may require
technologies that are extraordinary or non-existent or information that is not available. It is
unlikely or impossible that a reasonable research plan is even possible.
C. The group accepts reasonable and defensible challenges from peers. The group recognizes and respects
the possibility of multiple responses and results to a given open-ended investigation.
Rating Criteria
Exemplary Group considers the research challenge in an organized and logical way. Group uses what
they know to determine if research on the challenge is feasible and in turn to begin to
develop a research strategy. Group re-negotiates the challenge as necessary and in an
appropriate fashion. Reasonable and defensible challenges and strategies are respected.
Acceptable Group considers the research challenge in a somewhat organized and logical way. Group
uses what members know to determine if research on the challenge is feasible and in turn to
begin to develop a research strategy. A few decisions maybe swayed by biases. Group
works to negotiate the challenge; however, members have difficulty keeping their biases
from affecting judgments. Most of the time, reasonable and defensible challenges and
strategies are respected.
Almost Group has difficulty distinguishing between a reasonable challenge and a research agenda
Acceptable that fits their current framework. Group members have difficulty distinguishing opinion
from interpretation from fact. As a result, group is overly influenced by members’ biases.
Hence, peer negotiations are very slow. With facilitator prodding, members are able to
consider and research alternative perspectives.
Not Acceptable Group does not accept any challenges other than those that can be addressed through their
current belief system.
(OVER)
Sample Rubric for Group Research Project Presentations cont’d.
D. The presentation was easy to follow and the group was well coordinated and rehearsed.
Rating Criteria
Exemplary Presentation was clean and smooth with a coherent and effective organizational flow.
Presenters had thought out in advance what they were going to say and practiced doing so.
All group members participated equally. Each presenter spoke clearly and expressed their
thoughts and ideas articulately. Each member knew what they were to do and performed
their role well. Potential difficulties were anticipated and dealt with smoothly.
Acceptable Presentation was fairly smooth with a rational underlying organization. Presenters had
Rubric Examples
thought out in advance what they were going to say and had practiced doing so. All group
members participated, but not all presenters articulated themselves clearly. Unanticipated
difficulties visibly challenged the group.
Almost Presentation was not always smooth and lacked effective organization. Presenters had spent
Acceptable some time thinking about what they were going to say in advance, but had not sufficiently
practiced doing so. Some group members clearly had a dominating role and/or some
members did not participate. Not all presenters articulated themselves clearly. Some
presenters sounded confused. Any unanticipated difficulties caused breakdowns in the
presentation flow.
Not Acceptable Presentation was at times awkward and cumbersome. No attempt was made to provide the
presentation with an underlying organization. Any unanticipated difficulties caused
significant breakdowns in the presentation flow.
D. The presentation was interesting, creative, and incorporated a variety of communication mediums.
Rating Criteria
Exemplary Group did an excellent job of capturing the attention and interest of the audience. Audience
was actively engaged in the presentation. Visuals were effectively and appropriately
integrated into the presentation. Audience members were interested enough to ask questions
about the work. Presentation had an unusual, creative, unexpected and highly effective
means of organization, media use, and presentational style.
Acceptable Group captured the attention and interest of the audience. Visuals were appropriately
integrated into the presentation. Many of the members of the audience were actively
engaged in the presentation. Presentation effectively included some use of unusual, creative,
and unexpected means of organization, media use, and/or presentational style.
Almost Group did not effectively capture the interest and attention of the entire audience. Visuals
Acceptable were used, but not always appropriately. Several audience members were bored and
disengaged. Presenters attempted to use unusual, creative or unexpected means of
organization, media use or presentational style that were not particularly effective.
Not Acceptable Presentation was boring. Group did not make use of visuals to support the presentation.
None of the audience members were engaged or expressed interest in what the presenters
had to say. The presentation had no unusual or creative aspects.
HONORS WRITING RUBRIC
Student ___________________________ Honors Course # ________ Date____________
Instructor _________________________
Intended Outcome: The student writes clearly and concisely.
Rubric Examples
Exceeds Standards Meets Standards Fails Standards
Criteria Score
2 pts. 1 pt. 0 pts.
Purpose Clearly stated Adequately stated None given
Clear and appropriate Adequate beginning, Serious and persistent

beginning, development and development, and errors in organization and
Structure conclusion, as well as conclusion, as well as paragraphing
appropriate paragraphing and adequate paragraphing and
transitions transitions
Provides in-depth coverage of Sufficiently covers the topic Does not address the
Content
the topic topic
Assertions are clearly and Assertions are supported Assertions are not
Evidence
substantially supported supported
No major errors in word Relatively free of major Serious and persistent
selection and use, spelling, errors in word selection and errors in word selection
punctuation, and use, sentence structure, and use, sentence
Mechanics
capitalization spelling, punctuation, and structure, spelling,
capitalization punctuation, and
capitalization
Style Elegant Fluent Flawed
Total
Comments:
Scoring Scale
Exceeds Standards 10-24
Meets Standards 4-9
Fails Standards 0-3
Plagiarism 0
Rubric for Student Reflections
Above Meets Approaching Below

Expectations Expectations Expectations Expectations
4 3 2 1
The reflection The reflection The reflection The reflection does
explains the explains the attempts to not address the
student’s own student’s thinking demonstrate student’s thinking
Rubric Examples
thinking and about his/her own thinking about and/or learning.
Reflective learning processes, learning processes. learning but is
Thinking as well as vague and/or
implications for unclear about the
future learning. personal learning
process..
The reflection is The reflection is The reflection The reflection does

an in-depth an analysis of the attempts to not move beyond a
analysis of the learning analyze the description of the
learning experience and the learning learning
experience, the value of the experience but the experience.
value of the derived learning to value of the
Analysis
derived learning to self or others. learning to the
self or others, and student or others
the enhancement is vague and/or
of the student’s unclear.
appreciation for
the discipline.
The reflection The reflection The reflection The reflection does
articulates articulates attempts to not articulate any
multiple connections articulate connection to
connections between this connections other learning or
between this learning between this experiences.
learning experience and learning
experience and content from other experience and
content from other courses, past content from other
Making courses, past learning courses, past
Connections learning, life experiences, learning
experiences and/or and/or future experiences, or
future goals. goals. personal goals, but
the connection is
vague and/or
unclear.
SENIOR HONORS THESIS RUBRIC
Student ___________________________ Honors Course # _________ Date_______________
Instructor _________________________
Intended Outcome: The student demonstrates excellent research and argumentation skills.
Rubric Examples
Exceeds Meets Fails
Criteria Standards Standards Standards Score
2 pts. 1 pt. 0 pts.
Mentoring relationship Close Working Distant or none
Advisement Meets deadlines Invariably Usually Seldom or never
Accepts criticism Readily Sometimes Resistant
Topic Significant Acceptable Insignificant
Paper Thesis statement Clear & logical Adequate Confused
Quality Research depth Thorough Sufficient Limited or narrow
Creativity High Some Imitative
Interprets material accurately Consistently Usually Seldom or never
Identifies salient arguments Consistently Usually Seldom or never
Critical Analyzes alternate viewpoints Consistently Sometimes Seldom or never
Thinking Draws warranted conclusions Consistently Usually Seldom or never
Justifies arguments Consistently Usually Seldom or never
Follows evidence open-mindedly Consistently Occasionally Seldom or never
Writing style Elegant Fluent Convoluted
Written
Mechanical mistakes Flawless Sporadic Pervasive
Conventions
Documentation Extensive Sufficient Little or none
TOTAL
Comments:
Scoring Scale
Exceeds Standards 23-32
Meets Standards 7-22
Fails Standards 0-6
Plagiarism 0
Native American Lit Honors http://www.waukesha.k12.wi.us/Central/centralsite/pages/teacherpages/M...
Honors Writing Rubric
Native American Literature Honors Unit
Themes | Literature | Rubrics | Writing Assignment | Quizzes/Tests | Resources
Rubric Examples
Themes:
www.ziaevents.com/
1. Betrayal by Whites
2. Sacred nature of land
3. Sacred nature of all life

4. Importance of tradition; of culture
5. Courage for courage sake
6. Women of bravery
7. Search for self
8. Pride in special skills
9. Destruction of life style
Literature: NA mythology, short stories, essays, poetry, and novel
When the Legends Die
Rubrics:
Category Advanced Proficient Basic
Proficient
1 of 3 1/14/2009 4:46 PM
CONTENT Point by point Point by point Supportive details

analysis with analysis with are poorly made.
supportive details supportive details
that are effectively well done. Assumes reader
and uniquely used. knows selections;
Supporting details details and
Supporting details and examples from examples are not
and examples are the selections are fully developed.
clearly developed and present.
insightful. Transitions are
Transitions are used occasionally;
A variety of used for paragraph unity and coherence
transitions are used unity and coherence. are hindered.
Rubric Examples
for paragraph unity
and coherence. Topic sentences are Topic sentences
succinct and include supporting
Topic sentences are introduce the topic reason, detail,
clearly worded and only. example.
succinct.
Three support Two or fewer
Four or more quotations are used support quotations
support quotations within the body of are used within the
are used within the the essay to support body of essay.
body of the essay to thesis.
support thesis. Analysis is
Analysis is complete incomplete or
Analysis is insightful obvious.
and complete.
STRUCTURE The thesis The thesis Thesis statement

statement is a clearly statement is is not present or
INTRODUCTION expressed as an expressed clearly. unclear.
original statement.
The body The body
The body paragraphs follow paragraphs are not
paragraphs are the sequence of the clearly or fully
introduced according essay. introduced.
to the essay’s Sequencing in
sequence and introduction is
supports the thesis. awkward.
CONCLUSION The body The body The body

paragraphs are paragraphs conclude paragraphs are
concluded according in logical order. concluded
to the essay’s incompletely or out
sequence and thesis. of sequence.
The thesis The thesis Thesis statement
statement concludes statement concludes is incomplete or not
the essay. the essay. present.
Content is Content is Content is not

concluded there are concluded. There are concluded. New
no new ideas no new ideas ideas are presented.
presented. presented
STYLE VOICE Uses an appropriate Uses an Point of view is
rd appropriate point of confused.
point of view. (3 )
view.
Uses words in Words are used
concise and precise Uses words in a incorrectly or
2 of 3 1/14/2009 4:46 PM
and correct manner. concise, precise, and below grade level.

All are at or above correct manner. Most
grade level. are at or above grade Passive voice is
level. used a majority of
Uses active voice a the time.
majority of the time. Uses active and
passive voice almost Grade level or
Vocabulary used is equally. below vocabulary is
consistently at grade used.
level or above. Grade level
vocabulary is used. Informal language
Uses formal is used.
language. Formal language is
Rubric Examples
generally used.
MECHANICS Errors in Errors in Too many errors
capitalization are not capitalization are in capitalization are
USAGE present. few. present.
Errors in mechanics Errors in Errors in

are few and do not mechanics are mechanics interfere
interfere with present but do not with the message.
message. interfere with the
message. Errors in usage
Errors in usage are are many and
few and do not Errors in usage are interfere with the
interfere with the present but do not message.
message. interfere with the
message. Sentence
A variety of structures and
sentence structures A variety of patterns are not
and sentence patterns sentence structures varied.
are used to make the and sentence patterns
writing interesting are used.
and lively.
adapted from P. Church
Writing Assignment: Analytical essay exam with developed thesis statement and quotation support.
Quizzes / Tests: Quiz on themes
Final exam on novel
Resources:
Back to top | Home
3 of 3 1/14/2009 4:46 PM
Honors_Essay_Rubric.html http://hercules.gcsu.edu/~rviau/Honors_Essay_Rubric.html
Utopia Essay Rubric
A B C D F
90-100 80-89 70-79 60-69 0-59

Criterion
Excellent Good Acceptable Unacceptable Not Yet
Sophisticated Competent Adequate Inadequate Competent

Topic
Rubric Examples
Topic fully minimally
meets meets
requirements of requirements Topic
the assignment; Topic meets of the minimally
topic is also requirements assignment; meets or
interesting, or is Topic fully meets but is shows no fails to meet
approached in requirements of the approached in effort to the
am interesting assignment; topic is also a routine and engage or assignment;
Choice of
or and original interesting, or is mechanical interest reader; merely goes
Topic
manner. The approached in am manner, late change in through the
topic is in itself interesting or and original without topic might motions;
worthy of an manner. concern for indicate writer topic
student who is reader interest has indicates the
highly or originality. procrastinated "easy way
motivated and and failed to out"
hungry for follow through
knowledge. on original
plan
Topic is
researched as Research is
fully as minimally
Research is
possible, using acceptable for
superficial,
a balance of Topic is researched the topic.
Research is non-existent,
print and thoroughly, using a Only a few
superficial. or flawed by
on-line sources, balance of print and sources are
Although deep bias or
except where on-line sources, except used, or
sources are other
print sources where print sources are sources of
indeed weakness.
are unavailable. unavailable. Number and only one kind.
available, little Little or no
Research Number and range of sources enable The sources
or no effort effort has
range of writer to write are not only
has been made gone into
sources enable persuasively and limited but
to find them or probing the
writer to write authoritatively. Level of also biased or
use them with depths of the
persuasively research indicates a lacking in
any depth or topic or
and sound interest in the authority. The
probity. exploring its
authoritatively. topic. research is
potential
Sources might superficial
richness.
involve rather than
interviews, probing.
email contacts,
1 of 4 1/14/2009 4:46 PM
solicited
brochures and
pamphlets, etc.
Level of
research
demonstrates a
genuine interest
in the topic.
The paper is
disorganized.
The
Rubric Examples
There is no The essay is
organizational The
introductory disorganized
plan of the organizational
paragraph that and
paper is clear plan of the
engages the incoherent.
and thoughtful paper is not
reader's The reader
and is suitable immediately
interest; the has great
to the nature of obvious, and
essay merely difficulty
the topic. A the reader
starts. following the
strong must struggle
Similarly, ideas
introduction, a to make
there is no because of
logically The organizational plan connections
concluding the lack of a
developed of the paper is clear and from part to
paragraph, and coherent
body, and a thoughtful and is suitable part. The
the essay argument or
sound to the nature of the topic. introduction
merely trails logical flow
conclusion all The major structural is mechanical
off after the of ideas. The
flow smoothly components-introduction, or perfunctory
last paragraph reader feels
Organization and naturally, body, conclusion-flow and does not
of disoriented
without smoothly and logically, evoke interest
development. because of
artificial or with clear and in the reader.
The body the lack of
stilted unobtrusive transitions. Transitions
paragraphs verbal and
transitions or Body paragraphs are within and
lack unity and logical
breaks. The fairly well unified and between body
coherence and "cues" that
movement from coherent. paragraphs
are not might pull
part to part of are sometimes
interconnected the essay
the essay is weak. The
by transitions. together. The
easy and essay as a
Little or no essay begins
natural, not whole seems
discernible abruptly,
forced. The loosely
structure is ends
individual connected and
evident in the abruptly, and
paragraphs lack full
essay. The seems to go
within the essay coherence and
paragraphs nowhere in
are coherent unity.
appear to be between.
and unified.
organized
randomly.
The essay The essay meets the The essay The essay falls The essay
meets or required essay length, minimally below the significantly
Development exceeds the without wasting words. meets the minimum falls below
required essay The introduction, body, required length, or the minimum
length, without and conclusion are well length. The barely meets length
2 of 4 1/14/2009 4:46 PM
wasting words.
The
introduction,
body, and
it. There is
conclusion are
either no true
developed with
introduction or
full and rich
a superficial
detail from a introduction
one. The body
variety of is superficial
paragraphs
sources. The and unclear in
lack detailed
introduction focus. Body
Rubric Examples
developed with detail support,
stimulates paragraphs
from a variety of sources. analysis, and requirement.
reader are minimally
The introduction is interpretation. Its
response. The developed,
interesting but not The body introduction,
body with
stimulating. The body paragraphs are body, and
paragraphs superficial or
paragraphs provide good rather more conclusion
provide an shallow
and effective detail. The like those in are minimal
array of detail. The
conclusion brings newspapers in length and
carefully essay merely
effective closure to the than quality. The
selected detail ends, without
topic but does not inspire paragraphs in essay fails to
that is any
reflection. The formal develop the
persuasive and conclusion, or
development of a good expository topic
authoritative. it trails off
honors paper is thorough prose. The effectively.
The conclusion with a
without being tedious. conclusion is
inspires perfunctory
either
thoughtful and
nonexistent or
reflection. The mechanical
superficial, the
development of conclusion
rhetorical
an excellent
equivalent of
honors paper is
merely saying
thorough and
"The End."
comprehensive
without being
tedious and
repetitious.
The essay is The essay has There are
The essay
fully correct in enough several serious
exhibits a
every detail. grammatical sentence
complete
There are very The essay has a few errors to errors and a
disregard for
few or no distracting minor errors distract the variety of
grammatical
grammatical in grammar but no reader and other errors
correctness.
errors. The serious errors such as confuse scattered
Errors of all
BasicGrammar essay is an sentence fragments, meaning. throughout.
kinds
exemplary comma splices, There are one These errors
abound.
piece of writing subject-verb agreement or two major seriously
These errors
in its respect for errors, incoherent sentence distract the
utterly
the highest sentences. errors and reader and
disrupt the
levels of several others indicate a
writer's
written that obstruct general
message.
communication. meaning. disregard for
3 of 4 1/14/2009 4:46 PM
grammatical
correctness.
The essay is
very nearly
error free. The
style, diction,
Style and usage are
The writing
appropriate for There are
The essay contains only a is utterly
Diction the topic and minor errors
few errors in style, Errors of all careless and
purpose of the in nearly
diction, usage, and kinds abound demonstrates
Rubric Examples
Usage essay. There are every
mechanics. no regard for
few or no errors paragraph.
Mechanics correctness.
in mechanics
(punctuation,
italics,
capitalization,
etc.)
The essay is
fully revised at The essay is
least once and either
The essay is
probably as superficially
revised one or
many as three revised or not
The essay is revised only more times
Revision or four times. revised at all.
once. The revision but with only The essay is
Each revision Important
significantly improves slight not revised.
Editing produces a improvements
the quality of the essay. improvement
significant are neglected,
in the overall
improvement in important
quality.
the overall errors or flaws
quality of the ignored.
essay.
4 of 4 1/14/2009 4:46 PM
SCORING RUBRIC
EDCO 250
EDUCATIONAL PSYCHOLOGY AND HUMAN DEVELOPMENT
Research Paper
The following is the scoring rubric for you research paper assignment. Scores of
unsatisfactory on any section are unacceptable and will require revision and rewriting.
Rubric Examples
STUDENT UNDERSTANDS HOW CHILDREN LEARN AND DEVELOP
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
Student explained Student demonstrated Student presented a Student demonstrated only
learning theory or a generally accurate minimal a rudimentary
approach clearly and knowledge of understanding of the understanding of the theory
completely. Used learning. Used learning process or or idea. Research was not
research effectively to research adequately to theory presented. Use used effectively or
support ideas. Student support ideas. Student of research was only accurately. Student
demonstrated a clear demonstrated an minimally effective. demonstrated little
understanding of how the overall understanding Little evidence of an knowledge of student
topic explains the of the learning theory understanding of how learning and development,
learning process, or approach presented, students learn and or relationship of chosen
acquisition of skills, and and its relation to develop, or the topic.
the processes of growth student development relationship of these
and development. and learning. to chosen topic.
STUDENT UNDERSTANDS INSTRUCTIONAL STRATEGIES RELATED TO CHOSEN TOPIC

Student explained Student demonstrated Student presented a Student demonstrated only
teaching approaches a generally accurate minimally accurate a rudimentary
related to topic or theory understanding of the understanding of the understanding of
clearly and completely. relation of instruction relation of instruction development and
Used research effectively and student and student instructional decision
to support ideas. Student development. Used development. Use of making. Research was not
demonstrated a strong research adequately to research was only used effectively or
understanding of how support ideas. Student minimally effective. accurately. Student
instructional decisions demonstrated an Some evidence of an demonstrated little
are related to overall understanding understanding of the knowledge of development
development and of the how student relationship between and teacher decisions.
learning, and to chosen development and student development
topic. learning impacts and decisions made by
instructional the teacher.
decisions.
STUDENT UNDERSTANDS INSTRUCTIONAL OPPORTUNITIES BASED ON AN

UNDERSTANDING OF TOPIC
Student clearly described Student demonstrated Student presented a Student demonstrated only
how an understanding of a generally accurate minimally accurate a rudimentary
student needs and understanding of how understanding of how understanding of how
developmental processes student needs and student needs and student needs and
can be used to promote developmental developmental developmental processes
learning and processes can be used processes can be used can be used to promote
development in the to promote learning to promote learning learning and development
classroom. Used and development in and development in in the classroom. Use of
research effectively to the classroom. Used the classroom. Used research poor and/or
EDCO 250 Educational Psychology and Human Development Page 1

May 14, 2002
support ideas. Student research effectively to of research only ineffective to support
demonstrated a strong support ideas. Student minimally effective in ideas. Student
understanding of how demonstrated a supporting ideas. demonstrated very little or
intellectual, social and general understanding Student demonstrated no understanding of how
personal development of how intellectual, only some intellectual, social and
can be supported through social and personal understanding of how personal development can
a positive classroom development can be intellectual, social and be supported through a
environment which supported through a personal development classroom environment
embodies topic. classroom can be supported which embodies topic.
environment which through a classroom
Rubric Examples
embodies topic. environment.
STUDENT FOLLOWS PAPER GUIDELINES

Paper is 5-6 pages long Paper is 5-6 pages in Paper is either longer Paper is longer or shorter
with appropriate margins length with appropriate or shorter than than assigned. References
and font. margins and font. assigned. Several are not existent or are
References cited References are mostly errors in referencing grossly inaccurate (more
according to APA style accurate (no more that (three to five errors than five errors per page) or
(no more than one error three errors per text per text page) less than three professional
per text page). At least page) according to according to APA sources used.
five professional sources APA style. At least style or less than five
used. five professional professional sources
sources are used. used.
MECHANICS
Writing is clear, Writing is generally Writing lacks clarity Writing lacks clarity and/or
organized, well clear and well and/or organization. organization. Ideas are
presented. Ideas are organized. Ideas are Ideas are difficult to difficult to follow and are
accurate and well accurate and usually follow and are often not supported. There are
supported. There are supported. There are not well supported. several (6+) errors in
very few errors (less than some errors (2-3) in There are several (4- spelling, punctuation and
2) in spelling, spelling, punctuation 5) errors in spelling usage.
punctuation or usage. or usage. punctuation and
usage.
EDCO 250 Educational Psychology and Human Development Page 2

May 14, 2002
Michigan LearnPort Professional Development Rubric (PD)
Evidence of Content Use of Evaluation Human Enhanced Delivery Prof. Dev. Integration Capacity of
Need Assessments & Feedback Interaction Media Mode(s) Process of Prof. Dev. Applicant
The evidence of The proposed The proposed PD No plans exist to The proposed PD The proposed PD The proposed The proposed PD The proposed PD The proposal does
need for the content is not program does not gather and use program is entirely program does not delivery method for process and content program is a stand- not demonstrate the
0 points - Poor
proposed PD aligned to the core include an learner feedback self-paced with a make use of the PD program is not based on alone experience applicant’s content
program is not curricular content assessment and evaluation computer and enhanced media utilizes a single- adult learning and is not part of a knowledge, design
based on areas found component for results to modify or provides no resources and is mode approach and theories and/or long-term strategy expertise and
meaningful data in Michigan's participants to update the PD opportunity for primarily a text- is exclusively proven PD for professional implementation
Rubric Examples
and does not clearly Curriculum demonstrate new content and process human interaction based solution online standards and development capacity to develop
identify a target Framework or the knowledge or design principles and deliver an
audience to be Grade Level proficiencies effective online
served Content professional
Expectations development
program
The proposed PD The proposed The proposed PD Limited plans exist The proposed PD The proposed PD The proposed The proposed PD The proposed PD The proposal
program is based content is partially program includes to gather and use program is mostly program includes delivery method process and content program is demonstrates the
on some limited use aligned to one or some use of learner feedback self-paced with a some use of provides at least is based on adult designed to be part applicant’s content
of data that reflects more of the core assessment and evaluation computer and enhanced media, one blended learning theories, of a more knowledge, design
a regional or curricular content tools/processes for results to modify or provides minimal including audio and approach to proven professional comprehensive expertise and
1 point - Adequate
statewide need and areas found participants to update the PD opportunity for video files, images, augment the online development professional implementation
identifies a target in Michigan's demonstrate new content and human interaction graphics, artifacts, learning activities, standards and development plan capacity to develop
audience to be Curriculum knowledge or process, including for support, electronic and print such as face-to-face design principles and deliver an
served Framework, and proficiencies limited plans to coaching, resources, and other meetings, audio and such as those effective online
where available, the collect and analyze mentoring and primary sources to video conferences, identified by the professional
Grade Level evidence of interaction through address different printed materials, State Board of development
Content improved student structured learning learning styles and others Education and program or clearly
Expectations, or achievement communities www.nsdc.org explains how these
pedagogy is skills and resources
somewhat related to will be acquired
specific content through
partnerships and/or
contractual
arrangements
The proposed PD The proposed The proposed PD Comprehensive The proposed PD The proposed PD The proposed The proposed PD The proposed PD The proposal
program is based content is fully program includes plans exist to gather program includes program includes delivery method process and content program is formally clearly
on a demonstrated aligned to one or extensive use of and use learner some self-paced extensive use of includes two or is clearly based on embedded in a demonstrates the
data-driven more of the core diverse assessment feedback and learning with a enhanced media, more blended adult learning long-term applicant’s content
2 points – Excellent
regional or curricular content tools/processes for evaluation results computer and including audio & approaches to theories, proven comprehensive knowledge, design
statewide need and areas found participants to based on requires substantial video files, images, augment the professional professional expertise and
clearly identifies in Michigan's demonstrate new application human interaction graphics, artifacts, learning activities, development development implementation
the target audience Curriculum knowledge or attempts to modify for support, electronic and print such as face-to-face standards and strategy and capacity to develop
to be served Framework, and proficiencies or update the coaching, resources, and other meetings, audio and design principles includes and deliver an
where available, the professional mentoring and primary sources to video conferences, such as those progressive effective online
Grade Level development collegial interaction address different printed materials, identified by the expectations for professional
Content content and through structured learning styles and others State Board of educators development
Expectations, or process, including learning Education and program and
pedagogy is clearly detailed plans to communities that www.nsdc.org, and references
related to specific collect and analyze may extend beyond includes application meaningful
content evidence of the duration of the of new knowledge partnerships with
improved student formal PD activity and skills and other organizations
achievement reflection as appropriate
© 2003 Michigan Virtual Univeristy. Used with permission.

Program Rubric: FEAP 7 http://edmedia.ucf.edu/FEAPProgRub7.html
Florida Educator Accomplished Practices (FEAP) Program Rubric
College of Education
Online Masters of Education in Educational Media
Prepared by Dr. Judy Lee, Educational Media Program Coordinator
FEAP 7: Human Development and Learning Program Rubric
Advanced Proficient Developing

Beginner
(3 pts) (2 pts) (1 pt)
Ed Media Applying
student's human
media development,
related learning
planning and theories and
instruction concepts as
Ed Media
consistently well as
student's
addresses current Ed
media
the readiness Media Ed Media student is
related
level and research, the beginning to
planning,
interests of Ed Media integrate
activities,
Performance students. student uses appropriate means
instruction
Skills Instructional motivational of assessing
and
(40%) resources, strategies, students' readiness
selection of
FEAP-7 activities, activities and levels and needs
resources
FEAP-7.1 and resources that into Ed Media
are
FEAP-7.2 adaptations encourage planning,
incompatible
and student activities,instruction
with the
modifications achievement. and resources for
readiness
appropriately Ed Media media users.
level and
challenge student uses
needs of
every media related
media users.
student in activities and
the media resources that
center to accommodate
achieve different
academic learning
excellence needs,
and become developmental
1 of 4 1/20/2009 3:18 PM
levels, and
life long
experiential
learners.
backgrounds.
Ed Media
student can
Ed Media
identify
student
patterns of
knows a
physical,
variety of
social, and
methods to
cognitive Ed Media
establish
development Ed Media student student does
students'
of students can describe key not relate
readiness
and relate human development human
levels and
these patterns and learning development
needs. Ed
to media theories and and learning
Media
related concepts and is theories to
Knowledge student also
teaching and beginning to the creation
(40%) knows and
learning demonstrate an of an
FEAP-7 makes
principles and understanding of effective
FEAP-7.1 accessible a
the resources how to media
FEAP-7.2 variety of
needed in a appropriately apply center,
strategies,
media center. those theories and media
activities
Ed Media concepts to the program and
resources to
student media program, media
promote
identifies activities and resources
effective
resource resources. for all
learning
modifications students.
across varied
and
levels of
adaptations
readiness in
appropriate
the media
for students
center.
with special
needs.
Ed Media Ed Media Ed Media student's Ed Media

student's students' reflective writing student's
Dispositions media media related indicates a growing media
(20%) related planning, awareness of the related
FEAP-7 planning, instruction, need to incorporate planning,
FEAP-7.1 instruction, activities and human development instruction,
FEAP-7.2 activities and resources are and learning activities
resources clearly theories and and
consistently designed to concepts into media resources
addresses acknowledge, related planning, provide little
2 of 4 1/20/2009 3:18 PM
the readiness
level and
needs of
media users.
Instructional
modes,
learning evidence
activities, that the
and he/she
adaptations values the
and role of
modifications human
appropriately development
challenge and learning
every theories and
student in concepts as
the media they related
center to to a media
achieve center,
academic media
excellence. evaluate, and instruction, program or
Ed Media accommodate activities, and media
student's the individual resources to best resources.
reflective needs of all meet the needs of Media
writing media users. all media users. related
includes services
critical appear
analysis of overly
the role of focused on
human desired
development media user
and learning outcomes
theories and will little
concepts in attention
creating an paid to how
effective to best
media achieve
center, those
media outcomes.
program and
media
resources for
all media
users .
3 of 4 1/20/2009 3:18 PM
Related Standards
FEAP ACCOMPLISHED PRACTICE
#7: Human Development and
Learning
FEAP-7.1 EXPECTATION: Drawing

upon well-established human
development/learning theories and
concepts and a variety of information
sources about students, the
preprofessional media specialist plans
instructional activities and develops a
media program that meets the needs
of diverse media users.
FEAP-7.2 STANDARD: Human

Development and Learning -- Uses an
understanding of learning and human
development to provide a positive
learning environment which supports
the intellectual, personal, and social
development of all media users.
FEAP 8: Knowledge of Subject Matter
Back to FEAP Program Rubric
4 of 4 1/20/2009 3:18 PM
NAME ___________________________ MOD _____ Ms. Pojer Global Studies HGHS
Final Project Grading Rubric: PowerPoint Presentation
GRADE RANGE CRITERIA FOR SCORING

4.5 5 • Thorough and in-depth work which fully meets or exceeds the instructions given.
• Significant content with appropriate depth.
• Well-organized presentation, well-paced and easily followed by the viewer.
• At least 12 content slides present.
Rubric Examples
• Creative, readable graphics and text that enhance important ideas in the presentation
without distracting from the main theme of that presentation.
• Speaker notes are clear and comprehensive.
• Evidence of 6 or more bibliographic references in the background research.
• Bibliography slide [not included in the 12 content required] follows all of the Chicago-
style citation rules.
3 3.5 4 • Requirements meet or nearly so, with depth in one or more areas.
• The presentation is 10%-15% short of the required number of content slides.
• Presentation is generally organized with acceptable pacing and is generally clear to the
viewer.
• Graphics and text readable and effectively used to clarify information.
• Most speaker notes are clear and adequate.
• Evidence of at least 4 bibliographic references in the background research.
• Bibliography slide [not included in the 12 content requirement] follows most of the
Chicago-style citation rules.
1.5 2 • Requirements are partially met—information may be inadequate or inaccurate in several
2.5 places.
• Some relevant information presented; may not always be tied to the required criteria.
• Presentation has between 50% and 80% of the required content slides.
• Information may contain gaps or inaccuracies.
• Presentation may be organized overall, but with confusion in some spots.
• Slides may be too text heavy, contain frequent and/or significant errors and/or may
lack appropriate graphics.
• Graphics and/or text may be tough to read or comprehend.
• Speaker notes are sparse and inadequate.
• Evidence of less than 4 bibliographic references in the background research.
• Bibliography slide [not included in the 12 content requirement] follows few of the
0 0.5 1 • Many requirements are not adequately met.
• Presentation has less than 50% of the required content slides.
• Information has significant gaps or inaccuracies.
• Most speaker notes are sparse or are completely non-existent.
• Presentation is confusing in several key areas.
• Graphics are hard to see or understand.
• Evidence of no significant bibliographic references in the background research.
• Bibliography slide [not included in the 12 content requirement] follows none of the
Thematic Essay—January 2006
Theme: Change
The ideas and beliefs of philosophers and leaders have led to changes in nations and regions.
Task: Choose two philosophers and/or leaders and for each

• Explain a major idea or belief of that philosopher or leader
• Discuss how that idea or belief changed one nation or region
You may use any philosophers or leaders from your study of global history. Some suggestions you might wish to
Rubric Examples
consider include Confucius, John Locke, Adam Smith, Simón Bolívar, Otto von Bismarck, Vladimir Lenin, Mohandas
Gandhi, Mao Zedong, Fidel Castro, or Nelson Mandela.
Do not use a philosopher or leader from the United States in your answer.
Scoring Notes:
1. This thematic essay has four components (two aspects [a major idea or belief and how that idea or belief
changed one nation or region] for each of two philosophers or leaders chosen)
2. Two philosophers, two leaders, or a combination of the two may be used in the response.
3. The major idea or belief of two different individuals could be the same, e.g., both Bolivar and Gandhi
believed in independence for their respective nation.
4. The discussion of how the idea or belief changed a nation or region could focus on the same nation or
region for both leaders, e.g., how the ideas of both Confucius and Mao Zedong affected China.
5. A philosopher or leader for the United States may not be used, however, the discussion might involve the
United States, e.g., a discussion of Fidel Castro could involve the role of the United States in the Cuban
missile crisis or a discussion of John Locke might focus on the effect of his ideas on the United States
Declaration of Independence.
Score of 5:
• Thoroughly develops all aspects of the task evenly and in depth by explaining a major idea or belief of two
philosophers and/or leaders and discussing how each of those ideas or beliefs changed one nation or region
• Is more analytical than descriptive (analyzes, evaluates, and/or creates information), e.g., John Locke:
governments formed to protect the basic human rights of life, liberty, and property; relationship of social
contract theory that king ruled with consent of subjects; subjects entered into contract promising to obey
monarch as long as rights were protected and if their rights were violated the people had the right to
overthrow the monarch; use of ideas in Two Treatises on Government to justify the overthrow of King
James II who tried to use divine right to rule without Parliament and appointed Catholics to political office;
England became a constitutional monarchy beginning with William and Mary in which rulers must follow
Bill of Rights; Nelson Mandela: worked to gain equality and political power by protesting apartheid; effect
as leader of African National Congress; organization of strikes and boycotts led to arrest and life sentence in
prison as a result of activities after the Sharpeville Massacre; imprisonment strengthened resolve to end
apartheid; connection between the release of Mandela and vote to end apartheid; election of Mandela as
President has done much to calm racial tensions in South Africa
• Richly supports the theme with relevant facts, examples, and details, e.g., John Locke: James II, divine
right; Bloodless or Glorious Revolution; constitutional monarchy; limited government; figurehead; Nelson
Mandela: African National Congress (ANC); passbooks; F. W. de Klerk; economic sanctions)
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
[3]
Score of 4:
• Develops all aspects of the task but may do so somewhat unevenly by developing all aspects of the task for
one philosopher or leader more thoroughly than for the second philosopher or leader or developing one
aspect of the task more thoroughly than the second aspect of the task
• Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information), e.g., John
Locke: connection between his ideas that government was formed to protect the basic rights of life, liberty,
and property and if government abused them, the people were justified in rebelling; absolute ruler James II
replaced with William and Mary, who agreed to follow the Bill of Rights; Nelson Mandela: leader of ANC,
who worked to end apartheid with strikes and boycotts, arrested, and sentenced to life imprisonment; when
Rubric Examples
de Klerk becomes President, South Africans vote to end apartheid; Mandela freed and became President
• Supports the theme with relevant facts, examples, and details
• Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are
beyond a restatement of the theme
•
Note: At score levels 5 and 4, all four components of the task should be developed.
Holistic Scoring Reminder: This note applies only to the evaluation of bullet 1.
Score of 3:
• Develops all aspects of the task with little depth or develops at least three components of the task in some
depth
• Is more descriptive than analytical (applies, may analyze, and/or evaluate information)
• Includes some relevant facts, examples, and details; may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a
restatement of the theme
Note: If at least two components have been thoroughly developed evenly and in depth, and the response meets
most of the other Level 5 criteria, the overall response may be a Level 3 paper.
Score of 2:
• Minimally develops all aspects of the task or develops at least two components of the task in some depth
• Is primarily descriptive; may include faulty, weak, or isolated application or analysis
• Includes few relevant facts, examples, and details; may include some inaccuracies
• Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application, or analysis
• Includes few relevant facts, examples, or details; may include inaccuracies
• May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly
identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion
Score of 0:
Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts,
examples, or details; OR includes only the theme, task, or suggestions as copied from the test booklet; OR is
illegible; OR is a blank paper
[4]
GLOBAL AWARENESS RUBRIC
Characteristic Not Proficient Limited Proficiency Proficient

1 2 3 Score
• Misconstrues • Presents a • Understands

issues narrow/limited multifunctional
Rubric Examples
• Show little or no perspective global issues
Knowledge grasp of • Briefly cites • Argues pro and con
international/global data/information • Effectively
issues needs critiques issues
• Theory stated • Recognizes basic • Examines
inaccurately content inconsistencies
• Cannot recognize • Demonstrates value
basic content of information
• Shows no coherent • Lack of precision • Uses reasonable

explanation • Too little judgment
• Large gaps in justification for • Succinct
reasoning opinions explanation
Exposition • Answers by • Little coherency • Main arguments
rephrasing the • Some gaps in are stated
question exposition • Substantial depth
• One or two • Some depth of of exposition
sentence exposition
explanations
• No depth of
exposition
• Draws faulty • Draws conclusions • Discusses issues

conclusions or uses but conclusions not • Formulates
value judgments adequately justified conclusions
w/o support. • Uses value • Justifies
Analysis • Shows intellectual judgments conclusions
dishonesty • Does not question • Questions validity
• Omits the most data or information of information
basic arguments • Overlooks key • Shows intellectual
• Misrepresents points honesty
issues
TOTAL
Adapted from California State University - East Bay

Saint Mary’s University
Computer Science Programming Rubric
Rubric Examples
Trait 4 3 2 1
Specifications The program meets all of the The program produces the correct The program produces The program is producing
specifications required and results and displays them correctly. It correct results but does not incorrect results.
works. also meets most of the other display them correctly.
specifications. The program works.
Readability The code is well organized and The code is fairly easy to read. The code is readable only by The code is poorly organized and
very easy to follow. someone who knows what very difficult to read.
the code is supposed to be
doing.
Reusability The code was developed in such Some of the code could be reused in Some parts of the code could The code is not organized for
a way that either the whole or other programs (possibly a class). be reused in other programs reusability.
some of the supporting classes (individual methods).
could be reused.
Documentation The documentation clearly The documentation consists of The documentation is simply The documentation is simply
explains what the code is embedded comment and some comments embedded in the comments embedded in the code
accomplishing and how. simple header documentation that is code with some simple and does not help the reader
somewhat useful in understanding the header comments separating understand the code.
code. routines.
Delivery The program was delivered on The program was delivered within a The code was within 2 days The code was more than 2 days
time. day of the due date. of the due date. overdue.
Efficiency The code is efficient without The code is fairly efficient without The code is brute force and The code is huge and appears to
sacrificing readability and sacrificing readability and unnecessarily long. be patched together.
understanding. understanding.
Faculty of Education - Computer Science

Assessments
Shane Bauman
Rubric for the Assessment of Computer Programming
Abstract: The following is a rubric for the assessment of computer programming assignments. It outlines specific requirements for five
different categories: completion, organization and presentation, correctness, eff iciency and documentation. For each category, the
requirements necessary to earn an unsatisfactory, satisfactory, good and excellen t evaluation are given.
Rubric Examples
Aim: To provide students with the requirements for computer programming assignments in a format that allows them to assess their own
assignments and predict their evaluation.
Objectives:
1. Students will know the specific expectations for their programming assignments. (critical)
2. Students will be able to assess their own programming assignments. (critical)
3. Students will be able to predict their evaluation on an assignment. (important)
Context: This assessment instrument was prepared for a Grade 11 Advanced Computer Science (DST 3A1) course. It was used for all
programming assignments given in the course.
Rationale: It is important for students to be provided with specific expectations for assi gnments. They need to understand that evaluation is
based on fulfilling requirements, not on whether the teacher likes the student or not. When the students are provided with expectations in
the form of a rubric, they are able to assess their own work. This ability generally increases the students’ motivation to produce higher
quality work.
Format: The assessment instrument is given in the form of a rubric.
Assessment Instrument: See below
Teaching Notes: It is helpful to refer to the rubric after an assignment has been evaluated and handed back to the students. They will often
ask "Why did I get this mark?" The teacher can refer the students to the relevant category of the rubric.
The rubric can also be used for peer evaluation. The rubric allows the students to more fairly and objectively mark one another’s work.
Rubric for Assessment of Computer Programming Assignments
Criteria Unsatisfactory Satisfactory Good Excellent
Completion of - less than 50% of the - between 50-65% of the - between 65-80% of the - between 80-100% of the
Assignment assignment has been assignment has been assignment has been assignment has been
completed completed completed completed
1 of 2 1/14/2009 4:56 PM
Presentation and - no name, date, or assignment - name, date, assignment title - name, date, assignment - name, date, assignment title
Organization title included included title included included
- poor use of white space - use of white space makes - good use of white space - excellent use of white space
(indentation, blank lines) program easy to read
- organized work - effective use of bold and
- disorganized and messy - organized work italics
- creatively organized work
Correctness - program does not execute - program executes without - program executes - program executes without
due to errors errors without errors errors
- no error checking code - program handles some - program handles most - program handles all special
included special cases special cases cases
Rubric Examples
- no testing has been - some testing has been - thorough testing has been - program contains error
completed completed completed checking code
- thorough and organized

testing has been completed
and output from test cases is
included
Efficiency - program uses a difficult and - program uses a logical - program uses an efficient - program uses solution that is
inefficient solution solution that is easy to follow and easy to follow solution easy to understand and
but it is not the most efficient (ie no confusing tricks) maintain
- programmer has not
considered alternate solutions - programmer has considered - programmer has - programmer has analysed
alternate solutions considered alternate many alternate solutions and
solution and has chosen has chosen the most efficient
the most efficient
- programmer has included
the reasons for the solution
chosen
Documentation - no documentation included - basic documentation has - program has been clearly - clearly and effectively
been completed including documented including documented including
descriptions of all variables descriptions of all descriptions of all variables
variables
- for each subprogram, the
- for each subprogram the specific purpose is noted as
purpose is noted as well as well as the input requirements
the input requirements and and output results
output results
2 of 2 1/14/2009 4:56 PM
EXAMPLE Rubric for Liberal Studies
Student Learning Outcomes in Critical Thinking
2007
OBJECTIVES ADVANCED PROFICIENT NOVICE UNSATISFACTORY
Articulation of Effectively identifies Adequately identifies Struggles to identify and Unable to appropriately
Meanings: and communicates the and communicates the communicate the identify and
Convey, to an intended intended meaning(s) of intended meaning(s) of intended meaning(s) of a communicate the
audience, the meaning a statement or position a statement or position statement or position intended meaning of a
of a statement based on the source’s based on the source’s based on the source’s statement or position
intentions, context, intentions, context, intentions, context, based on the source’s
biases, and biases, and biases, and perspectives. intentions, context,
Rubric Examples
perspectives. perspectives. biases, and
perspectives.
Validity of Claims: Effectively and critically Adequately evaluates Struggles evaluates Does not distinguish
Assess the validity of a evaluates evidence evidence leading to a evidence leading to a between fact, opinion,
claim, taking into leading to a claim; claim, distinguishes claim, distinguishes and value judgments;
account different effectively distinguishes between appropriate between appropriate and does not question
conceptual schemes, between appropriate and inappropriate inappropriate evidence “expert” evidence;
contextual factors, and and inappropriate evidence that supports that supports the claim, cannot identify various
evidence. evidence that supports the claim, and identifies and identifies various contexts, assumptions,
the claim; effectively various contexts, contexts, assumptions, and biases within the
identifies various assumptions, and and biases inherent claim.
contexts, assumptions, biases inherent within within the claim; rarely
and biases inherent the claim; typically questions “expert”
within the claim; seeks questions “expert” evidence leading to a
specifically to question evidence leading to a claim by addressing
“expert” evidence by claim by addressing additional diverse
addressing additional additional diverse perspectives.
diverse perspectives. perspectives.
Evaluation of Effectively evaluates Reasonably competent Partial evaluation of Unable to judge the
Arguments: arguments with with evaluating ideas ideas, and minimal ability value or usefulness of
Evaluate an argument’s creativity and/or insight, with creativity and/or to evaluate a conclusion ideas, and ineffectively
structure by and evaluates a insight, and can based on the extent to evaluates a conclusion
determining whether conclusion based on reasonably evaluate a which the arguments are based on the extent to
the conclusion would the extent to which the conclusion based on complete, well-supported, which the arguments are
be probable if the arguments are the extent to which the logically consistent, and complete, well-
premises were true. complete, well- arguments are take into account various supported, logically
supported, logically complete, well- perspectives and biases. consistent, and take into
consistent, and take supported, logically account various
into account various consistent, and take perspectives and biases.
perspectives and into account various
biases. perspectives and
biases.
Student Learning Outcomes in Critical Thinking
Likert Scale
2007
EVALUATION CRITERIA (STUDENT LEARNING

HIGH LOW N/A
OUTCOMES)
Articulation of Meanings:
Rubric Examples
Convey, to an intended audience, the meaning of a 5 4 3 2 1
statement
Validity of Claims:
Assess the validity of a claim, taking into account 5 4 3 2 1
different conceptual schemes, contextual factors, and
evidence.
Evaluation of Arguments:
Evaluate an argument’s structure by determining 5 4 3 2 1
whether the conclusion would be probable if the
premises were true.
Student Learning Outcomes Effective Writing
2007
Audience: Style and tone engage Style and tone engage May appeal to a limited Little or no awareness
Tailor writing to a the audience and holds the audience, and holds audience; has few of the audience.
specific audience their interest throughout their interests through engaging qualities.
the written work. most of the written work. Purpose is not clearly
Demonstrates a Demonstrates a directed to appropriate
coherent, original, well- coherent, original, well- audience.
Rubric Examples
developed and clear developed and clear
purpose for a specific generally aimed at
audience. appropriate audience.
Purpose: Thesis and purpose are Thesis and purpose are Thesis and purpose are Thesis and purpose
Focus writing on a focused, effective, and fairly clear and match somewhat vague OR cannot be determined
specific purpose clearly related to the the assignment. only loosely related to and/or are unrelated to
assignment. the assignment. the assignment.
Organization All ideas are presented Ideas are presented in a Some ideas are Writing is fragmented.
Produce logical, in a logical order. logical order. presented in logical Ideas are not presented
coherent, and well Introduction is clear, Introduction is clear, order. Introduction, body, in logical order.
structured writing body includes many body includes many and conclusion are Introduction, body, and
details, and conclusion details, and conclusion included. conclusion are not
summarizes main idea. summarizes main idea. clear.
Writing flows smoothly
throughout.
Writing Standards: Impeccable spelling, Very few errors in Several errors in Many errors in
Apply appropriate grammar, word order, spelling, grammar, spelling, grammar, spelling, grammar,
writing standards word usage, and word usage, and word order, word word order, word
punctuation; proper punctuation; few usage, punctuation, usage, punctuation,
citation of texts errors in citations and citation which and citations
according to according to lacks in consistency
documentation style documentation style with documentation
used in the discipline. used in the discipline. style used in the
discipline.
Student Learning Outcomes in Effective Writing Rubric
Likert Scale
2007
HIGH LOW NA
EVALUATION CRITERIA (STUDENT LEARNING OUTCOMES)
Tailor writing to a specific audience

 Style and tone engage the audience and holds their 5 4 3 2 1
interest throughout the written work.
 Demonstrates a coherent, original, well-developed and
Rubric Examples
clear purpose for a specific audience.
Focus writing on a specific purpose

5 4 3 2 1
 The author’s focus/thesis/viewpoint is clear.
Produce logical, coherent, and well structured writing
 Creative, sophisticated, effective, and cohesive 5 4 3 2 1
organization contributes to full development of the
writing.
 All ideas in the paper flow logically in an organized
manner.
Apply appropriate writing standards
 Impeccable spelling, grammar, word order, word 5 4 3 2 1
usage, and punctuation.
 Author uses citations coherently/accurately according
to documentation style used in the discipline.
Student Learning Outcomes in Effective Oral Communication
(for assessing interpersonal communication, i.e. small group discussions)
2007
Organization and Uses words, terms, Uses Uses confusing words Uses confusing
Development and examples which understandable and terms; uses words, terms,
Discover, organize and others clearly words and terms, examples which, to a and/or examples
deliver content that is understand. but needs examples limited degree, help which listener
adapted to the audience, to clarify major listener understand. does not
purpose, and context ideas. understand.
Rubric Examples
Vocal Delivery Always speaks in an Speaks in a voice Speaks in a voice which Speaks in a voice
Use appropriate verbal understandable which is generally is generally which is
and non-verbal voice, using clear understandable; understandable; frequently difficult
communication delivery tone, enunciation, sometimes tone, sometimes tone, to understand due
techniques (e.g., and reasonable enunciation or pace enunciation or pace to poor tone,
loudness, gestures, pace; message is interferes with interferes with message; enunciation or
posture, eye contact,
clearly received and message; adjusts needs listener requests pace even after
language) facial delivery when to modify delivery of listener requests
expressions, eye listener does not message. Facial to repeat
contact with group understand. Facial expressions, eye contact message.
members, contribute to expressions, eye with group members,
successful delivery. contact with group distract from delivery.
members, assist in
clear delivery.
Interaction Is always attentive Is attentive to Is occasionally Is consistently

Listen actively and to others when they others when they inattentive to others inattentive to
respond thoroughly and speak. Asks speak; is when they speak; others when they
thoughtfully to questions when he occasionally distracts others' speak for a wide
questions. or she does not distracted by others. listening. Asks questions variety of reasons.
understand what is Asks questions when he or she does not Exhibits little or
being said; when he or she does understand what is no interest in
questions are not understand what being said; many information being
pertinent to main is being said; some questions are not shared; no
ideas. Puts self in questions may not pertinent and do not information
others' shoes; be pertinent to main allow the speaker to seeking questions
accepts and ideas. Puts self in effectively communicate are asked. Does
understands the others' shoes; main ideas. Finds it not accept others'
feelings and accepts and difficult to accept others' feelings.
motivations of understands the feelings.
others. feelings and
motivations of
others.
Documentation and New ideas and Contributions to the Opinions are stated as facts No facts or
Supporting Material contributions are group are generally and support for ideas is documentation are
Create and use shared, supported by supported by limited or lacking. presented. Little or
appropriate supporting facts (distinguished facts (generally Contributions to the group no contribution to the
materials and from opinion), distinguished from are still in the development. group.
presentation aids examples, analogies, opinion),
statistics, or personal documentation,
experience, etc.; examples, analogies,
statistics, or personal
experience, etc. but
may need more
development.
This rubric was created using sources from these websites:

http://www.rubrics.com/rubrics/Interpersonal_Communication_Skills.html
Northwest Regional Educational Laboratory http://www.nwrel.org/assessment/pdfRubrics/groupassess.PDF

Student Learning Outcomes in Effective Oral Communication:
(for assessing interpersonal communication, i.e. small group discussions)
Likert Scale
2007
EVALUATION CRITERIA (STUDENT LEARNING OUTCOMES) HIGH LOW N/A
Organization and Development

5 4 3 2 1 5
Vocal Delivery
5 4 3 2 1 5
Rubric Examples
Interaction
5 4 3 2 1 5
Documentation and Supporting Material

5 4 3 2 1 5
(Oral Presentation Assignment)
2007
Organization and Topic, purpose, and Topic, purpose, and Topic, purpose, and content Topic, purpose, and
Development content are expertly content are well fitted are lacking relevance to content fail to
Discover, organize and fitted to audience and to audience and setting audience and setting and address audience
deliver content that is setting and and presentation is presentation lacks and setting and
Rubric Examples
adapted to the audience, presentation is easy to organized. organization. presentation is very
purpose, and context follow. difficult to follow.
Vocal Delivery Speaker projects and Speaker projects and Speaker has problems with Speaker does not
Use appropriate verbal articulates articulates well; there the verbal projection and project well and is at
and non-verbal exceptionally; there are are only a few articulation; there are many times inarticulate;
communication delivery no distractions (i.e. distractions (i.e. slang, distractions (i.e. slang, there are many
techniques (e.g., slang, pauses) that pauses) that detract pauses) that detract from detractions from the
loudness, gestures, detract from the from the presentation. the presentation. presentation.
posture, eye contact, presentation.
language)
Interaction Speaker thoroughly Speaker thoroughly Speaker inadequately Speaker does not
Listen actively and and expertly responds responds to questions responds to questions; respond to
respond thoroughly and to questions with with material that shows lack of awareness of questions; shows no
thoughtfully to material that goes sometimes go beyond listening and speaking awareness of
questions. beyond ideas already ideas already protocols. listening and
presented; shows presented; shows speaking protocols.
expertise in listening awareness of listening
and speaking and speaking
protocols. protocols.
Documentation and Documentation and Documentation and Documentation and Documentation and
Supporting Material supporting material supporting material supporting material are only supporting material
Create and use reinforce the adequately reinforce somewhat used or not are not used.
appropriate supporting presentation, exceed the presentation, meet clearly applied.
materials and the requirement and requirement and are
presentation aids are expertly well incorporated.
incorporated.
(Oral Presentation Assignment)
Likert Scale
2007
EVALUATION CRITERIA (STUDENT LEARNING OUTCOMES) HIGH LOW N/A
Organization and Development

 Discover content that is adapted to the audience, purpose,
and context 5 4 3 2 1 5
 Organize and deliver content that is adapted to the
Rubric Examples
audience, purpose, and context
Vocal Delivery
 Use appropriate verbal delivery techniques 5 4 3 2 1 5
 Use appropriate nonverbal communication techniques.
Interaction
 Listen actively and respond thoroughly and thoughtfully to 5 4 3 2 1 5
questions.
Documentation and Supporting Material
 Create and use appropriate supporting materials and 5 4 3 2 1 5
presentation aids.
Student Learning Outcomes in Quantitative Reasoning
2007
OBJECTIVES Advanced Proficient Novice Unsatisfactory

Descriptions: Expertly recognizes and Competently defines Can generally define Unable to differentiate
Assess descriptions of differentiates between and differentiates and differentiate between or define raw
both raw and derived raw and derived data, between raw and between raw and and derived data, or to
quantitative data and expertly appraises derived data, and derived data; still unable recognize the
the appropriateness of adequately assesses the to determine appropriateness of
descriptions pertaining appropriateness of appropriateness of descriptions of different
to different types or descriptions that pertain descriptions related to types or scales of data.
Rubric Examples
scales of data. to different types or different data types and
scales of data. scales.
Models: Expertly and accurately Competently selects and Limited ability to Unable to recognize,
Select and apply the recognizes, selects, and applies appropriate recognize, select, and select or apply
appropriate applies appropriate mathematical, statistical, apply appropriate appropriate
mathematical, mathematical, statistical, or graphical models for mathematical, statistical, mathematical, statistical,
statistical, or graphical or graphical models for the situation at hand, or graphical models for or graphical models for
model the situation at hand. though still becoming the situation at hand, the situation at hand.
Quite familiar with familiar with the range of and limited knowledge Displays little or no
models available. models available. and understanding of knowledge or
the range of models understanding about
available. range of models
available.
Data Manipulations: Expertly performs data Competently performs Limited ability to perform Unable to perform data
Perform data manipulations and data manipulations and data manipulations and manipulations or to
manipulations, and organizes data into can generally organize to organize data into organize data into
then organize data graphic, numeric, or data into graphic, graphic, numeric, or graphic, numeric, or
graphically, functional forms as numeric, or functional functional forms as functional forms as
numerically, or necessary for the task. forms as necessary for necessary for the task. necessary for the task.
functionally (e.g. Excels at identifying and the task. Generally can Struggles to identify and Not yet able to identify
linearly) understanding the range identify and understand distinguish between the and distinguish between
of data organization the range of data range of data the range of data
formats available. organization formats organization formats organization formats
available. available. available.
Interpretation: Expertly interprets Competently interprets Limited ability to Unable to interpret
Interpret the results of quantitative measures quantitative measures interpret quantitative quantitative measures
models, including and the results of and the results of measures and the and the results of
margins of error from models, including models, including results of models, models, including
statistical data margins of error from margins of error from including margins of margins of error from
statistical data, statistical statistical data, statistical error from statistical statistical data, statistical
significance, and significance, and data, statistical significance, and
descriptive statistics descriptive statistics significance, and descriptive statistics
(e.g. mean, median, (e.g. mean, median, descriptive statistics (e.g. mean, median,
mode) mode). (e.g. mean, median, mode)
mode)
Problem Solving: Always identifies and Competently identifies Limited ability to identify Unable to identify and
Use graphs to solve applies the best, most and applies appropriate and apply appropriate apply appropriate
problems such as appropriate graphical graphical formats to graphical formats to graphical formats to
scheduling, organizing format to solve problems solve problems such as solve problems such as solve problems such as
information or finding such as scheduling, scheduling, organizing scheduling, organizing scheduling, organizing
optimal strategies organizing information, information, or finding information, or finding information, or finding
or finding optimal optimal strategies. optimal strategies. optimal strategies.
strategies.
Results: Can expertly describe Competently describes Limited ability to Unable to describe and
Describe and explain and explain the and explains the describe and explain the explain the processes
the processes and processes and results processes and results processes and results and results applying
results applying applying quantitative applying quantitative applying quantitative quantitative literacy
quantitative literacy literacy skills. literacy skills. literacy skills; stronger skills; cannot distinguish
skills. with description rather between description and
than explanation. explanation.
Student Learning Outcomes in Quantitative Reasoning
Likert Scale
2007
Evaluation Criteria (Student Learning Outcomes) HIGH LOW NA
Descriptions:
Assess descriptions of both raw and derived quantitative 5 4 3 2 1
data
Rubric Examples
Models:
Select and apply the appropriate mathematical, 5 4 3 2 1
statistical, or graphical model
Data Manipulations:
Perform data manipulations, and then organize data 5 4 3 2 1
graphically, numerically, or functionally (e.g. linearly)
Interpretation:
Interpret the results of models, including margins of 5 4 3 2 1
error from statistical data
Problem Solving:
Use graphs to solve problems such as scheduling, 5 4 3 2 1
organizing information or finding optimal strategies
Results:
Describe and explain the processes and results applying 5 4 3 2 1
quantitative literacy skills.
Rubric for Paper 2: Social Sciences
Student’s Name:
CATEGORY 10 8 6 4 Total Points

Content: FOCUS 1 Thesis is very clear, Thesis is generally Thesis may be vague. Thesis is unclear or
though it may/may not clear though it may not confusing.
be explicitly stated. be explicitly stated.
Content: FOCUS 2 Maintains focus on May exhibit minor May lose or may exhibit Fails to establish focus
thesis throughout by lapses in focus on major lapses in focus on topic/subject, and
using well-defined thesis, and subtopics on thesis, and the thesis is unclear and
subtopics. Paper may not be well- subtopics are not subtopics are not
Rubric Examples
focuses on both broad defined. Paper focuses defined. Paper present. Paper
and narrow aspects of mostly on broad focuses on broad focuses solely on broad
the topic. aspects of the topic aspects of the topic aspects of the topic.
with some narrow. with very little narrow.
Content: The organizational The organizational The organizational The organizational
ORGANIZATION 1 structure is obvious structure is somewhat structure is not obvious structure is present
when reading, and obvious when reading, when reading, and when reading, and
there are clearly and there are clearly there are not clearly there are not clearly
labeled subtopics in labeled subtopics in labeled subtopics in labeled subtopics in
the piece. the piece. the piece. the piece.
Content: Organization is a There is a logical One or more major Ideas are presented in
ORGANIZATION 2 logical progression of progression of ideas lapses in the logical a random fashion.
ideas and is unified and and is reasonably progression of ideas
complete. complete, although are evident.
minor lapses may be
present.
Content: SUPPORT Support information is Support information Support information An attempt has been
related to and has minor weaknesses has major weaknesses made to add support
supportive of the thesis in the thesis and in the thesis and information, but it was
and subtopics in the subtopics of the paper. subtopics in the paper. unrelated or confusing.
paper. The author also The author also uses The author also uses No quotes are used.
uses good quotes to some good quotes to quotes. Author does Author does not use at
support his or her support his or her not use at least 1 peer- least 1 peer-reviewed
points. Author uses at points. Author uses at reviewed source. source.
least 1 peer-reviewed least 1 peer-reviewed
source. The author source
makes good use of
primary and secondary
resource materials and
does not simply
summarize.
Conventions Exhibits Exhibits SOME Exhibits MINIMAL LACKS CONTROL of
REASONABLE CONTROL of CONTROL of grammatical
CONTROL of grammatical grammatical conventions
grammatical conventions conventions appropriate to the
conventions appropriate to the appropriate to the writing task: sentence
appropriate to the writing task: sentence writing task: sentence formation; standard
writing task: sentence formation; standard formation; standard usage including
formation; standard usage including usage including agreement, tense, and
usage including agreement, tense, and agreement, tense, and case; and mechanics
agreement, tense, and case; and mechanics case; and mechanics including use of
case; and mechanics including use of including use of capitalization,
including use of capitalization, capitalization, punctuation, and
capitalization, punctuation, and punctuation, and spelling.
punctuation, and spelling. spelling.
spelling.
Content: STYLE - Demonstrates skillful Demonstrates Demonstrates minimal Sentence fluency is
Sentence Fluency sentence fluency reasonable sentence sentence fluency. The lacking. The language
(varies length, good fluency. The language language use is simple use is confusing and
flow rhythm, and varied use is solid and and unremarkable. difficult to make sense
structure). The concise. of.
language use is original
and engaging.
MLA Conventions In-text citations and In-text citations and In-text citations and In-text citations and
bibliography are all bibliography are mainly bibliography are bibliography are not
done correctly and done correctly and present. present or correctly
conscientiously. conscientiously. done.
Comments Total Points:
Percentage:
Grade
Rubric Examples
Paper 2 percentage:
Letter Grade:
Humanities Unit Rubric
Student’s Name:
CATEGORY 10 8 6 4 Total Points

Content: Thesis The thesis statement Thesis statement or Thesis statement or Thesis statement or
or paragraph names paragraph names the paragraph outlines paragraph does not
the topic of the essay topic of the essay. some or all of the name the topic or
and outlines the main main points to be preview what will be
points to be discussed but does discussed.
discussed with not name the topic.
reference to sources.
Rubric Examples
Content: Close Explores with Explores with some Explores poem with Fails to link close
Reading 1 significant detail and detail and insight minimal detail and readings of poem
insight how the close how the close insight. with theme of the
reading reveals the reading reveals the essay.
importance of the importance of the
poem to the overall poem to the theme of
theme of the essay. the essay.
Content: Close Utilizes numerous Utilizes some Utilizes few details Does not give any
Reading 2 specific details from specific details from from the poem. specific details or
the poem to build an the poem. At times Rarely looks closely quotes from the
interpretive looks closely at the at the poet’s choices. poem. Does not
argument. Looks choices the poet consider the poet’s
closely at the choices made. choices.
the poet made in
constructing the
poem.
Content: Critical Skillfully weaves Weaves source Source material is Author barely
piece and outside source material from material with some discussed in the discusses the critical
source 1 a critical piece and skill. Inserts paper. piece or outside
an outside source to material in source.
enhance the writer’s appropriate and
thesis and interesting ways, for
interpretative the most part.
analysis of the poem;
inserts source
material in
appropriate and
interesting ways.
Content: Critical Support information Support information Support information An attempt has been
piece and outside is related to and has minor has major made to add support
source 2 supportive of the weaknesses in weaknesses in the information, but it
thesis. Seamlessly support of the thesis. support of the thesis. was unrelated or
integrates sources The author also uses The author also uses confusing. No
using analysis and some good quotes some detail and few quotes are used.
does not let quotes and some good quotes.
“speak for details to support his
themselves.” or her points.
Content: The conclusion is The conclusion is The author's thesis is There is no
Conclusion strong and leaves the recognizable. The restated within the conclusion - the
reader solidly author's thesis is closing paragraph, paper just ends.
understanding the restated within the but not near the
thesis. Effective first two sentences of beginning. Attempts
restatement of the the closing to address the “so
position statement paragraph. what?” factor.
begins the closing Somewhat addresses
paragraph. the “so what?”
Addresses the “so factor.
what?” or “who
cares” factor in
relation to their
thesis.
Content: Organization is a There is a logical One or more major Ideas are presented
Organization logical progression progression of ideas lapses in the logical in a random fashion.
of ideas and is and is reasonably progression of ideas Transitions between
unified and complete, although are evident. Some ideas are unclear OR
complete. A variety minor lapses may be transitions work nonexistent.
of thoughtful present. Transitions well, but some
transitions are used show how ideas are connections between
and clearly show connected, but there ideas are fuzzy.
how ideas are is little variety.
connected.
Conventions Exhibits Exhibits SOME Exhibits MINIMAL LACKS CONTROL
REASONABLE CONTROL of CONTROL of of grammatical
Rubric Examples
conventions appropriate to the appropriate to the writing task:
appropriate to the writing task: writing task: sentence formation;
writing task: sentence formation; sentence formation; standard usage
sentence formation; standard usage standard usage including agreement,
standard usage including agreement, including agreement, tense, and case; and
including agreement, tense, and case; and tense, and case; and mechanics including
tense, and case; and mechanics including mechanics including use of capitalization,
mechanics including use of capitalization, use of capitalization, punctuation, and
use of capitalization, punctuation, and punctuation, and spelling.
spelling.
Style - Sentence Demonstrates skillful Demonstrates Demonstrates Sentence fluency is
Fluency sentence fluency reasonable sentence minimal sentence lacking. The
(varies length, good fluency. The fluency. The language use is
flow rhythm, and language use is solid language use is confusing and
varied structure). and concise. simple and difficult to make
The language use is unremarkable. sense of.
original and
engaging.
MLA Conventions In-text citations and In-text citations and In-text citations and In-text citations and
bibliography are all bibliography are bibliography are bibliography are not
done correctly and mainly done present. present or correctly
conscientiously. correctly and done.
conscientiously.
Paper 3 percentage:
Letter grade:
Student Learning Outcomes in Scientific Reasoning
2007
This rubric is geared towards a lab assignment.
Collect Observations and Obvious connection Hypothesis and No connection Hypothesis is

Develop a Hypothesis between the problem are clearly between hypothesis missing or is
Formulate hypotheses on problem and connected. and experiment. No unrelated to the
the basis of observations predicted outcome. Hypothesis refutes clear way to prove experiment.
Rubric Examples
appropriate for the Provides references or defended or disprove
discipline showing that established hypothesis by
hypothesis refutes knowledge. performing
or defends experiment.
established
knowledge.
Design Experiment Method is The method included Description of The method is not
Formulate and carry out documented descriptive method is general described or
tests of hypotheses completely and text/diagrams. and procedure is documented. Does
employing techniques accurately, making Experiment can be missing steps. not mention
appropriate for that experiment easy to reproduced using Information provided dependent and
discipline reproduce. the steps provided. is not sufficient to independent
Variables are Variables are replicate variables.
identified and identified and experiment.
classified as classified as Variables are not
dependent and dependent and completely
independent. independent. described or are
incorrectly classified
as dependent or
independent.
Collect Data Data is thoroughly Data is gathered and Data collection lacks Data is missing and
Employ appropriate tools gathered and recorded using in accuracy and is not recorded.
for collecting, analyzing, accurately recorded identified tools. not clearly recorded
and evaluating data to test using identified using identified
hypotheses tools. tools.
Present Results Procedures and Data is correctly Charts and graphs Data is not displayed
Communicate results of results are correctly presented in charts are missing or in a useful or
scientific investigation and clearly and graphs. inaccurate. understandable
presented in charts format.
or graphs best
suited for displaying
the data collected.
Draw Conclusions The problem and The problem is The problem is Original problem is
Use a scientific theory to hypothesis are restated. restated. not restated.
explain features of the restated. Findings Conclusions are Conclusions are Findings are not
world within the scope of are discussed in based on the data simplistic. summarized.
that theory detail. Conclusions collected. Shows a No clear relationship Conclusions are not
directly address strong relationship between relevant to
hypothesis. between conclusions conclusions and hypothesis.
Conclusions are and hypothesis. hypothesis.
supported by the
data.
This rubric may be more geared toward a scientific paper based on other research.
Collect Observations and Obvious connection Hypothesis and No connection Hypothesis is

Develop a Hypothesis between the problem problem are between hypothesis missing or is
Formulate hypotheses on and predicted outcome. clearly and experiment. No unrelated to the
the basis of observations Provides references connected. clear way to prove or experiment.
appropriate for the discipline showing that hypothesis Hypothesis disprove hypothesis by
refutes or defends refutes or performing experiment.
established knowledge. defended
Rubric Examples
established
knowledge.
Design Experiment Accurately describes Describes and Describes or justifies Does not describe
Formulate and carry out tests and justifies the justifies the the methods, but does or justify the
of hypotheses employing methods used. methods used. not do both clearly. methods used.
techniques appropriate for
that discipline
Collect Data Presents easy-to-follow Most of the Some of the steps are Not sequential,
Employ appropriate tools for steps which are logical steps are understandable; most most steps are
collecting, analyzing, and and adequately understandable; are confusing and lack missing or are
evaluating data to test detailed. some lack detail detail. confusing.
hypotheses or are
confusing.
Present Results Data and graphical Data and Inaccuracies and/or Data and
Communicate results of representation are graphical illegible characters in graphical
scientific investigation neatly completed and representation data and/or graphical representation
totally accurate and are accurate, representation. missing
appropriate for and suited for information and
audience and purpose. audience and are inaccurate.
purpose.
Draw Conclusions Presents a logical Presents a Presents an illogical Presents an
Use a scientific theory to explanation for findings logical explanation for findings illogical
explain features of the world and addresses all of the explanation for and addresses few explanation for
within the scope of that questions posed in the findings and research questions. findings and does
theory research. addresses not address any of
some of the the research
research questions.
questions.
Student Learning Outcomes in Scientific Reasoning
Likert Scale
2007
EVALUATION CRITERIA (STUDENT LEARNING

HIGH LOW N/A
OUTCOMES)
Collect Observations and Develop a Hypothesis

Formulate hypotheses on the basis of observations
5 4 3 2 1
Rubric Examples
appropriate for the discipline
Design Experiment
Formulate and carry out tests of hypotheses employing
5 4 3 2 1
techniques appropriate for that discipline
Collect Data
Employ appropriate tools for collecting, analyzing, and 5 4 3 2 1
evaluating data to test hypotheses
Present Results
Communicate results of scientific investigation 5 4 3 2 1
Draw Conclusions
Use a scientific theory to explain features of the world
5 4 3 2 1
within the scope of that theory
INFS 1000 Mid-Term Exam Grading Rubric
Requirement Insufficient (D or F level) Basic (C level) Proficient (B level) Advanced (A level)
Rubric Examples
You specified the Topic has an imprecise or Topic has a discernable focus Clear focus on the topic which is Very clear focus that is precise,
dimensions of the unclear focus. The focus but lacks precision. adequately precise. appropriately narrow, and well
topic appropriately. needs to be narrowed or articulated.
• Clearly state the clarified. Thesis statement addresses the Thesis statement that is clear and
focused topic. topic but needs more precise focused and adequately precise. Thesis statement that is very
• Developed an Thesis statement does not focus and precision. There is an The argument is adequately stated well focused and concise. The
appropriate clearly state a focused topic, argument but it needs to be and precise. argument is clear, focused and
working thesis. lacks precision. Thesis more clearly stated. well stated.
• Took appropriate statement does not clearly lay Clear, focused and adequately
steps to narrow out the main ideas and issues. Research questions address precise research questions. Very clear, concise and well
and focus the the topic but need more focus focused research questions.
topic. Research questions are too and precision.
broad or vague and do not
adequately focus the topic.
4.25 4.5 4.75 5 5.25 5.5 5.75 6
You had a clear Research process is not Research process is articulated Clear research process that A clear, concise, and well
articulate research clearly stated or is confused in but needs more focus and adequately takes account of the focused research process that
strategy. its application. Research clarity. issues related to the topic. takes into account all the
• Clearly process does not adequately relevant issues related to the
articulated the take account of the topic focus Basic search techniques are Clear use of basic and advanced topic.
process used to and is much too broad in adequately applied but no or search techniques. Minor errors in
identify and application. little demonstration of advanced application of search techniques, Used basic and advanced
locate resources. search strategies, or errors are or lack of connection in search search techniques very well
• Used search Consistent mistakes are made made in the application of strategies across library resources. and has applied the search
techniques in applying basic search search techniques. techniques consistently well
appropriate for techniques. Confusion related across all the library resources.
the topic. to application of search terms
• Used specific and and search techniques.
effective search
techniques.
4.25 4.5 4.75 5 5.25 5.5 5.75 6

You identified Keywords and/or subject Some useful keywords and/or Many useful keywords and/or Very useful keywords and
keywords and subject headings were not useful for subject headings that relate to subject headings that clearly relate subject headings that clearly
headings that were the topic focus. Misapplication the research focus. Keywords to the research focus. Indication relate to the research focus.
appropriate to the of keywords and/or subject and/or subject headings may be that the keywords and/or subject Located sub-headings and
topic. headings. Shows a lack of too broad or need to be headings have been combined in connected them appropriately
Rubric Examples
understanding of what subject combined to be effective. useful ways to help focus with main subject headings.
headings are and how they are searching. Combined keywords and main
to be used. and sub-headings in very useful
ways to help focus searching.
3 3.25 3.5 3.75 4
You selected Most resources selected were Most of the resources selected All of the resources selected are All of the resources selected
resources that were not appropriate for supporting are appropriate for the topic. appropriate for the topic. are very well focused on the
appropriate for the the topic focus. Little to no topic or specific sub-aspects of
topic and consistency in the selected Demonstration of the Demonstration of the the topic.
demonstrated how resources and the research appropriateness of resources appropriateness of resources is
each resource topic focus. for topic relevance is adequate well documented and clearly Demonstration of the
supported the thesis for most resources. stated. Good level of detail appropriateness of resources is
statement and Little or no demonstration of provided concerning relevance of very well documented with in-
research topic. the appropriateness of resources to thesis statement, depth analysis of each
resources for topic relevance, research questions, and topic resource. Clear and detailed
or confusion related to focus. explanation of how each
resource relevance. resource supports the thesis
statement, research questions,
and the various aspects of the
topic focus.
4.25 4.5 4.75 5 5.25 5.5 5.75 6
You evaluated each Little or no evidence of Clear evidence of evaluation of Clear evaluation of resources Strong and in-depth evaluation
resource according to evaluation of the resources. most of the resources, but based upon specific criteria of of all resources based upon
specific evaluation Attempts at evaluation were evaluation lacks depth. authority, reliability and bias. specific criteria. Clear
criteria. You provided not based on any criteria but understanding of the bias,
clear and specific were mere assertions of authority, reliability, and
evaluations. credibility without evidence to credentials of the author,
support claims. publisher, or web site sponsor.
4.25 4.5 4.75 5 5.25 5.5 5.75 6
Minneapolis Community and Technical College

Name of Candidate:
Portfolio for School Site:
Reviewed by University Supervisor:
Date:
University of Rhode Island
Graduate School of Library and Information Studies
LSC 596 Professional Field Experience: School Library Media Practicum
Portfolio Evaluation By Professor Cheryl A. McCarthy
Introduction
Rubric Examples
LSC 596 Professional Field Experience: School Library Media Practicum and
Seminar is a nine credit graduate course that focuses on directed field experiences in two
school library media centers for a total of 300 hours (5 weeks or 150 hours in elementary
and 5 weeks or 150 hours in secondary). Students perform the four roles of school
library media specialists: teacher, information specialist, instructional partner, and
program manager. This course is the capstone of teacher certification track for all
students in the school library media program. Students enrolled in the School Library
Media Practicum have successfully completed LSC 520 School Library Media Services
with a B or better and have been interviewed for readiness by their advisor/supervisor for
the Practicum and have volunteered at their two practicum sites in the Fall.
Each student is required to develop a working portfolio for each practicum site.
The exit portfolio, however, will be assessed as a whole and will enable the student to
showcase evidence of their field experiences and how they meet or exceed the eleven
Rhode Island Beginning Teacher Standards (RIBTS). In addition, the exit portfolio will
document the level to which students are prepared to receive approval for teaching
certification in School Library Media grades kindergarten through twelve. Students who
are in the regional program out of state may opt to use the INTASC Standards or if
students are already certified as a teacher they may opt to meet the National Board for
Professional Teaching Standards in Library Media (NBPTS).
Evidence included in exit portfolios documents the students’ application of
Information Literacy Standards and other subject area standards as used during the field
experiences as well as meeting the RIBTS/INTASC or NBPTS. The practicum
supervisor using the rubric below will assess the exit portfolio and submit the scored
rubric points for the data tables for analysis of the school library media program.
Sections [tasks] of Portfolio

There are 13 tasks for your portfolio. Be sure to check rubrics below for details.
1. Table of contents and Analysis of Culture of your school
2. Program Outline for EACH site
3. Concise Personal Statement of Your Career as a School Library Media Specialist
[This is a combination of a philosophy of education and service]
4. Resume
5. E-FOLIO 11 Statements with rationales for Each 11 Rhode Island Teacher
Standards (RITS) with supporting Artifacts and Matrix [One item may be
evidence of meeting more than one standard but you must create a justification
sheet for each including the Standard statement and a what item you have chosen
1
and HOW and WHY that artifact meets the standard. See Portfolio text for
samples.]
6. Daily Lesson Plans
7. Daily Logs of activities with one daily reflection
8. Journal Entries 3 required at each site for 50, 100, and 150 hours for each site
9. Additional Projects – [Pictures of Displays& Bulletin Boards, Webliographies,
Bibliographies, Pathfinders, Reading Lists (bookmarks), Databases, Web page,
Signage, Workshops, Curriculum collaborations]
10. Evaluations: Cooperating LMS’s Third Evaluation one each site @ 150 hours
Rubric Examples
11. Evaluations: Site Visit Evaluations by University Supervisor one each site
12. Case Study: [An individual and collaborative effort with seminar partner]
13. Video
14. Participation in Seminar Discussions each seminar session
Each section will be evaluated using the following guidelines:

Target/Exemplary= Well Above Standard 5points,
Acceptable= Above Standard = 4 Points or Meets Standard= 3 Points,
Not Acceptable= Approaching Standard= 2 Points, Little Evidence of meeting
standard= 1 Point.
TARGET/EXEMPLARY= Well Above Standard 5points= Well Above Standard

5points: This category is intended to assess exemplary work that exceeds requirements
with equivalent letter grade of A to A+. Exemplary level is intended to assess exemplary
work and growth beyond the beginning teacher level with work that exceeds the
requirements or is well above standard and is equivalent to letter grade of A to A +.
ACCEPTABLE= Above Standard= 4 points and Meeting Standard= 3 points: All

requirements met with Equivalent letter grade of B- for barely minimal acceptance,
B=Meets Standard to B+ (Above standard). Requirements met with careful attention to
detail equivalent to letter grade of B+ or A- for above standard.
UNACCEPTABLE= Approaching Standard= 2 Points or Little Evidence= 1 point:

Evidence is missing / or incomplete evidence or documentation of meeting standard is
not convincing. Unacceptable work= 2 points Approaching Standard or 1 point Little
Evidence is one in which the student has not demonstrated graduate level work and is
equivalent to a letter grade of C to F.
Scoring is indicated by a SCORE of 1-5 on your portfolio evaluation sheet for each item
listed. Comments: All additional comments will be printed in the comments column.
Section 1/ Task 1
Table of Contents/Research and Analysis of Culture of School = 5 Points
Target/Exemplary= Well Above Standard 5points
• Statement of hours completed
• Research/Summary/Analysis of Culture of School Community
2
• Summary of test scores for school and summary of reports or other
evaluations of school and standards and student academic achievement are
used to inform planning and practice as the school’s library media specialist.
Acceptable= 4 points Above Standard or 3 Points Meets Standard
• Statement of Hours Completed
• Summary of test scores for school
• Summary of evaluation reports and student achievement and standards
Unacceptable= 2 points Approaching Standard or 1 point Little Evidence
• No Statement of hours or incomplete
Rubric Examples
• No Summary of Culture of School
Community or incomplete
• No Summary of test scores for school
• No Summary of school reports
Section 2/Task 2
Program Outline= 5 Points
• Complete Outline well-organized with incremental responsibilities in all four
roles evidenced clearly identified especially collaborations with teachers.
1. Teacher, 2. Information Specialist, 3. Instructional Partner, 4.
Program Manager
2. RIBTS 1-11 specified
• Signed by Cooperating Media Specialist*
Acceptable= 4 points Above Standard or 3 Points Meets Standard Complete Outline
• Identification of four roles of School library Media Specialist: 1. Teacher, 2.
Information Specialist, 3. Instructional Partner, 4. Program Manager
• RIBTS 1-11 identified
• Signed by Cooperating Media Specialist
• No Program Outline or incomplete outline or No RIBTS
• Incomplete identification of Four roles of school library media specialist: 1.
Teacher, 2.Information specialist, 3.Instructional Partner, and 4. Beginning
program manager
• Missing signature of cooperating media specialist
Section 3/Task 3
Concise Personal Statement of Your Career as a School Library Media Specialist
(300- 500 words)= 5 Points
• Personal Statement complete and reflective statement
• Well-written – thoughtful statement void of typos and grammatical errors
• Concise 300 – 500 words
• Evidence of commitment to help all students become information literate and
life long learners
• 4 Roles of SLMS identified and seamlessly incorporated into statement
3
• Evidence of the importance of RIBTS as applied during field experience and
how standards will be applied in future practice
• Statement by certified teacher references past experiences and outlines future
goals.
• Personal Statement Complete
• Well-written – no typos, correct grammar
• Concise 300 – 500 words
• Evidence of commitment to help all students become information literate and
Rubric Examples
life long learners
• 4 Roles of SLMS identified and RIBTS identified
• Evidence of an understanding of the importance of standards based education
• No Personal Statement or Incomplete statement
• Poorly written – typos, incorrect grammar
• Less than 300 – words more than 500
• Evidence of lack of commitment to help all students become information
literate, and life long learners
• 4 Roles of SLMS not identified and RIBTS not clearly identified
• Lack of evidence of an understanding of the importance of standard based
education
Section 4/Task 4
Résumé= 5 Points
• Resume professionally presented and up to date with additional examples, i.e.
Reference to web pages developed by student for the purpose of seeking
employment
• Technology and information skills used to enhance the entire school
community
• Teaching awards
• Grants
• Special projects
• Library and Information Science association memberships / activities
• Resume included
• Up-to-date
• No typos
• Practicum experiences included
• No resume or incomplete resume
• Not up to date
• Typos
• Practicum experiences not included
4
Section 5/Task 5
Statement for Each 11 Rhode Island Teacher Standards (RITS) with supporting
Artifacts and Matrix. One item may be evidence of meeting more than one standard
but you must include a rationale or justification for each 11 RITS.
5 points for EACH 11 RITS=55 POINTS
• Statement of each RITS including a description of WHAT artifact was
chosen to demonstrate HOW you meet that standard and WHY it meets that
Rubric Examples
standard.
• Lessons complete with reference to specific standards content areas such as
math, science, social studies, language arts, reading, art, and so on.
• Rationale Statements or justifications for each artifact are well-written
• Supporting artifacts (one or more) for each of the 11 RITS
• Supporting artifacts are strong evidence of achievement of RITS
• Matrix complete with RITS & other standards has appropriate along with
artifacts
• Statements for each 11 Rhode Island Teacher Standards included
• Statements well-written
• Supporting at least one artifact included for each RITS
• Supporting artifacts are evidence of achievement of RITS
• Matrix complete with RITS & artifacts
• Not all 11 RITS identified with descriptive statements and rationales included
• Incomplete RITS
• Poorly written statements
• Not all 11 standards with supporting artifacts or incomplete artifacts
• Supporting artifacts are not evidence for standard indicated
• No or incomplete Matrix listing of 11 standards with artifacts
Section 6/Task 6
Lesson Plans=5 Points
• Complete lesson plans
• Consistent use of lesson plan formats - Big6© or Information Literacy as
appropriate for grade level (distributed in LSC 520)
• Clearly articulated student outcomes or learner objectives
• Multiple learning styles are consistently included
• List of resources and alternatives
• Lesson Plan (s) modified to better address appropriate levels of students –
evidence - brief description of modifications and why they were made
and results of modifications
• Evidence of lessons modified specifically to address the needs of AP, ESL,
Gifted or Special Education or culturally diverse students.
5
• Variety of assessment strategies both formal and informal and developed
collaboration with classroom or subject area teacher
• Lesson plans original and / or creatively adapted (including references)
• Documentation of informal lessons taught on secondary level and short
reflection on how knowledge of collection and resource effect this experience
• Collaboration / team teaching development of new lesson, unit or project
• Evidence of lesson (s) team/taught with teachers & LMS
• Complete lesson plans
Rubric Examples
• Consistent use of lesson plan formats - Big6© or Information Literacy as
• Clearly articulated student outcomes or learner objectives
• Address various Learning Styles
• Activities included
• List of resources used
• Lesson Plans appropriate for developmental age and level, i.e. Elementary
Literature based, Secondary Big6© or Information Literacy Standards
• Attempts make to integrate lesson with curriculum
• Insufficient quantity and quality
• Variety of assessment strategies both formal and informal (i.e. observation,
checklist, rubric, portfolio, participation in discussion, group project, self-
evaluation)
• Lesson plans adapted as evidenced by references
to sources
• Documentation of informal lessons taught on secondary level
• Evidence of collaborative team teaching with teacher on a single lesson, unit
or project.
• No or incomplete lesson plans
• Inconsistent use of lesson plan formats such as Big6© or Information Literacy as
• Lack of outcomes or learner objectives not stated in terms of learner
• Lack of various learning Styles
• Lack of activities
• Lack of resources used
• Lesson Plans not appropriate for developmental age and level, i.e. Elementary
Literature based, Secondary Big6© or Information Literacy Standards
• No attempts made to integrate lesson with curriculum
• Insufficient quantity and quality of lessons
• Lack of variety of assessment strategies both formal and informal (i.e.
observation, checklist, rubric, portfolio, participation in discussion, group project,
self-evaluation)
• Lesson plans plagiarized as evidenced by lack of documentation
• No documentation of informal lessons taught on secondary level
• No evidence of collaborative team teaching Section 7
6
Section 7/Task 7
Daily Logs= 5 Points
Target/Exemplary= Well Above Standard 5points:
• Complete Log of variety of daily activities
• Daily Reflection
• Evidence of 4 Roles
• Evidence of RITS
Rubric Examples
• Complete Log of variety of daily activities
• No Daily Reflection and RIBTS and Roles not clearly identified
• Not complete log of daily activities
• No evidence of daily reflection
Section 8/Task 8
Journal Entries 3 required at end of 50 and 150 = 5 Point scale each x 2 = 10 Points
• Journal entries complete showing reflection and growth as LMS
• All well-written – no grammar errors, no typos
• All entries when read demonstrate progressive understanding and
implementation of 4 roles of a school library media specialist from first journal
entry to last.
• All entries seamlessly highlight the process of meeting RIBTS and how your
practice is informed by the standards
• Entries reflect how RIBTS and Information literacy standards influence
students’ achievement
• Journal entries complete all 6
• All well-written – grammatically correct, no typos
• Entries as a whole reflect growth as a school library media specialist in all 4
roles
• All entries highlight process of meeting RIBTS
• Entries reflect your students’ achievements
• No or incomplete journal entries less than 6
• 2 or more poorly-written – typos, grammatically incorrect
• Entries do not reflect growth as a school library media specialist in all 4 roles
• Entries do not highlight process of meeting RI Beginning Teacher Standards
• Entries do not reflect your students’ achievements
Section 9
Additional Projects - (Displays, Bulletin Boards, Webliographies,
7
Bibliographies, Reading Lists (bookmarks), Databases, Web page, Signage,
Workshops, Curriculum collaborations. Etc.) = 5 Points
• Curriculum collaborations
• PowerPoint presentations/ Instruction
• Graphic organizer presentations/ instruction
• Webpage/ database enhancement or development
• Book Fairs
• Ordering of materials print or nonprint – brief description
Rubric Examples
• Retrospective conversion activities – brief description
• Grant project or proposal
Additional projects documented
• Bulletin Boards, displays or posters
• Bibliographies, Webliographies, Reading lists (bookmarks)
• Reading/literacy promotion
• Curriculum collaborations
• Handbooks
• Guide sheets
• Pathfinders
• No additional projects included
• No bulletin boards or displays or posters
• Lack of webliographies, bibliographies, reading list (bookmarks)
• No curriculum collaborations
Section 10 & 11
EVALUATIONS:
10. Cooperating LMS Evaluation for 150 hours= 20 items x 5 point scale =100 points
11. Site Visit Evaluation by University Supervisor= 20 items x 5 point scale=100
points
Target/Exemplary= Well Above Standard 5 points for each item
• Site Visit Reports and positive comments by University Supervisor (5 points
for each item on evaluation)
• Evaluations from cooperating LMS 20 items with 5 points on scale plus
positive comments and narrative.
• Letters of support from other faculty, principal, parent or other educational
organizations that document outstanding achievement specifically noting
exceptional contributions.
• Awards & Scholarship & recognition for achievements as a practicum student
• Site Visit Reports points and comments by University Supervisor (3-4 points
for each item on scale)
• Evaluations from cooperating LMS (3-4 point scale plus comments and
narrative (summary comments)
Unacceptable= Approaching Standard 2 Points or Little Evidence 1 Point
8
• Not meeting standards by cooperating LMS evaluation and comments show
need for improvement (1-2 points for each item)
• Not meeting standards by site visit evaluation by University Supervisor and
comments show need for improvement (1-2 points for each item.)
Section 12
Case Study: An individual and collaborative effort with seminar partner= 5 Points
• Complete Case Study individual Case Study
Rubric Examples
• Complete joint Case Study
• Clear description of main problem
• Discrete in presentation i.e. names changed
• Adequate alternatives posed
• Advantages and disadvantages of each alternative and reasons stated
• Best alternative (s) identified and reasons for choice stated
• Careful attention given to “If not, then what? Consequences
• Step by step implementation of solution
• Lacks issues and questions for discussion & cluster of problems
• Ethical dilemma resolved realistically
• Resolution reflects ALA (American Library Association)
Code of Professional Ethics
• Effective collaboration equitable distribution of effort
• Well-written and coherent
• Use of PowerPoint to enhance presentation with careful attention given to
elements of design: appropriate fonts in size and style, color scheme enhances
rather than distracts, use of text appropriate to slide viewed, and list of
references as needed.
• Appropriate use of other technology and or / media to enhance presentation
• Completed individual Case Study
• Complete joint Case Study
• Clear description of main problem
• Discrete in presentation i.e. names changed
• Adequate alternatives posed
• Advantages and disadvantages of each alternative and reasons stated
• Best alternative (s) identified and reasons for choice stated
• Careful attention given to “If not, then what? Consequences
• Step by step implementation of solution
• Lacks issues and questions for discussion & cluster of problems
• Ethical dilemma resolved realistically
• Resolution reflects ALA (American Library Association)
• Effective collaboration equitable distribution of effort
• Well-written and coherent
• Missing or/ incomplete individual Case Study
9
• Missing or incomplete joint Case Study
〈 Lacks clear description of main problem
• Lacks discretion in presentation no names changed
• Lacks alternatives
• Lacks advantages and disadvantages of each alternative
• No choice of best alternative (s)
• No attention given to “If not, then what? Consequences
• Lacks step by step implementation of solution
Rubric Examples
• Lacks issues and questions for discussion
• Ethical dilemma is not resolved realistically
• Resolution does not reflect ALA (American Library Association)
• Poor collaboration – not a convincing collaborative effort
• Not well-written or coherent
Section 13
Video= 5 Points
• Exceeds RIBTS with focus on active learning and clear expectations
• Students on task and engaged in activity
• Higher order Thinking
• Shows respect for diversity of learners
• Effective Classroom Management
• Brings Closure to lesson
• Uses either formal or informal assessment strategy
• Meets RIBTS with active engagement of learners
• Teaching strategies appropriate
• Clear expectations and clear focus for learning
• Not meeting RIBTS and shows little engagement of learners
• Not clear expectations or clear focus for learning
Section 14:
Participation in Seminar Discussions = 5 Points per session = 35 total
• Participates in ALL seminars whether online WEB CT or face to face
• Exceeds RIBTS with focus on active learning and participation at each seminar
• Engages in discussion on assigned books and themes
• Higher order Thinking and questions demonstrate critical and reflective thinking
• Shows respect for diversity of opinions
• Participates in ALL seminars whether online WEB CT or face to face
• Meets RIBTS with focus on active learning and participation at each seminar
• Engages in discussion on assigned books and themes
• Higher order Thinking and questions demonstrate critical and reflective thinking
10
• Shows respect for diversity of opinions
• Not meeting RIBTS and shows little active engagement in discussions
• Does not attend all seminars or shows little preparation of questions for discussion
on books or themes.
Rubric Examples
11
Rubric:
Introduction to Linguistics Critical Thinking Rubric
←Less Complex Performance Patterns More Complex Performance Patterns→

"Confused Fact Finder" "Biased Jumper" "Perpetual Analyzer" "Pragmatic Performer" "Strategic Re-Visioner"
Steps for Better Performance Pattern 0—How Performance Pattern 1—-How Performance Pattern 2—-How Performance Pattern 3—-How Performance Pattern 4—-How
performance might appear when performance might appear when performance might appear when performance might appear when performance might appear when one
Thinking Step 1, 2, 3, and 4 skills are weak Step 1 skills are adequate, but Step Step 1 and 2 skills are adequate, but Step 1, 2, and 3 skills are adequate, has strong Step 1, 2, 3, and 4 skills
Ð SKILLS Ð 2, 3, and 4 skills are weak Step 3 and 4 skills are weak but Step 4 skills are weak
Step 1: A0—Uses very limited information; A1—Uses limited information, primarily A2—Uses a range of carefully A3—Uses a range of carefully A4—Same as A3 PLUS includes viable
Rubric Examples
primarily "facts," definitions, or evidence and information supporting evaluated, relevant information evaluated, relevant information, strategies for GENERATING new
IDENTIFY expert opinions own conclusion* B2—Articulates complexities related to including alternative criteria for information to address limitations
A—Identify and use B0—Either denies uncertainty OR B1—Identifies at least one reason for uncertainties and the relationships judging among solutions B4—Exhibits complex awareness of
relevant information attributes uncertainty to temporary significant and enduring uncertainty* among different sources of B3—Exhibits complex awareness of ways to minimize uncertainties in
B—Articulate lack of information or to own lack of uncertainty relative importance of different coherent, on-going process of
uncertainties knowledge sources of uncertainties inquiry
Step 2: C0—Portrays perspectives and
information dichotomously, e.g.,
C1—Acknowledges more than one
potential solution, approach, or
C2—Interprets information from
multiple viewpoints; identifies and
C3—Evaluates information using
general principles that allow
C4—Same as C3 PLUS argues
convincingly using a complex,
EXPLORE right/wrong, good/bad, smart/stupid viewpoint; does not acknowledge evaluates assumptions; attempts to comparisons across viewpoints; coherent discussion of own
C—Integrate multiple D0—Does not acknowledge own assumptions or biases control own biases* adequately justifies assumptions perspective, including strengths and
perspectives and clarify interpretation of information; uses D1—Interprets information superficially D2—Objectively analyzes quality of D3—Focuses analyses on the most limitations
assumptions contradictory or illogical arguments; as either supporting or not information; Organizes information important information based on D4—Same as D3 PLUS systematically
D—Qualitatively interpret lacks organization supporting a point of view; ignores and concepts into viable framework reasonable assumptions about reinterprets evidence as new
information and create a relevant information that disagrees for exploring realistic complexities of relative importance; organizes information is generated over time
meaningful organization with own position; fails to sufficiently the problem* information using criteria that apply OR describes process that could be
break down the problem across different viewpoints and allow used to systematically reinterpret
for qualitative comparisons evidence
Step 3: E0—Fails to reason logically from
evidence to conclusions; relies
E1—Provides little evaluation of
alternatives; offers partially reasoned
E2—Uses evidence to reason logically
within a given perspective, but
E3—Uses well-founded, overarching
guidelines or principles to objectively
E4—Articulates how a systematic
process of critical inquiry was used
PRIORITIZE primary on unexamined prior beliefs, conclusions; uses superficially unable to establish criteria that apply compare and choose among to build solution; identifies how
E—Use guidelines or clichés, or an expert opinion understood evidence and across alternatives to reach a well- alternative solutions; provides analysis and criteria can be refined,
principles to judge F0—Creates illogical implementation information in support of beliefs founded conclusion OR unable to reasonable and substantive leading to better solutions or greater
objectively across the plan; uses poor or inconsistent F1—Fails to adequately address reach a conclusion in light of justification for assumptions and confidence over time
various options communication; does not appear to alternative viewpoints in reasonable alternatives and/or choices in light of other options* F4—Implementation plans address
F—Implement and recognize existence of an audience implementation plans and uncertainties F3—Focuses on pragmatic issues in current as well as long-term issues;
communicate conclusions communications; provides F2—Establishes overly complicated implementation plans; provides provides appropriate information and
for the setting and insufficient information or motivation Implementation plans OR delays appropriate information and motivation, prioritized for the setting
audience for audience to adequately implementation process in search of motivation, prioritized for the setting and audience, to engage others over
understand alternatives and additional information; provides and audience* time
complexity audience with too much information
(unable to adequately prioritize)
Step 4: G0—Does not acknowledge significant
limitations beyond temporary
G1—Acknowledges at least one
limitation or reason for significant
G3—Adequately describes relative
G2—Articulates connections among
importance of solution limitations
underlying contributors to limitations;
G4—Identifies limitations as in G3; as
next steps, suggests viable
ENVISION uncertainty; next steps articulated as and enduring uncertainty; if when compared to other viable
articulates next steps as gathering processes for strategically
G—Acknowledge and finding the “right” answer (often by prompted, next steps generally options; next steps pragmatic with
more information and looking at GENERATING new information to
monitor solution experts) address gathering more information focus on efficiently GATHERING
problem more complexly and/or aid in addressing significant
limitations through next H0—Proceeds as if goal is to find the H1—Proceeds as if goal is to stack up thoroughly more information to address limitations over time*
steps single, "correct" answer evidence and information to support significant limitations over time
H2—Proceeds as if goal is to establish H4—Proceeds as if goal is to
H—Overall approach to own conclusion H3—Proceeds as if goal is to come to a
an unbiased, balanced view of strategically construct knowledge, to
the problem well-founded conclusion based on
evidence and information from move toward better conclusions or
objective consideration of priorities
different points of view greater confidence in conclusions as
across viable alternatives the problem is addressed over time*
Adapted from Wolcott, S. K. (October 29, 2003). Steps for Better Thinking Rubric [On-line]. Available: http://www.WolcottLynch.com. Based in part on information from Reflective
Judgment Scoring Manual With Examples (1985/1996) by K. S. Kitchener & P. M. King. Grounded in dynamic skill theory (Fischer & Bidell, 1998). Found at:
http://www.units.muohio.edu/led/Assessment/criticalthinking/jeep/documents/JeepRubric.doc.
Introduction to Linguistics Critical Thinking Rubric
←Less Complex Performance Patterns More Complex Performance Patterns→
"Confused Fact "Biased Jumper" "Perpetual Analyzer" "Pragmatic "Strategic Re-
Finder" Performance Pattern Performance Pattern Performer" Visioner"
Performance Pattern 1—-How performance 2—-How performance Performance Pattern Performance Pattern
0—How performance might appear when might appear when 3—-How performance 4—-How performance
Steps for might appear when Step 1 skills are Step 1 and 2 skills are might appear when might appear when
Rubric Examples
Better Step 1, 2, 3, and 4 adequate, but Step 2, adequate, but Step 3 Step 1, 2, and 3 skills one has strong Step 1,
Thinking skills are weak 3, and 4 skills are and 4 skills are weak are adequate, but 2, 3, and 4 skills
 SKILLS  weak Step 4 skills are weak
Step 1: A0—Uses very limited A1—Uses limited A2—Uses a range of A3—Uses a range of A4—Same as A3 PLUS
IDENTIFY information; primarily information, primarily carefully evaluated, carefully evaluated, includes viable strategies
A—Identify and "facts," definitions, or evidence and information relevant information relevant information, for GENERATING new
use relevant expert opinions supporting own B2—Articulates including alternative information to address
information B0—Either denies conclusion* complexities related to criteria for judging among limitations
B—Articulate uncertainty OR attributes B1—Identifies at least one uncertainties and the solutions B4—Exhibits complex
uncertainties uncertainty to temporary reason for significant and relationships among B3—Exhibits complex awareness of ways to
lack of information or to enduring uncertainty* different sources of awareness of relative minimize uncertainties in
own lack of knowledge uncertainty importance of different coherent, on-going
sources of uncertainties process of inquiry
Step 2: C0—Portrays perspectives C1—Acknowledges more C2—Interprets information C3—Evaluates information C4—Same as C3 PLUS
EXPLORE and information than one potential from multiple viewpoints; using general principles argues convincingly using
C—Integrate dichotomously, e.g., solution, approach, or identifies and evaluates that allow comparisons a complex, coherent
multiple right/wrong, good/bad, viewpoint; does not assumptions; attempts to across viewpoints; discussion of own
perspectives and smart/stupid acknowledge own control own biases* adequately justifies perspective, including
clarify D0—Does not assumptions or biases D2—Objectively analyzes assumptions strengths and limitations
assumptions acknowledge D1—Interprets information quality of information; D3—Focuses analyses on D4—Same as D3 PLUS
D—Qualitatively interpretation of superficially as either Organizes information the most important systematically reinterprets
interpret information; uses supporting or not and concepts into viable information based on evidence as new
information and contradictory or illogical supporting a point of framework for exploring reasonable assumptions information is generated
create a arguments; lacks view; ignores relevant realistic complexities of about relative importance; over time OR describes
meaningful organization information that disagrees the problem* organizes information process that could be
organization with own position; fails to using criteria that apply used to systematically
sufficiently break down across different reinterpret evidence
the problem viewpoints and allow for
qualitative comparisons
Step 3: E0—Fails to reason logically E1—Provides little E2—Uses evidence to E3—Uses well-founded, E4—Articulates how a
PRIORITIZE from evidence to evaluation of alternatives; reason logically within a overarching guidelines or systematic process of
E—Use guidelines conclusions; relies offers partially reasoned given perspective, but principles to objectively critical inquiry was used
or principles to primary on unexamined conclusions; uses unable to establish criteria compare and choose to build solution;
judge objectively prior beliefs, clichés, or an superficially understood that apply across among alternative identifies how analysis and
across the various expert opinion evidence and information alternatives to reach a solutions; provides criteria can be refined,
Rubric Examples
options F0—Creates illogical in support of beliefs well-founded conclusion reasonable and leading to better solutions
F—Implement and implementation plan; uses F1—Fails to adequately OR unable to reach a substantive justification or greater confidence
communicate poor or inconsistent address alternative conclusion in light of for assumptions and over time
conclusions for communication; does not viewpoints in reasonable alternatives choices in light of other F4—Implementation plans
the setting and appear to recognize implementation plans and and/or uncertainties options* address current as well as
audience existence of an audience communications; provides F2—Establishes overly F3—Focuses on pragmatic long-term issues; provides
insufficient information or complicated issues in implementation appropriate information
motivation for audience Implementation plans OR plans; provides and motivation,
to adequately understand delays implementation appropriate information prioritized for the setting
alternatives and process in search of and motivation, and audience, to engage
complexity additional information; prioritized for the setting others over time
provides audience with and audience*
too much information
(unable to adequately
prioritize)
Step 4: G0—Does not G1—Acknowledges at least G2—Articulates G3—Adequately describes G4—Identifies limitations as
ENVISION acknowledge significant one limitation or reason connections among relative importance of in G3; as next steps,
G—Acknowledge limitations beyond for significant and underlying contributors solution limitations when suggests viable processes
and monitor temporary uncertainty; enduring uncertainty; if to limitations; articulates
compared to other viable for strategically
solution next steps articulated as prompted, next steps next steps as gathering options; next steps GENERATING new
limitations finding the “right” answer generally address more information and pragmatic with focus on information to aid in
through next (often by experts) gathering more looking at problem more efficiently GATHERING addressing significant
steps H0—Proceeds as if goal is information complexly and/or more information to limitations over time*
H—Overall to find the single, H1—Proceeds as if goal is thoroughly address significant H4—Proceeds as if goal is
approach to the "correct" answer to stack up evidence and H2—Proceeds as if goal is limitations over time to strategically construct
problem information to support to establish an unbiased,
H3—Proceeds as if goal is knowledge, to move
own conclusion balanced view of evidence to come to a well- toward better conclusions
and information from founded conclusion based or greater confidence in
different points of view on objective conclusions as the
consideration of priorities problem is addressed
across viable alternatives over time*
Adapted from Wolcott, S. K. (October 29, 2003). Steps for Better Thinking Rubric [On-line]. Available: http://www.WolcottLynch.com. Based in part on information
from Reflective Judgment Scoring Manual With Examples (1985/1996) by K. S. Kitchener & P. M. King. Grounded in dynamic skill theory (Fischer & Bidell, 1998). Found at:
http://www.units.muohio.edu/led/Assessment/criticalthinking/jeep/documents/JeepRubric.doc.
Preview JEP Rubrics - TrueOutcomes Performance Assessment Tool
ACTFL Content Area Assessment (Final Evaluation) Close Window

(preview)
Students must earn a 3 or higher on each content standard in order to successfully meet this critical performance.
Check Performance Levels Type in Points
Element Levels of Performance

1. Student's Name:
2. Cooperating
District:
Rubric Examples
3. Coperating School:
4.
Language:
5. Cooperating
Teacher(s):
6. University
Supervisior:
7. Language, Little Approaches Meets Above Well N/
Linguistics, Evidence the Standard the Standard the Standard Above the A
Comparisons: (0-1): (2): Student (3): Student (4): Student Standard(5):
Candidates Student demonstrates consistently independently, Student
has some and accurately, demonstrates
● demonstrate a high level difficulty inconsistency accurately and exceptional
of proficiency in the target even and inaccuracy demonstrates consistently application.
language, and they seek with and is application demonstrates
opportunities to strengthen guidance dependent on with little application.
their proficiency. guidance. guidance.
● know the linguistic
elements of the target

language system,
recognize the changing
nature of language, and
accommodate for gaps in
their own knowledge of the
target language system by
learning on their own.
● know the similarities and
differences between the

target language and other
languages, identify the key
differences in varieties of
the target language, and
seek opportunities to learn
about varieties of the
target language on their
own.
https://www.trueoutcomes.net/uri/servlet/RubricPreview?tmplid=100072&shootout=y (1 of 4)11/2/2006 11:31:47 AM

8. Cultures, Little Approaches Meets Above Well N/

Literatures, Cross- Evidence the Standard the Standard the Standard Above the A
Disciplinary (0-1): (2): Student (3): Student (4): Student Standard(5):
Concepts: Candidates Student demonstrates consistently independently, Student
● demonstrate that they difficulty inconsistency accurately and exceptional
understand the even and inaccuracy demonstrates consistently application.
connections among the with and is application demonstrates
perspectives of a culture guidance dependent on with little application.
and its practices and guidance. guidance.
products, and they
integrate the cultural
framework for foreign
Rubric Examples
language standards into
their instructional
practices;
● recognize the value and
role of literary and cultural

texts and use them to
interpret and reflect upon
the perspectives of the
target cultures over time;
and
● integrate knowledge of
other disciplines into

foreign language
instruction and identify
distinctive viewpoints
accessible only through
the target language.
9. Language Little Approaches Meets Above Well N/

Acquisition Theories Evidence the Standard the Standard the Standard Above the A
and Instructional (0-1): (2): Student (3): Student (4): Student Standard(5):
Practices: Candidates Student demonstrates consistently independently, Student
● demonstrate an difficulty inconsistency accurately and exceptional
understanding of language even and inaccuracy demonstrates consistently application.
acquisition at various with and is application demonstrates
developmental levels and guidance. dependent on with little application.
use this knowledge to guidance. guidance.
create a supportive
classroom learning
environment that includes
target language input and
opportunities for
negotiation of meaning
and meaningful interaction
and
● develop a variety of
instructional practices that

reflect language outcomes
and articulated program
models and address the
needs of diverse language
learners.

10. Integration of Little Approaches Meets Above Well N/

Standards into Evidence the Standard the Standard the Standard Above the A
Curriculum and (0-1): (2): Student (3): Student (4): Student Standard(5):
Instruction: Student demonstrates consistently independently, Student
Candidates has some and accurately, demonstrates
difficulty inconsistency accurately and exceptional
● demonstrate an even and inaccuracy demonstrates consistently application.
understanding of the goal with and is application demonstrates
areas and standards of the guidance dependent on with little application.
Standards for Foreign guidance. guidance.
Language Learning and
their state standards, and
they integrate these
Rubric Examples
frameworks into curricular
planning;
● integrate the Standards
for Foreign Language

Learning and their state
standards into language
instruction; and
● use standards and
curricular goals to
evaluate, select, design,
and adapt instructional
resources.
11. Assessment of Little Approaches Meets Above Well N/

Language and Evidence the Standard the Standard the Standard Above the A
Cultures: Candidates (0-1): (2): Student (3): Student (4): Student Standard(5):
Student demonstrates consistently independently, Student
● believe that assessment even some and accurately, demonstrates
is ongoing, and they with inconsistency accurately and exceptional
demonstrate knowledge of guidance and inaccuracy demonstrates consistently application.
multiple ways of and is application demonstrates
assessment that are age- dependent on with little application.
and level-appropriate by guidance. guidance.
implementing purposeful
measures;
● reflect on the results of
student assessments,
adjust instruction
accordingly, analyze the
results of assessments,
and use success and
failure to determine the
direction of instruction; and
● interpret and report the
results of student
performances to all
stakeholders and provide
opportunity for discussion.

12. Professionalism: Little Approaches Meets Above Well N/

Candidates Evidence the Standard the Standard the Standard Above the A
(0-1): (2): Student (3): Student (4): Student Standard(5):
● engage in professional Student demonstrates consistently independently, Student
development opportunities has some and accurately, demonstrates
that strengthen their own difficulty inconsistency accurately and exceptional
linguistic and cultural even and inaccuracy demonstrates consistently application.
competence and promote with and is application demonstrates
reflection on practice and guidance dependent on with little application.
● know the value of guidance. guidance.
foreign language learning
to the overall success of
all students and
Rubric Examples
understand that they will
need to become
advocates with students,
colleagues, and members
of the community to
promote the field.
Submit Spell Check
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MATHEMATICS SCORING RUBRIC: A GUIDE TO SCORING EXTENDED-RESPONSE ITEMS
MATHEMATICAL KNOWLEDGE: STRATEGIC KNOWLEDGE: EXPLANATION:

Knowledge of mathematical principles and concepts which Identification and use of important elements of the problem Written explanation of the rationales and steps of the
result in a correct solution to a problem. that represent and integrate concepts which yield the solution process. A justification of each step is provided.
solution (e.g., models, diagrams, symbols, algorithms). Though important, the length of the response, grammar,
The following rubric is used for the extended-response items for grade levels 3 through 8.
and syntax are not the critical elements of this dimension.
Rubric Examples
Score
Level ♦ shows complete understanding of the problem’s ♦ identifies all important elements of the problem and ♦ gives a complete written explanation of the solution
mathematical concepts and principles shows complete understanding of the relationships process; clearly explains what was done and why it
among elements was done
4 ♦ uses appropriate mathematical terminology and
notations including labeling answer if appropriate ♦ shows complete evidence of an appropriate strategy ♦ may include a diagram with a complete explanation of
MATHEMATICS SCORING RUBRIC

that would correctly solve the problem all its elements
♦ executes algorithms and computations completely and
correctly
♦ shows nearly complete understanding of the ♦ identifies most of the important elements of the ♦ gives a nearly complete written explanation of the
problem’s mathematical concepts and principles problem and shows a general understanding of the solution process; clearly explains what was done and
relationships among them begins to address why it was done
3 ♦ uses mostly correct mathematical terminology and
notations ♦ shows nearly complete evidence of an appropriate ♦ may include a diagram with most of its elements
strategy for solving the problem explained
♦ executes algorithms completely; computations are
generally correct but may contain minor errors
♦ shows some understanding of the problem’s ♦ identifies some important elements of the problem but ♦ gives some written explanation of the solution
mathematical concepts and principles shows only limited understanding of the relationships process; either explains what was done or addresses
among them why it was done
2 ♦ uses some correct mathematical terminology and
notations ♦ shows some evidence of a strategy for solving the ♦ explanation is vague, difficult to interpret, or does not
problem completely match the solution process
♦ may contain major algorithmic or computational
errors ♦ may include a diagram with some of its elements
explained
♦ shows limited to no understanding of the problem’s ♦ fails to identify important elements or places too ♦ gives minimal written explanation of the solution
mathematical concepts and principles much emphasis on unrelated elements process; may fail to explain what was done and why it
was done
1 ♦ may misuse or fail to use mathematical terminology ♦ reflects an inappropriate strategy for solving the
and notations problem; strategy may be difficult to identify ♦ explanation does not match presented solution process
♦ attempts an answer ♦ may include minimal discussion of the elements in a

diagram; explanation of significant elements is
unclear
♦ no answer attempted ♦ no apparent strategy ♦ no written explanation of the solution process is

0 provided
August 2005
Level 2 Assessment
Scoring Rubric
Secondary Mathematics Education
Directions. This assessment is to be presented as a portfolio of work given to the
mathematics education faculty during the semester immediately before student teaching.
Spring semester due approximately May 15, Fall semester due approximately December
15.
Each secondary mathematics education candidate should submit a minimum of five
Rubric Examples
artifacts demonstrating proficiency in the NCTM/NCATE standards. Artifacts are to be
numbered consecutively and should be referred to by number (e.g. Artifact 1, Artifact 2,
etc.). The candidate, prior to submission, should complete the matrix, indicating which
artifacts the candidate believes demonstrate the named standard.
The candidate should also include a reflection that discusses each of the standards and
relevant artifacts, explaining how each demonstrates a level of proficiency in that
standard.
A candidate must earn a minimum score of 1 on each part of the content (2 or more) and
pedagogy sections (4 or more). A prescriptive plan will be provided for any student not
meeting this requirement. Once the plan is completed, the candidate will be reassessed to
insure preparedness for student teaching.
Artifacts and Standards Correlation Chart
Standard Artifact(s)
Content Knowledge: knowledge of major concepts of
secondary mathematics (algebra, geometry,
trigonometry, statistics)
Content Knowledge: knowledge of major concepts of
post-secondary mathematics (calculus, statistics, abstract
algebra, discrete mathematics, history of mathematics)
Pedagogical Skills: ability to execute and plan units and
lessons that have a conceptual focus, address the needs
of diverse students, require active participation by
learners, and reflect state mathematics educational
expectations
Pedagogical Skills: ability to execute and plan a lesson
that involves applications of mathematics to the real
world and that utilizes technology as an essential tool for
understanding mathematics
Student Learning: ability to create a positive
environment that supports learning by teaching accurate
content with a conceptual focus with diverse strategies
and methodologies.
Student Learning: ability to assess and evaluate student
learning through a variety of assessment tools.
gate assessment EDCI425 02.2004
Rubric Development –EDCI 425 Gate Assessment—DRAFT to be further modified 03.2004 and piloted 04. 2004
Æ Performance continuum of developing proficiency Æ
Proficiency The scorer of the Conditional Competent Proficient Advanced
Area teacher education
Rubric Examples
student’s (TES) work is
asked to:
1. Mathematics Describe the TES’s The mathematics in the tasks The mathematics The mathematics are The mathematics are
understanding of the and discussion of ideas throughout the tasks and consistently clear and consistently clear and
mathematical content of include some inaccuracies discussion are clear and accurate, and the TES accurate and the TES
the task and the lesson, and/or the TES does not accurate, and the TES demonstrates an demonstrated an
as well as related central identify central identified some central understanding of the extensive understanding
concepts. mathematical concepts concepts being connections between of the content of the
addressed. addressed. the content and central tasks and the
mathematical ideas and relationship between
disciplinary practices. this content and central
mathematical ideas and
disciplinary practices.
2. Instructional Describe the extent to The instructional design is The instructional plan is The instructional plan is As level 3, and also the
sequence: which the lesson plans not clearly aligned around a cohesive and the cohesive and the TES clearly attends to
and assessments reflect few central concepts, collection of tasks and collection of tasks and the ongoing monitoring
cohesive1 and a cohesive learning procedures, and reasoning assessments include assessments and striving for high
balanced activity segment that provides skills from standards-based some connections consistently make and developmentally
sequence students access to mathematics content, or is between and among connections between appropriate standards of
standards-based narrowly focused only on procedures, concepts, and among procedures, implementation as
mathematics content. the development of skills or reasoning & problem concepts, reasoning & evidenced by plans and
concepts, to the exclusion of solving. problem solving. assessments.
the other.
3. Planning Describe the extent to It is unclear how the The instructional The instructional In addition to
instruction; which provided instructional sequence has sequence has general sequence has specific demonstrating
rationales and lesson accounted for variation provisions, which are and appropriate proficiency, the TES
adapting to plans address issues among students. not stated or are provisions for providing provided a strong
diverse learners related to a set of unclearly stated, for a range of students rational connecting the
diverse learners. providing diverse access to the provisions with
students access to the mathematics and students’ varied needs
mathematics, but lack supporting their and attends
specific provisions. learning. Provision significantly to
1
Cohesive means that the learning goals/objectives, standards, and instructional activities, and assessments are aligned.
may primarily attend to students’ social,

the more cognitive developmental and
aspects of learning. motivational variation.
4. Analysis and Describe the TES’s TES analysis is limited to a TES demonstrates and TES demonstrates and TES demonstrates
understanding of analysis of students’ list of errors OR AN understanding of understanding of how exceptional
thinking and MISCONCEPTIONS THAT how students might students might approach understanding of
students’
Rubric Examples
mathematical students might make or approach the the mathematics and students’ ways of
thinking understanding based on places they might find mathematics and their actively incorporates thinking and insight
their discussion of the “hard.”. potential ways of this into instructional into mediating factors
lesson plans, the HARD OR DIFFICULT students’ potential and assessment designs that influence what
assessment items, and errors and competency; and decisions. students demonstrate or
their reflection. the analysis have the opportunity to
demonstrates an demonstrate such as the
understanding of task prompt, students’
students’ ways of language proficiency,
thinking etc., as part of analysis.
mathematically.
5. Assessment- Describe the assessment The assessment plan Opportunities2 for Opportunities for TES demonstrates
cohesiveness, components of the includes opportunities for students to demonstrate students to demonstrate proficiency. In addition,
instructional sequence. students to demonstrate their their content-related their content the TES [candidate]
alignment, and knowledge and skills, but (mis)understandings are (mis)understandings are clearly indicates how
effectiveness in opportunities for content- provided. These are regularly provided the design of the
eliciting related (mis)understandings linked to the standards throughout lessons and assessment were WAS
evidence of are missing, or are not and learning goals. assessments. These are driven by a knowledge
student connected to the standards linked to the standards, of students
and learning goals. learning goals, and mathematical thinking
understanding instructional sequence. and the information
necessary to support
future instruction.
Analysis also
demonstrates an
awareness of the “non-
mathematical” demands
of the assessment (e.g.
language).
6. Analytic Describe the extent to The analytic reflection The analytic reflection The analytic reflection The analytic reflection
2
“Opportunities” requires both the existence of the assessment modes as well as design of questions and prompts that would serve to elicit the requisite
information from students. So, for example, if the language used for a problem is not accessible to students, they do not actually have the opportunity to
demonstrate their mathematical understandings.
reflection which the TES engages provides little evidence that attends to important attends to important identifies specific and
in analytical reflection the TES is attuned to, and issues in the work of issues in the work of strategies changes in
of the lesson planning understands connections teaching that connect teaching that connect teaching practice that
and assessment process, between, the instructional the teacher’s the teacher’s evinces a knowledge
and the knowledge they planning and teaching instructional decisions instructional decisions and understanding of
gained as a result of decisions and the impact on with potential learning with potential learning how contextual factors,
Rubric Examples
engaging in the design students’ learning and outcomes. outcomes and offers a student variation, task
process. mathematical development. careful analysis of structure, and other
decisions made and factors can influence
potential modifications the success of an
based on perceived instructional sequence.
needs for improvement
or additional
information that will be
generated in practice.
Materials from Connecticut BEST, Indiana BTAP, and California’s PACT programs were used as generative documents for this
rubric.
EDCI 426
TASK AND TEACHING ANALYSIS CHALLENGE
Tile Patterns Scoring Rubric
NCTM and Indiana Standards 1 2 3 4
Scoring Criteria Attempted Partial Demonstration Proficient Evidence Sophisticated Demonstration
demonstration (Some evidence) (Evidence meets (Evidence exceeds standard)
(Little evidence) standard)
Rubric Examples
Communication Equations or Work shows one correct equation Work shows two The work includes at least
NCTM (d.) Use the language of expressions are or expression equivalent to the equations or expressions two distinct forms of an
mathematics to express mathematical attempted but are not student’s rules OR two equations that match the rules equation or expression and
ideas precisely equivalent to the are present that match the rule but developed by the student. demonstration that the
Representation students rules or no the notation is non-standard OR If multiple answers are equations are equivalent in
NCTM (a.) Create and use correct rule is two equations are present that are present, all must be the general case by using
representations to organize, record, developed equivalent, but do not match the correct. variables all transformed to
and communicate mathematical ideas student’s rules the same expression.
Problem Solving Equations or The work describes more than Work shows two distinct The work shows three distinct
NCTM (a.) Build new mathematical expressions are one way to look at the pattern, ways to look at the ways to look at the pattern
knowledge through problem solving attempted but are not but a correct rule is not developed pattern to develop two situation to develop the rules.
IN 6.7.5 (7.7.6) (8.7.6) Express equivalent to the for both ways OR one way is correct rules (methods).
solutions clearly and logically by students rules or no used with multiple
using the appropriate mathematical correct rule is representations
terms and notation. Support solutions developed
with evidence in both verbal and
symbolic work.
Algebra and Functions Equations or One correct rule is developed Two distinct correct rules Three distinct correct rules
NCTM 6-8 (a.) represent, analyze, and expressions are are developed that match are described in the work,
generalize a variety of patterns with attempted but are not the pattern(s) and the with no errors in the rules
tables, graphs, words, and, when equivalent to the description of the rules
possible, symbolic rules students rules or no match either a table or the
NCTM 6-8 (b.) relate and compare correct rule is geometry of the situation
different forms of representation for a developed OR a single rule is
relationship developed but work
IN 6.3.5 Use variables in expressions shows that it was
describing geometric quantities. developed by looking at
IN 7.3.1 Use variables and appropriate the situation in two ways
operations to write an expression, a
formula, an equation, or an inequality
that represents a verbal description
EDCI 426
Rubric Draft
Rubric Development –EDCI 426 Gate Assessment—DRAFT 2
Æ Performance continuum of developing proficiency Æ
Rubric Examples
Proficiency Area The scorer of the teacher Conditional Competent Proficient Advanced
education student’s
(TES) work is asked to:
Mathematics (P1) Describe the TES’s The mathematics in the The mathematics were The mathematics were The mathematics were
understanding of the tasks included some generally clear and consistently clear and consistently clear and
mathematical content of the inaccuracies and/or the TES accurate, and the TES accurate, and the TES accurate and the TES
task and the lesson, as well did not identify the central identified some central demonstrated an extensive demonstrated an extensive
as related central concepts. concepts addressed. concepts being addressed. understanding of the understanding of the
content of the tasks and content of the tasks and the
some connections between relationship between this
the content and central content and central
mathematical ideas and mathematical ideas and
disciplinary practices. disciplinary practices.
Planning Describe the quality of the It is unclear how the The proposed modifications The proposed In addition to
TES instructional plans. proposed adaptations would clearly increase modifications are demonstrating proficiency,
instruction; address students’ needs, or students’ access to the appropriate, and the the TES attended to
adapting to some aspects of the mathematics, and a rationale connecting the students’ social,
diverse learners adaptations are reasonable rationale change with the students’ developmental and
inappropriate. connecting the change with needs is clearly articulated motivational variation.
(P3) the students’ needs is and grounded in
clearly articulated. established knowledge
about students’ learning
and classroom instruction.
Analysis and Describe the TES’s analysis TES analysis is limited to a TES describes students’ TES accurately describes In addition to
of students’ thinking and categorization of errors errors and competency; the students’ errors and demonstrating proficiency,
understanding of mathematical understanding made by students and/or analysis demonstrates an competencies, supported TES attends to mediating
students’ thinking based on their viewing of draws unsupported understanding of students’ by specific evidence, and factors that influence what
(P4) the classroom excerpt and conclusions. ways of thinking the analysis demonstrates students demonstrate or
analysis of student work. mathematically. insight into students’ ways have the opportunity to
of thinking. demonstrate such as the
task prompt, students’
language proficiency, etc.,
as part of analysis.
EDCI 426
Rubric Draft
Assessment Describe the TES’s analysis Analysis is limited to Analysis attends to the Analysis attends to the In addition to
of the assessment rubric evaluative comments with value of the rubric in value of the rubric in demonstrating proficiency,
((P8)) used to score students’ minimal supporting providing feedback to providing student the TES provided
work. evidence. students and directing feedback, supporting and adjustments to the rubric
future instruction, but informing future with a substantiated
Rubric Examples
supporting arguments for instruction, and how the rational for modifications.
claims are not fully rubric is connected with
explicated. goals of the lesson and
students’ developing
mathematical proficiency.
Analysis of Describe the quality of the Analysis is limited to a Analysis identifies Analysis identifies Analysis addresses core
TES’s analysis of the description of the events. connections between the connections between the issues in teaching and
teaching and teaching and learning teaching and learning teaching and learning learning and is clearly
learning (linked interactions depicted in the activities in the classroom, activities and thoughtfully grounded in evidence from
to P4, P5, P6) classroom excerpt. raising some issues central “unpacks” the events, the video excerpt. Analysis
to effective instruction which demonstrates the demonstrates insight into
(such as developing a ability to take multiple teaching and learning
discourse community and perspectives. interactions and explores
conceptual understanding). multiple interpretations of
events.
Professionalism Describe the a. Contributed to the a. Participated fully in the a. Contributed to a. Central participant,
professionalism discussion discussion facilitation of the group, facilitating and supporting
(P10) demonstrated by the TES supporting open lines of others in making
a. working with during work on this b. Feedback demonstrated b. Feedback identified communication contributions.
colleagues in class assignment and in their few explicit connections general connections
b. offering feedback reflective feedback to the between teaching practices between teaching practices b. Feedback identified clear b. As previous, and also
to instructor in video instructor of the video and student participation. and learning, and offers connections between feedback targeted at central
excerpt. (general) some proposed changes teaching practices and issues of teaching and
linked to the identified learning; proposed changes learning and proposed
problem. clearly linked to identified changes based on
problem; feedback is knowledge of effective
presented in a manner that practices.
would likely be well-
received by the observed
peer.
Materials from Connecticut BEST, Indiana BTAP, and California’s PACT programs were used as generative documents for this
rubric.
History of Music Rubric
Student’s Name:
CATEGORY 10-8 7-5 4-2 1 Total Points

Content: FOCUS 1 Thesis is very clear, Thesis is generally Thesis may be vague. Thesis is unclear or
though it may/may not clear though it may not confusing.
be explicitly stated. be explicitly stated.
Content: FOCUS 2 Maintains focus on May exhibit minor May lose or may exhibit Fails to establish focus
thesis throughout lapses in focus on major lapses in focus on topic/subject, and
response by using well- thesis, and subtopics on thesis, and the thesis is unclear and
Rubric Examples
defined subtopics. may not be well- subtopics are not subtopics are not
defined. defined. present.
Content: The organizational The organizational The organizational The organizational
ORGANIZATION 1 structure is obvious structure is somewhat structure is not obvious structure is present
when reading, and obvious when reading, when reading, and when reading, and
there are clearly and there are clearly there are not clearly there are not clearly
labeled subtopics in labeled subtopics in labeled subtopics in labeled subtopics in
the piece. the piece. the piece. the piece.
Content: Organization is a There is a logical One or more major Ideas are presented in
ORGANIZATION 2 logical progression of progression of ideas lapses in the logical a random fashion.
ideas and is unified and and is reasonably progression of ideas
complete. complete, although are evident.
minor lapses may be
present.
Content: SUPPORT Support information is Support information Support information An attempt has been
related to and has minor weaknesses has major weaknesses made to add support
supportive of the thesis in the thesis and in the thesis and information, but it was
and subtopics in the subtopics of the paper. subtopics in the paper. unrelated or confusing.
paper. The author also The author also uses The author also uses No quotes are used.
uses good quotes to some good quotes to quotes.
support his or her support his or her
points. The author points.
makes good use of
primary and secondary
resource materials and
does not simply
summarize.
Conventions Exhibits Exhibits SOME Exhibits MINIMAL LACKS CONTROL of
REASONABLE CONTROL of CONTROL of grammatical
conventions appropriate to the appropriate to the writing task: sentence
appropriate to the writing task: sentence writing task: sentence formation; standard
writing task: sentence formation; standard formation; standard usage including
formation; standard usage including usage including agreement, tense, and
usage including agreement, tense, and agreement, tense, and case; and mechanics
agreement, tense, and case; and mechanics case; and mechanics including use of
case; and mechanics including use of including use of capitalization,
including use of capitalization, capitalization, punctuation, and
capitalization, punctuation, and punctuation, and spelling.
spelling.
Content: STYLE - Demonstrates skillful Demonstrates Demonstrates minimal Sentence fluency is
Sentence Fluency sentence fluency reasonable sentence sentence fluency. The lacking. The language
(varies length, good fluency. The language language use is simple use is confusing and
flow rhythm, and varied use is solid and and unremarkable. difficult to make sense
structure). The concise. of.
language use is original
and engaging.
APA and MLA In-text citations and In-text citations and In-text citations and In-text citations and
Conventions bibliography are all bibliography are mainly bibliography are bibliography are not
done correctly and done correctly and present. present or correctly
conscientiously. conscientiously. done.
Percentage:
Grade
Example Rubric: Music Composition http://www.lmu.edu/Page48381.aspx
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Overview of Assessment
Guiding Principles for

Example Rubric: Music Composition
Assessment
Rubric Examples
Ratings
University Learning Goals
Assessment Resources Outcomes 1 2 3 4

Understanding Mission, Goals
and Learning Outcomes Student creates Does not present Includes at least one Includes some Strong aesthetic
an effective general interesting musical interesting musical appeal and general
Creating an Assessment Plan impression. idea. Yet, the overall ideas. The general impression. Would
Aesthetic Appeal
Curriculum Maps &
Musical ideas do impression is not impression is be enjoyed by
Inventories not hold the effective. pleasant and many listeners.
listener’s interest. moderately effective. Keeps the listener
Glossary of Terms interested.
Example Rubrics
Student work is Musical idea is Musical idea is Involves some original Includes very
Example Rubric: Music familiar or a cliché. neither familiar nor a aspect(s) or original, unusual or
Composition No variety or cliché. However, manipulation(s) of imaginative musical
Creative
Example Rubric: Creative
exploration of there is no musical idea(s). ideas. Explores
Writing musical elements development, variety, Explores and varies at and varies at least
(range, timbre, or exploration of least one musical two musical
Example Rubric: Dance dynamics, tempo, musical elements. element. elements.
rhythm, melody).
Recommended Books on
Assessment
Student Gives no sense of Presents one Ending feels final. Presents at least
Recommended Websites on demonstrates a completed complete musical Uses at least one one complete
Assessment excellent musical idea. idea. However, musical element to musical idea. Has a
Craftsmanship Exhibits no clear composition lacks organize the musical coherent and
Celebrating Assessment at LMU beginning, middle overall ideas and overall organized form with
Summer Assessment Workshops
or end section. completeness. Fails form. a clear beginning,
Form appears to use musical middle, and end.
Workshops random rather than elements to organize Uses musical
organized. Musical musical ideas or elements to
Staff Contacts elements (range, form. organize musical
timbre, dynamics, ideas or the form.
tempo, rhythm,
email this page
melody) do not
connect well or are
print this page not used to
organize musical
ideas or the form.
Rubric is a modification of one presented by: Hickey, M. (1999). Assessment rubrics for music composition. Music
Educators Journal, 84 (4), 26 -33.
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1 of 1 1/15/2009 10:13 AM
Music Internship Observation Rubric
Teacher Candidate__________________________________________ Instructor_________________________________________________
Pre II_______ Full Intern_________ Date_____________________________________________________
Rubric Examples
Grade____________ School__________________________________ Class_____________________________________________________
Instrumental Music Education Criteria

Unacceptable Acceptable Target
Points: 0 1 2 3 4 5
PASS Objectives: PASS Objectives: PASS Objectives:
! address only one objective ! address more than one objective but in ! address objectives within at least two
only one standard different standards
Musical Elements/Concepts: Musical Elements/Concepts: Musical Elements/Concepts:
! are not taught with active musical ! are not taught with active musical ! are taught with active musical
experiences first experiences first experiences first before being taught as
! are taught first as academic concepts ! are taught first as academic concepts academic concepts-EXPERIENCE
! are not reinforced with musical OR FIRST
experiences after the academic concept ! are not reinforced with active musical ! are reinforced with active musical
is introduced experiences after the academic concept experiences after the academic concept
is introduced is introduced
Musical Activities: Musical Activities: Musical Activities:
! are not age-appropriate ! at times are age-appropriate, but not ! are age-appropriate
! do not change for long periods of time throughout the entire lesson ! change frequently in the lesson at age-
(at least 30 minutes), resulting in loss ! change in the lesson, but not at frequent appropriate intervals, keeping the
of interest on the part of the students enough intervals to keep the interest of interest of the students (typically at
! do not teach/reinforce music objectives the students least three different activities in a class
! have some connection to period)
teach/reinforce music objectives, but ! help to teach/reinforce music objectives
not consistently or adequately
On-Task Participation: On-Task Participation: On-Task Participation:
! is exhibited by a small percentage of ! is exhibited by most students in the ! is exhibited by all of the students in the
students in the class during musical class during musical activities and class during musical activities and
activities and instruction instruction instruction
Intern’s Knowledge of Music Intern’s Knowledge of Music Intern’s Knowledge of Music
Elements/Concepts: Elements/Concepts: Elements/Concepts:
! is greatly lacking ! is fairly good, but lacking in some areas ! is thorough
Rubric Examples
! is not integrated in teaching in the ! is integrated in teaching in a small part ! is integrated in teaching throughout the
rehearsal of the rehearsal, but not throughout rehearsal
In the Area of Classroom Management the In the Area of Classroom Management the In the Area of Classroom Management the
Intern: Intern: Intern:
! does not exhibit knowledge of ! exhibits some knowledge of strategies ! exhibits adequate knowledge of
strategies for musical settings for musical settings, but still lacking strategies for musical settings
! does not execute strategies for musical ! executes strategies for musical settings ! consistently executes strategies for
settings but not consistently musical settings
! does not establish an orderly classroom ! establishes a classroom environment ! establishes a classroom environment
environment; the environment impedes which is somewhat orderly; the which is orderly and conducive to
learning environment neither impedes nor aids learning
learning
Warm-Ups: Warm-Ups: Warm-Ups:
! does not prepare students for the ! provide some mental and physical ! prepare students well for the rehearsal
rehearsal mentally and physically preparation for the rehearsal, but the both mentally and physically
! have no connection to the pieces to be preparation seems incomplete ! are connected to the pieces to be
rehearsed ! have a slight connection to the pieces to rehearsed, preparing students for
! do no address aural skills, the “3 T’s” be rehearsed concepts and skills in the pieces
of tone, tongue, and technique, nor do ! address some skills such as aural skills, ! address aural skills (e.g. listening,
they address other ensemble issues the “3 T’s” of tone, tongue, and blend ), the “3 T’s” of tone, tongue, and
technique, and ensemble issues, but technique, and other ensemble issues
they address only a few of the issues, (e.g. following the conductor,
not all of them breathing, etc.)
Rehearsal Pacing: Rehearsal Pacing: Rehearsal Pacing:
! leaves students off-task for the majority ! keeps students on-task for most, but not ! keeps students on-task
of the rehearsal all, of the rehearsal ! keeps students playing with minimal
! gives students a lot of down time in ! keeps students playing for most of the down-time
playing rehearsal, but has quite a bit of down- ! involves all students in the ensemble,
! involves only small sections of students time even when issues particular to only
for much of the rehearsal ! involves most of the students in the certain sections are being addressed
Rubric Examples
ensemble, but not all of them
Conducting Skills: Conducting Skills: Conducting Skills:
! do not give a discernible beat pattern ! give a beat pattern which is discernible ! give a clear beat pattern with particular
! rarely give cues but lack clarity clarity in the down-beat and up-beat
! do not demonstrate command of basic ! give cues some, but not all, of the time; ! give clear cues
conducting skills cues lack clarity ! demonstrate good command of basic
! do not include visual contact; eyes are ! demonstrate some aspects of basic conducting skills
frequently buried in the score conducting skills, but still in need of ! include good visual contact
! do not include breath preparation much work and definition ! include breath preparation
! do no demonstrate musical elements ! use visual contact some of the time, but ! demonstrate musical elements with the
with the left hand still lacking left hand such as dynamics, and
! use the left hand frequently, mirroring ! sometimes include breath preparation phrasing
most of the time ! demonstrate some musical elements ! use the left hand only as needed,
! do no demonstrate style, articulation, with the left hand, but not consistently mirroring only as needed
and tempos or clearly ! demonstrate the style, articulation, and
! do not communicate to the ensemble ! do not mirror all of the time, but left tempos clearly and musically
what is expected in its playing hand is sometimes overused ! communicate to the ensemble what is
! demonstrate no skill in the use of a ! demonstrate some musical elements, expected in its playing
baton if a baton is used but not clearly or consistently ! demonstrate musical and technical skill
! communicate to the ensemble some of in use of a baton if a baton is used
what is expected in its playing, but not
consistently or clearly
! demonstrate some skill in the use of a
baton if a baton is used, but skills are
still greatly lacking
Technical Rehearsal Procedures-Technical: Technical Rehearsal Procedures: Technical Rehearsal Procedures:
! give no guidance to students as to the ! give some guidance to students as to ! guide the students through technical
technical aspects of their playing the technical aspects of their playing, aspects of playing (i.e. playing correct
! are not articulated in a manner but not in always in a logical and notes and rhythms, tuning, and motor
appropriate for the age and ability of sequential manner skill development for playing
the ensemble ! are sometimes articulated in a manner instruments) in a logical and sequential
! do no result in the students’ success in appropriate for the age and ability of manner
Rubric Examples
the technical aspects of playing their the ensemble, but not consistently ! are articulated in a manner appropriate
instruments both individually and ! result in some success for the students for the age and ability of the ensemble
collectively as an ensemble in regards to the technical aspects of ! result in the students’ success in the
playing their instruments both technical aspects of playing their
individually and collectively as an instruments both individually and
ensemble collectively as an ensemble
Musical Rehearsal Procedures: Musical Rehearsal Procedures: Musical Rehearsal Procedures:
! do not guide the students through ! give some guidance to students ! guide the students through musical
musical aspects of playing in a logical regarding the musical aspects of aspects of playing (i.e. dynamics,
or sequential manner playing, but not necessarily in a logical phrasing, articulation, style, blend, etc.)
! are not articulated in a manner or sequential manner in a logical and sequential manner
appropriate for the age and ability of ! are sometimes articulated in a manner ! are articulated in a manner appropriate
the ensemble appropriate for the age and ability of for the age and ability of the ensemble
! do not result in the students’ success in the ensemble, but not consistently ! result in the students’ success in the
the musical aspects of playing their ! result in some success for the students musical aspects of playing their
instruments individually or collectively in the musical aspects of playing their instruments both individually and
as an ensemble instruments, but more could be possible collectively as an ensemble
Error Detection: Error Detection: Error Detection:
! does not make it possible for the ! sometimes makes it possible for the ! makes it possible for the director to
director to assess playing errors in the director assess playing errors in the accurately assess playing errors in the
ensemble or individual players ensemble and individual players, but ensemble and individual players
! is not evident in the rehearsal, with not consistently ! is continually evident in the rehearsal,
obvious mistakes not being heard or ! is sometimes evident in the rehearsal, with obvious mistakes being heard and
addressed with some mistakes being heard and addressed
addressed, but not consistently
Instrumental Pedagogy: Instrumental Pedagogy: Instrumental Pedagogy:
! does not result in any success for the ! results in some success for students in ! results in the students’ success in
students in playing their instruments for playing their instruments for their age, playing their instruments well for their
their age, experience, or level of ability experience, and level of ability, age, experience, and level of ability
! is not presented in a way which is age- however, more should be possible ! is presented in a way which is age-
appropriate ! is sometimes presented in a way which appropriate
! does not demonstrate knowledge of is age-appropriate, but not consistently ! demonstrates knowledge of skill
Rubric Examples
skill development for the various ! demonstrates some knowledge of skill development for the various
instruments of the ensemble development for many instruments of instruments of the ensemble
! does not address issues which are the ensemble, but not all instruments, ! addresses issues unique to successfully
unique to successfully playing each of and some knowledge is not adequate playing each of the instruments of the
the instruments of the ensemble ! at times addresses issues unique to ensemble
successfully playing some of the
instruments of the ensemble, however,
some instruments are either not
addressed, or issues are dealt with
inadequately
Score Prep/Score Knowledge: Score Prep/Score Knowledge: Score Prep/Score Knowledge:
! is not evident in the rehearsal ! is evident in some, but not all, of the ! is evident in the rehearsal
! does not guide the director’s rehearsal rehearsal ! guides the director’s rehearsal
procedures, conducting, and teaching of ! at times guides the director’s rehearsal procedures, conducting, and teaching of
other concepts in the pieces procedures, conducting, and teaching of other musical concepts in the pieces
other musical concepts in the pieces,
but not consistently
Comments:
Rubric Examples
Average Score 0 1 2 3 4 5 Average Score Grade
5 A
4 B
3 C
2 D
1 F
Teacher Candidate Signature_____________________________________ Instructor Signature______________________________________

Interpreting Music Data Rubric http://www.louisianavoices.org/Unit6/edu_unit6w_inter_msc_data_rubri...
Unit VI Louisiana's Musical Landscape

Lesson 1 Music Around the State: Sound and Place
Interpreting Music Data Rubric

Title/Topic Louisiana's Musical Landscape Name ________________________________ Date
_________________________
Task Complete the Musical Elements Chart, the Music Genres and Venues Worksheet, and the Music Prove It, and present
: information you learned in a mural, poster, oral or written report, timeline, map, skit, or game.
Performance Outstanding Great Not Yet

15 5 Possible Actual
Elements 20 pts. 10 pts. 0 pts.
Rubric Examples
Listened attentively; Listened to musical Not attentive during
related musical excerpts excerpts, but did not listening activity;
Discrimination to regions of the state. relate all of them to relied on others to
regions of the state relate music to
regions of the state.
Identified all musical Identified some musical Could not identify

elements present in elements in excerpts; musical elements or
Identification excerpts; identified cultural practices that cultural practices.
cultural practices that affect music not defined
affect music. for all excerpts.
Categorized musical Categorized musical Information has not

excerpts using all six excerpts using most of the been interpreted;
musical elements; musical elements; most jumps to conclusions
Interpreting compared and comparisons and without carefully
Information contrasted recordings; contrasts were relevant; categorizing
recognized cultural recognized some cultural characteristics.
characteristics that characteristics that
determine musical style. determine musical style.
Used appropriate Described most genres Used inappropriate

vocabulary to describe and elements; some descriptions for
Describing all genres and musical descriptions not genres and
elements heard in appropriate. elements.
musical excerpts.
Designed and created a Designed and created a Mural, poster, oral or

mural, poster, oral or mural, poster, oral or written report,
written report, timeline, written report, timeline, timeline, map, skit,
map, skit, or game that map, skit, or game to or game not
Disseminating
effectively interprets the interpret the relationship completed.
Information
relationship of genres of of genres of music to
music to Louisiana Louisiana regions;
regions. presentation lacking in
clarity.
For a pdf of this page click here.
1 of 1 1/15/2009 10:13 AM
San Mateo High School Music Department http://www.bearcatbands.org/program/rubric.php
Music Performance -
Individual: Auditions - SMUHSD
CATEGORY Superior (4) Excellent (3) Good (2) Fair (1)
Rubric Examples
Tone Quality Tone is consistently Tone is focused, clear Tone is often focused, The tone is often not
focused, clear, and and centered through the clear and centered, but focused, clear or centered
centered throughout the normal playing range of sometimes the tone is regardless of the range
range of the instrument or the instrument or voice. uncontrolled in the normal being played or sung,
voice. Tone has Extremes in range playing or vocal range. significantly detracting
professional quality. sometimes cause tone to Extremes in range are from the overall
be less controlled. Tone usually uncontrolled. performance.
quality typically does not Occasionally the tone
detract from the quality detracts from
performance. overall performance.
____
Note Accuracy Notes are consistently An occasional inaccurate A few inaccurate notes Wrong notes consistently
accurate. note is played or sung, but are played or sung, detract from the
does not detract from detracting somewhat from performance.
overall performance. the overall performance.
____
Pitch and Virtually no errors. Pitch is An occasional isolated Some accurate pitches, Very few accurate or
Intonation____ very accurate. error, but most of the time but there are frequent secure pitches.
pitch is accurate and and/or repeated errors.
secure.
Rhythm The beat is secure and The beat is secure and The beat is somewhat The beat is usually erratic
the rhythms are accurate the rhythms are mostly erratic. Some rhythms are and rhythms are seldom
for the style of music accurate. There are a few accurate. Frequent or accurate detracting
being played. duration errors, but these repeated duration errors. significantly from the
do not detract from the Rhythm problems overall performance.
overall performance. occasionally detract from
the overall performance.
____
Articulation and/or Secure attacks. Markings Attacks are usually Attacks are rarely secure, Few secure attacks.
Diction (staccato, legato, slur, secure, though there but markings are often Markings are typically not
accents, etc.) are might be an isolated error. executed accurately as executed accurately.
executed accurately as Markings are executed directed by the score Vocalist’s poor diction
directed by the score accurately as directed by and/or the conductor. significantly detracts from
and/or the conductor. the score and/or the Vocalist’s unclear diction the overall performance.
Vocalist’s diction is clear conductor. Vocalist’s is occasionally detracts
diction is sometimes from the overall
unclear but does not performance.
detract from the overall
____ performance.
Expression and Style Performs with a creative Typically performs with Sometimes performs with Rarely demonstrates
____ nuance and style in nuance and style that is nuance and style that is expression and style. Just
response to the score. indicated in the score. indicated in the score. plays or sings the notes.
Phrasing Phrasing is always Phrasing is usually Phrasing is usually Phrasing is rarely

consistent and sensitive consistent and sensitive consistent and consistent and/or rarely
to the style of music being to the style of music being occasionally sensitive to sensitive to musical style.
1 of 1 played or sung. played or sung. the style of music being 1/15/2009 10:09 AM
THE COLLEGE OF ST. SCHOLASTICA
Department of Graduate Nursing
RUBRIC: NP STUDENT CLINICAL EVALUATION BY FACULTY

Student_______________________________________________ Course_____________________ Date________________
Clinical Site_________________________________ Preceptor ____________________ Faculty_________________________
Rating Scale:
Strongly Not Applicable/ Not
Agree Disagree Strongly Disagree
Rubric Examples
Agree Observed
4 3 2 1 NA/NO
1. Student establishes effective nurse practitioner-patient / family relationships by creating 4 3 2 1 NA/NO

an environment of rapport, professionalism and mutual trust.
2. Student obtains a comprehensive and problem focused health history based on presenting 4 3 2 1 NA/NO
symptoms, age, developmental stage.
3. Student performs a comprehensive and problem focused physical exam based on 4 3 2 1 NA/NO
presenting symptoms, age, developmental stage.
4. Student formulates appropriate differential diagnoses through a systematic clinical 4 3 2 1 NA/NO
decision making process of interpreting history, physical exam findings and diagnostic
information.
5. Student employs appropriate diagnostic and therapeutic interventions with 4 3 2 1 NA/NO
consideration of safety, efficacy, acceptability, cost.
6. Student considers safety, efficacy, acceptability, cost when utilizing 4 3 2 1 NA/NO
pharmacotherapeutic modalities and provides appropriate patient education including
regimen, side effects and interactions.
7. Student delivers health promotion and disease prevention services based on age, 4 3 2 1 NA/NO
developmental stage, family history and ethnicity.
8. The student accurately and concisely presents patient scenario to preceptor and initiates 4 3 2 1 NA/NO
appropriate consultation and referral services when the presenting problem exceeds
student scope or skill level.
9. Student provides appropriate anticipatory guidance, education and counseling to 4 3 2 1 NA/NO
patients/families based on needs assessment, mutual goal setting and evidenced based
rationale.
10. The student utilizes appropriate information resources/ technology during patient 4 3 2 1 NA/NO
encounter to support decision making without negatively impacting patient rapport.
11. Student documents the patient encounter in a comprehensive, accurate, organized,
succinct manner
12. The student protects patient confidentiality and privacy. 4 3 2 1 NA/NO
13. The student demonstrates cultural and spiritual competence by respecting the value and 4 3 2 1 NA/NO
dignity of individuals without regard to gender, religion, socioeconomic status, sexual
orientation, and ethnicity.
14. The student follows infection control practices throughout patient encounter ( i.e. hand 4 3 2 1 NA/NO
washing)
15. The student recognizes his/her own clinical/ professional competencies and areas for 4 3 2 1 NA/NO
growth and formulates plans for improvement
Strengths:
Growth Areas:
16.The clinical site meets the student learning needs 4 3 2 1 NA/NO
RESULTS:
_____ Pass (3,4 in all areas).
_____ Recommend plan for improvement and or re-evaluation to assess progress (2 in any area).
_____ Failure to progress : Clinical skill not at expected level of NP student/ student did not meet expectations of plan
for improvement (evaluator discretion).
COMMENTS:
Signatures:
Student: ______________________________ Preceptor_____________________________ Faculty_______________________
www.millikin.edu
School of Nursing Rubric for Performance Assessment
Bachelor Degree in Nursing
Rubric Examples
Rating 1 2 3 4 5
Demonstrate core Unable to master Marginal mastery Competently Demonstrates Consistently goes
knowledge, core knowledge, of core knowledge, applies core strong core beyond
competencies, and competencies, and competencies, and knowledge, knowledge, expectations and
values of values of values of competencies, and competencies, and demonstrates
professional professional professional values of values of mastery of core
nursing. nursing. nursing. professional professional knowledge,
nursing. nursing. competencies, and
values of
professional
nursing
Integrate Unable to integrate Marginally Competently Demonstrates Consistently goes

theoretical theoretical integrates integrates strong integration beyond
knowledge and knowledge and theoretical theoretical of theoretical expectations and
investigation as the investigation as the knowledge and knowledge and knowledge and demonstrates
basis for critical basis for critical investigation as the investigation as the investigation as the mastery in
thinking and thinking and basis for critical basis for critical basis for critical integration of
decision making in decision making in thinking and thinking and thinking and theoretical
the planning and the planning and decision making in decision making in decision making in knowledge and
provision of provision of the planning and the planning and the planning and investigation as the
evidence-based evidence-based provision of provision of provision of basis for critical
nursing practice for nursing practice for evidence-based evidence-based evidence-based thinking and
diverse diverse nursing practice for nursing practice for nursing practice for decision making in
populations. populations. diverse diverse populations diverse populations the planning and
populations. provision of
evidence-based
nursing practice for
diverse
populations.
Demonstrate a Does not Marginally Competently Demonstrates Consistently goes
commitment to demonstrate a demonstrates demonstrates strong commitment beyond
ongoing personal commitment to commitment to commitment to to ongoing expectations in
and professional ongoing personal ongoing personal ongoing personal personal and making a
development and professional and professional and professional professional commitment to
through formal and development development development development ongoing
informal through formal and through formal and through formal and through formal and professional
experiences. informal informal informal informal development
experiences experiences. experiences. experiences. through formal and
informal
experiences.
DISCIPLINE-SPECIFIC RUBRICS FORM
COLLEGE: NURSING ADMINISTRATIVE UNIT:
BACCALAUREATE PROGRAM/MAJOR: BSN Bachelor of Science in Nursing
CAPSTONE REQUIREMENT(S): Preceptor-guided experience
Rubric Examples
FACULTY WHO WILL ASSESS: Clinical instructor DATE: 3/1/04
CRITICAL THINKING
GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE-SPECIFIC RUBRICS
5 Demonstrates excellence in analyzing, synthesizing,
and evaluating information and ideas from multiple Assesses systematically and comprehensively
perspectives. Consistently demonstrates the ability to Distinguishes normal from abnorma
solve problems, argue logically, apply scholarly and Checks for accuracy and reliability
scientific methods, use terminology accurately, and Identifies missing information
employ information literacy skills.
Draws valid conclusions
4 Demonstrates proficiency in analyzing, synthesizing, Supports conclusions with evidence
and evaluating information and ideas from multiple Uses diagnostic reasoning
perspectives. Usually demonstrates the ability to Predicts and manages potential complications
solve problems, argue logically, apply scholarly and
Applies the nursing process to develop plan for health promotion and/or illness
scientific methods, use terminology accurately, and
employ information literacy skills. management
Evaluates responses to interventions
3 Demonstrates adequacy in analyzing, synthesizing, Makes plans based on evaluative data
and evaluating information and ideas from multiple
Recognizes needs for change
perspectives. Frequently demonstrates the ability to
solve problems, argue logically, apply scholarly and Accepts multiple solutions to single problems
scientific methods, use terminology accurately, and Identifies individual learning needs
employ information literacy skills. Develop plan to meet individual learning needs
2 Demonstrates limitations in analyzing, synthesizing, Teaches others
and evaluating information and ideas from multiple Recognizes ethical dilemmas
perspectives. Occasionally demonstrates the ability Uses sound clinical judgment.
to solve problems, argue logically, apply scholarly and Trusts one’s own reasoning skills
scientific methods, use terminology accurately, and
employ information literacy skills.
1 Demonstrates deficiency in analyzing, synthesizing,
and evaluating information and ideas from multiple
perspectives. Rarely demonstrates the ability to solve
problems, argue logically, apply scholarly and scientific
methods, use terminology accurately, and employ
information literacy skills.
Page 1
ADDITIONAL COMMENTS for CRITICAL THINKING
Rubric Examples
NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD
Page 2
EFFECTIVE COMMUNICATION
Rubric Examples
5 Demonstrates excellence in understanding and
conveying ideas in diverse contexts, especially through Listens to and understands others
reading, writing, speaking, and listening. Consistently
demonstrates the ability to use resources, technology, Use correct grammar when speaking
and skills appropriate to the aural, visual, and/or
language arts. Uses appropriate vocabulary
4 Demonstrates proficiency in understanding and
conveying ideas in diverse contexts, especially through Expresses self clearly
reading, writing, speaking, and listening. Usually
demonstrates the ability to use resources, technology,
Uses positive nonverbal communication
language arts.
Appropriately interprets nonverbal communication
3 Demonstrates a d e q u a c y in understanding and
conveying ideas in diverse contexts, especially through
reading, writing, speaking, and listening. Frequently
Uses correct grammar when writing
demonstrates the ability to use resources, technology,
and skills appropriate to the aural, visual, and/or Edits documents for content, organization, consistency, grammar and syntax
language arts.
2 Demonstrates limitations in understanding and
Writes concisely
reading, writing, speaking, and listening. Uses appropriate APA documentation format
O c c a s i o n a l l y demonstrates the ability to use
resources, technology, and skills appropriate to the Uses appropriate medical record charting techniques
aural, visual, and/or language arts.
1 Demonstrates deficiency in understanding and Uses telephone e-mail and FAX appropriately
reading, writing, speaking, and listening. Rarely Uses available technology and media resources for the retrieval and sharing of
demonstrates the ability to use resources, technology, information
language arts. Deals effectively with conflict
Works effectively on teams with cooperative decision making
Page 3
ADDITIONAL COMMENTS for EFFECTIVE COMMUNICATION
Rubric Examples
Page 4
KNOWLEDGE INTEGRATION
Rubric Examples
5 Demonstrates excellence in fusing information and
concepts from multiple disciplines for personal,
professional, and civic enhancement. Consistently Synthesizes information from the biological, social and behavioral and nursing sciences
demonstrates the ability to evaluate critically one’s own to create individualized plans of care for clients.
views and those of others and the ability to access,
judge and compare diverse fields of knowledge. Utilizes appropriate and accurate mathematical
4 Demonstrates proficiency in fusing information and calculations in managing and providing client care
professional, and civic enhancement. Usually Utilizes historical and theoretical perspectives to develop a sense of professional
demonstrates the ability to evaluate critically one’s own
identity,
judge and compare diverse fields of knowledge.
Utilizes methodological research skills in order to provide a context for evaluating
3 Demonstrates adequacy in fusing information and information
professional, and civic enhancement. Frequently
demonstrates the ability to evaluate critically one’s own Utilizes knowledge gained in the humanities and fine arts to provide thoughtful and
views and those of others and the ability to access, meaningful care to clients
2 Demonstrates limitations in fusing information and
professional, and civic enhancement. Occasionally
1 Demonstrates deficiency in fusing information and
professional, and civic enhancement. Rarely
Page 5
ADDITIONAL COMMENTS for KNOWLEDGE INTEGRATION
Rubric Examples
Page 6
SOCIAL RESPONSIBILITY
Rubric Examples
5 Demonstrates e x c e l l e n c e in historical ethical
reasoning and in knowledge of contemporary social Provides services with respect to the dignity of man, unrestricted by nationality, race,
and ethical issues. Consistently demonstrates creed, color, age, or
knowledge, skills, and attitudes that are conducive to Health status
responsible civic engagement.
4 Demonstrates p r o f i c i e n c y in historical ethical Provides care consistent with economic, political, ethnic, cultural, and religious
reasoning and in knowledge of contemporary social backgrounds
and ethical issues. Usually demonstrates knowledge,
skills, and attitudes that are conducive to responsible Safeguards the individual’s right to privacy by judiciously protecting information of a
civic engagement.
confidential nature, sharing only information relevant to the patient’s care and assures
3 Demonstrates adequacy in historical ethical reasoning protection of individuals rights when involved in research activities
and in knowledge of contemporary social and ethical
issues. Frequently demonstrates knowledge, skills, Maintains individual competence in nursing practice, recognizing and accepting
and attitudes that are conducive to responsible civic
engagement.
responsibility for individual actions
and judgments
2 Demonstrates l i m i t a t i o n s in historical ethical
reasoning and in knowledge of contemporary social
Acts to safeguard the patient when care and safety are affected by incompetent,
and ethical issues. Occasionally demonstrates
knowledge, skills, and attitudes that are conducive to unethical, or illegal conduct of any person
responsible civic engagement. (including self)
1 Demonstrates d e f i c i e n c y in historical ethical
Uses individual competence as a criterion in accepting delegated responsibilities and
reasoning and in knowledge of contemporary social
and ethical issues. Rarely demonstrates knowledge, assigning nursing activities to others
skills, and attitudes that are conducive to responsible
civic engagement. Works with members of healthcare professions and other citizens in promoting efforts to
meet health needs of the public.
Page 7
ADDITIONAL COMMENTS for SOCIAL RESPONSIBILITY
Rubric Examples
Page 8
Nursing Process Rubric - UNRS 314
LEVEL OF ACHIEVEMENT
CRITERIA EXEMPLARY PROFICIENT UNSATISFACTORY

Identifying Data Not Applicable All data is complete and accurate Incomplete or inaccurate data
Rubric Examples
presented
Past Medical/Surgical History/ Data includes childs interpretation Data is complete and accurate from Incomplete or inaccurate data
Chronic Conditions of events chart review and family/patient presented
interview.
Recent Medical Data includes childs interpretation Data is complete and accurate from Incomplete or inaccurate data
History/Course of of events or parents interpretation chart review and pt/family. presented
Hospitalization in the preverbal child. Interview includes discussion of
chronological events leading to
hospitalization
Data includes birth history if
appropriate. (all children under 3)
Medical Diagnosis Discusses interrelationship List medical diagnosis Incomplete list of diagnosis.
between multiple diagnosis. Includes chronic diagnoses that
Genetic component if any may have impact on current
condition.
Home Medications Discusses child and family Defines therapeutic rationale for List home medications
understanding of use/purpose of home medications. State why pt is on medication
each medication. When and how is medication (according to pt)
How are medications administered?
administered?
Teaching about medication use /
side effects
Nsg Process Rubric

1

Physical Assessment BMI calculated 90% of physical assessment data < 90% of physical assessment
Use growth charts to plot complete data completed
Must be based on the physical ht/wt/hcm Vital signs and pain assessment Vital signs and pain assessment
assessment for the appropriate Complete medical descriptions and data complete data incomplete
Rubric Examples
age child. accurate spelling Uses correct Incorrect terminology frequently
Physical assessment 100% terminology with correct used
complete spellings Few descriptions of general
Appropriate for child’s age Provides descriptions of general assessment. Answers brief and not
Assessment informative.
Clinical Manifestations Identify pertinent clinical Identifies expected manifestations Key clinical manifestations not
manifestations But is hard to read and not presented
May do in bullet form. Presented in a logical manner supported by data Does not provide references
Comprehensive assessment with Provide assessment based on
interrelationships provided information from literature (use
Uses 2 or more articles to provide textbook as reference)
data Provide assessment based on
information from the literature
(uses textbook and at least 1
article)
Laboratory Tests Use references to provide rational. States why the test was abnormal. States test results
Rationale appropriate for Relates why the test was abnormal Presents normal values
diagnosis. using physiology. Provides general rationale for test
Document source Uses pediatric ranges for normal
lab values
Diagnostic Tests and Use references to provide rational. States why the test was abnormal. States test results
Diagnostic Procedures Relates why the test was abnormal Presents normal values
using physiology.
Provides general rationale for test
Nsg Process Rubric

2

Treatments
Nursing implications exhibit States nursing implications for Lists all treatments
Include your medications age/developmental appropriate each treatment. Provides schedule of treatments
given in this area with a brief intervention. Relates physiology for each Provides general rationale for a
Rubric Examples
rationale for their use treatment treatment
If a medication has been added
or changed include the
rational for the change
PRN meds for pain / fever
Psychosocial Subsystem
Utilizes web/article references. Applies theoretical description to One or more sections incomplete.
Family Article used as reference actual child / family. Data limited in scope and depth.
Spiritual Strengths and weaknesses
Cultural identified
Specific examples given to support
your assessment
Spiritual and cultural assessment
tool included
Nursing
Diagnosis/Collaborative Comprehensive list of patient care Uses NANDA diagnosis Diagnoses not in NANDA format
Problem needs Nursing diagnosis are prioritized Key patient needs not identified
Minimum of three diagnosis Nursing diagnosis not prioritized.
Prioritized to actual patient Prioritize pt care needs Only identifies patient needs for
the day
Nsg Process Rubric

3

Plan of Care Assessment List of assessment factors is List of key assessment factors is Key assessment factors used to
Factors comprehensive present and consistent with determine diagnosis not provided
information presented in rest of
data form
Rubric Examples
Care Plan • Goals are measurable and Incomplete care plan
• Identifies major have a time line No coherent plan than can be
Data form plan of care based interventions to reach • Continuity between goals implemented, evaluated and
on processing two nursing patient goals. The list is and interventions modified.
diagnosis 1 physical and 1 detailed and complete, and • Assessment of patient /
spiritual, cultural, or the tasks are well defined family part of intervention
psychosocial. with measurable outcomes. • Each intervention is
• Each intervention is evaluated from a patient /
For case study this are would evaluated family perspective
be the Care Path and rational. • Identifies ways to modify • Modification is based on
the plan based on findings evaluation of intervention
from patient care data. • Identifies major
• Rational is supported by interventions to reach
journal articles patient goals.
• Rational is supported by
text book only
Discharge Needs Provides evaluation of own Identifies treatments or equipment Identify one education need
Provides data regarding status of teaching. to be used on discharge Educational needs not identified or
home care equipment/treatments. Provides educational materials that Develop a plan for education by not specific to childs diagnosis and
support discharge teaching. others. family needs.
Nsg Process Rubric

4

Evaluate the teaching provided.
Identify referrals and follow up
appointments needed.
Format/Appearance
Rubric Examples
Paper is typed Use APA format APA format not followed
Paper is appropriate notebook Spelling is Correct Several spelling errors
Grading form and rubric is Neatness Paper is sloppy and illegible
included
Articles used are included
Areas used in article are high-
lighted
1/2/2008
Nsg Process Rubric

5
http://www.iusb.edu/~sbassess/Third%20Year%20Reviews/2006/thir06...
Search:
Assessment Committee
IU South Bend
Assessment Third Year Review Evaluation Rubric - Nursing 2005/06
Home
IU South Bend Assessment Third Year Review Evaluation Rubric – Nursing, May 2006
Rubric Examples
Contact Us pg 1
Scores Educational Assessment Data Analysis
Forms/ Applications
Goals Techniques
Grants 1 Undeveloped Absence of clearly Assessment No data reported Little or no analysis
defined educational techniques still being of assessment data
Third Year Reviews goals identified; Assessment
techniques not
Annual Reports currently in use.
Departmental Plans 2 Developing Goals are not Assessment mostly Only partial data Some analysis
measurable dependent on a single included done, but not
assessment technique shared or
Archives or tool; mostly discussed with
narrative assessment entire program
Higher Learning
techniques faculty
Commission
3 Established List of clear Assessment All data or Assessment data
Resources measurable techniques include a representative data carefully collected,
educational goals variety of direct and included analyzed and
Report to Senate for the program indirect measures of shared with all
student learning. department faculty
Calendar
4 Exemplary List of measurable Assessment All data or Assessment data is
Academic Master Plan educational goals techniques include a representative data carefully collected,
clearly tied to variety of direct and included. Data analyzed and
departmental, indirect measures of submitted in an discussed by all
Acad Affairs Home general education student learning with a electronic format. program faculty.
IU South Bend Home and campus rationale for choice of Individuals cannot Departmental
strategic techniques relative to be identified. Assessment
documents educational goals. Committee active.
Score
3 4 1 2
Comments If possible, it might No direct measure of The assessment No data analysis of

make more sense student achievement committee would current year
for assessment for several goals like a copy or included.
evaluation if goals reported summary of results
were condensed for the assessment
into three areas A curriculum map files. A reference
might make the to the location of
connection between full data
educational goals and information should
curriculum content also be included
clearer.
IU South Bend Assessment Third Year Review Evaluation Rubric – Nursing, May 2006
pg 2
Scores Response Constituencies Record Keeping and
Communication
1 of 3 1/15/2009 10:17 AM
http://www.iusb.edu/~sbassess/Third%20Year%20Reviews/2006/thir06...
1 Undeveloped No changes to the Faculty unaware, uninvolved Assessment data and

program reported; no or unsupportive of analysis is not shared
rationale for educational goals and beyond the department
maintaining current assessment of student faculty. Reports to
program given learning. Students have no Assessment Committee
input into or awareness of lacking or very late. No
educational goals. established departmental
assessment files.
Assessment plan lacking or
badly out of date.
2 Developing Some program Faculty knowledgeable about Assessment goals and
changes reported, but and have input into analysis shared with all
not clearly connected educational goals and faculty, deans, and other
to evaluation of support assessment of parties on request.
Rubric Examples
assessment data student learning. Student Assessment plan
input collected and occasionally evaluated and
considered informally. updated. Annual
assessment reports
submitted.
3 Established Program changes Faculty are knowledgeable Assessment goals, analysis
made in response to about the latest theories and and actions taken are
assessment analysis. techniques for assessing readily available in an easy
student learning, and actively to understand format.
incorporate that knowledge Assessment annual reports
into course planning and are timely and complete.
evaluation. Educational Assessment plan regularly
goals for courses included on updated and changes
all syllabi. Students have a reported to the Assessment
clear idea of the purpose of Committee.
assessment and have formal
input into the process.
4 Exemplary Program changes Students are not just objects Website showcasing
made, (or status quo of assessment, but know and educational goals,
confirmed,) clearly and contribute to program assessment data, analysis
directly supported by educational goals. Alumni, and program changes.
assessment analysis. employers and community Assessment information is
Resources directed to have input into and know the highlighted in departmental
identified weaknesses results of assessment newsletters. Assessment
and successes activities through a website, Annual reports are timely
publicly acknowledged focus groups and surveys. and complete. Assessment
and celebrated. plan updated annually, and
submitted with the Third
Year Review.
Score 1 1.5 2
Comments Problems identified in -Assessment contact is trying
the area of to implement and maintain
pharmacology assessment program
-All faculty should be
responsible for and fully
supportive of assessment
-The Dean should encourage
faculty involvement; one
person cannot do everything
without support.
top
1700 Mishawaka Ave. P.O. Box 7111

South Bend, IN 46634
Phone: (574) 520-IUSB
(574) 520-4872
2 of 3 1/15/2009 10:17 AM
Rubric Created by Carolyn Manning- Associate Professor Health Nutrition and Exercise Science
Name:
Criteria Well Done (3) Satisfactory (2) Needs Improvement (1) Incomplete (0)
Present: Photo copy
(B&W) of original recipe & Present: Photo copy
Rubric Examples
typed copy with no (B&W) of original recipe
Missing photo copy (B&W)
modifications & in & typed copy with no
of original and/or typed
descriptive recipe style. modifications & in Missing photo copy
copy. - Typed copy
- Descriptive style is descriptive recipe style. (B&W) of original and/or
contains 1 or more recipe
Recipes correctly applied to original - Descriptive style is typed copy. -
modifications or missing
recipe. - correctly applied to Descriptive style not
ingredients.
Suggested/recommended original recipe. - used.
- Descriptive style applied
modifications clearly Attempt made to present
with 1 or more errors.
presented in a revised suggested/recommended
version using the modifications.
descriptive style.
Complete (1) Incomplete (0)
Evaluation Form Present: copy of
evaluation form. Missing
Point totals:
Criteria Well Done (5) Satisfactory (3-4) Needs Improvement (1-2) Incomplete (0)
Quantitative & qualitative
data tabulations reviewed
by TA in meeting with all
lab station members.
- Data show correct Quantitative & qualitative Quantitative & qualitative
computation of averages & data tabulations reviewed data tabulations reviewed
frequencies & other by TA in meeting with by TA in meeting with Quantitative & qualitative
appropriate statistics. missing lab station missing lab station data tabulations not
Presentation of Data
- All data table headings members. members. reviewed by TA.
show: - Data show correct - Data show mostly correct - Data do not show
1. numbers (for each table computation of averages computation of averages & computation of averages
& number of responses) & frequencies. frequencies. and/or frequencies.
2. "stand alone" - Data table headings - Data table headings have - Data table headings
descriptive titles have some missing or frequent missing or have frequent missing or
3. correct labels for all incorrect or unclear incorrect or unclear incorrect or unclear
columns. information. information. information.
Rubric Created by Carolyn Manning- Associate Professor Health Nutrition and Exercise Science
Well Done (6) Satisfactory (4-5) Needs Improvement (2-3) Incomplete (0-1)
Data from the tables &/or
Data from the tables & textbook not used when
Using all possible data Using some data from textbook are not used presenting:
from the tables & textbook, the tables & textbook, the consistently when 1. recipe product
all of the following are following are partially presenting: qualities that are good
presented: presented: 1. recipe product qualities and/or need
Rubric Examples
1. recipe product qualities 1. recipe product qualities that are good and/or need improvement
that are good and need that are good and/or improvement 2. conclusions &
improvement need improvement 2. conclusions & explanations of product
2. conclusions & 2. conclusions & explanations of product quality ratings in terms of
explanations of product explanations of product quality ratings in terms of milk, egg or cheese
quality ratings in terms of quality ratings in terms of milk, egg or cheese ingredients and/or
Analysis of Data
milk, egg or cheese milk, egg or cheese ingredients and/or procedures
ingredients and/or ingredients and/or procedures 3. conclusions &
procedures procedures 3. conclusions & explanations of product
3. conclusions & 3. conclusions & explanations of product quality ratings in terms of
explanations of product explanations of product quality ratings in terms of other ingredients
quality ratings in terms of quality ratings in terms of other ingredients - Recommendations
other ingredients other ingredients - Recommendations about about the ingredients
4. recommendations for 4. recommendations for the ingredients and/or and/or procedures and
ingredients and/or ingredients and/or procedures and/or the the Campus Survival
procedures and for the procedures and for the Campus Survival Cookbook are not
Campus Survival Campus Survival Cookbook are presented presented or presented
Cookbook Cookbook without supporting data. without supporting data.
Point totals:
Total points earned:
Wow! point:
http://assessment.udel.edu/Tools%20and%20Resources/rubrics.html
NTDT 400: Macronutrients http://assessment.udel.edu/Tools%20and%20Resources/Nutrition.htm
NTDT 400: Macronutrients

Overall evaluation
Case Study Evaluation (Add all 6 evaluations
and then divide by 6):
Student Name: ____________________________ Case
_____________
Study:____________________
Component 0= 1 = Poor 2 = Adequate 3 = Exemplary Score

Unacceptable
Calculation of Missing or Correct value but Incorrect value Correct value and
BMI incorrect value no calculations and but all all calculations
Rubric Examples
and missing provided calculations provided
calculations provided
Calculation of Missing or Incorrect formula, Correct formula, Correct formula,
EER incorrect no calculations Incorrect value, all calculations
formula, value provided. Correct but all provided. Correct
and missing value calculations value
calculations provided.
Vegan diet No discussion Limited discussion Detailed Detailed
assessment or discussion of of one or two discussion of one discussion of at
irrelevant special special least two special
topics considerations. consideration – considerations.
One must be protein One must be
protein complementation protein
complementation. complementation.
Strengths of One to two Two to three Two to three Three strengths of
current intake strengths of the strengths of the strengths of the the intake are
intake are intake are intake are identified and
identified and identified and no identified and rationale to
no/limited rationale to limited discussion support positive
rationale to support positive of rationale to attributes of diet
support attributes is given support positive clearly described
positive attributes of diet
attributes of
diet
Recommended One to two Two to three Two to three Three changes to
dietary changes changes to the changes to the changes to the the intake are
to strengthen intake are intake are intake are identified and
diet identified and identified and no identified and rationale to
no/limited rationale to limited discussion support dietary
rationale to support dietary of rationale to modifications
support dietary modifications support dietary clearly described
modifications modifications
DRI values and Less than 25% Between 25 and Greater than 50% All DRI values
labels (unit of of all DRI 50% of all DRI of all DRI values and labels for
measure, ie % values and values and labels and labels for macronutrients
of energy, gm) labels for for macronutrients macronutrients and water are
macronutrients and water are and water are correctly defined
and water are correctly defined correctly defined
correctly
1 of 6 1/15/2009 10:31 AM
defined
Implemented Modified Modified intakes Modified intakes Modified intakes
changes are intakes for for energy, at least for energy, all for energy, all
within 5% of energy, more 50% of the macronutrients macronutrients
DRI than 50% of macronutrients and water are and water are
the and water are between 5% and within 5% of the
macronutrients within 5% and 10% of the DRIs DRIs
and water are 10% of the DRIs
greater than and the remaining
10% of the nutrients are
DRIs greater than 10%
Rubric Examples
of the DRIs
Teamwork
Evaluation
(Based on
separate
rubric, mean of
3 to 4 would be
3 on this scale,
mean of 0, 1
and 2 would
translate
exactly )
Total
2 of 6 1/15/2009 10:31 AM
NTDT400: Macronutrients
Team Member Evaluation
Evaluate your peer group members by assigning numbers based on individual performance in the group
setting.
The purpose of this evaluation is to help individuals understand how their work is perceived by others.
Evaluations will be anonymous and will be used to assign points in the total case study evaluation. Complete
an evaluation for each member of your team.
Name of team member being evaluated:________________________
Rubric Examples
Score key:
-1 = Hindered group effort 0 = made no contribution 1 = Contributed little
2 = Contributed adequately 3 = Contributed actively 4 = Made major contributions
1. Student’s preparation for and attendance at group meetings.
-1 0 1 2 3 4
2. Student’s participation during group meetings.
-1 0 1 2 3 4
3. Student’s performance on assigned tasks – quality of work.
-1 0 1 2 3 4
4. Student’s ability to work with others.
-1 0 1 2 3 4
5. Student’s ability to accept constructive criticism, compromise, and negotiate.
-1 0 1 2 3 4
6. Student’s ability to meet deadlines.
-1 0 1 2 3 4
NTDT 400: Macronutrients
Essay Evaluation
Student Name: ____________________________
Component 0= 1 = Poor 2 = Adequate 3 = Very Good 4=E

Unacceptable
Definition of No critical Few critical Majority of All critical All cr
healthful diet macronutrients, macronutrients, critical macronutrients, macro
and functional and functional macronutrients, and functional and fu
components components and functional components comp
3 of 6 1/15/2009 10:31 AM
identified and no identified and components identified and identi

discussion of limited discussion identified and limited discussion detail
relationships to of relationships tolimited discussion of relationships to discu
health and disease health and disease of relationships to health and disease relati
health and disease health
Recommended No mention of Intake stated as Intake stated as Intake stated as Intak
intakes of total intake stated as percent of energy, percent of energy, percent of energy, perce
carbohydrates percent of energy, value incorrect, value correct, value correct, value
value incorrect, Basis of intake Basis of intake Basis of intake Basis
Basis of intake related to health related to health related to health relate
related to health promotion/disease promotion promotion prom
Rubric Examples
promotion/disease prevention not /disease /disease /disea
prevention not mentioned or prevention not prevention preve
mentioned or incorrect mentioned or mentioned but no discu
incorrect incorrect details provided findin
resea
intakes of dietary intake stated as grams, value grams, value grams, value gram
fiber grams, value incorrect, Basis of correct, Basis of correct, Basis of corre
incorrect, Basis of intake related to intake related to intake related to intak
intake related to health promotion health promotion health promotion health
health promotion /disease /disease /disease /disea
/disease prevention not prevention not prevention preve
prevention not mentioned or mentioned or mentioned but no discu
mentioned or incorrect incorrect details provided findin
incorrect resea
intakes of total intake stated as percent of energy, percent of energy, percent of energy, perce
fats percent of energy, value incorrect, value correct, value correct, value
resea
intakes of intake stated as percent of energy, percent of energy, percent of energy, perce
saturated fats percent of energy, value incorrect, value correct, value correct, value
resea
intakes of trans intake stated as percent of energy, percent of energy, percent of energy, perce
4 of 6 1/15/2009 10:31 AM
fatty acids percent of energy, value incorrect, value correct, value correct, value
related to health promotion/disease promotion/disease promotion/disease prom
promotion/disease prevention not prevention not prevention preve
incorrect resear
Rubric Examples
intakes of protein intake stated as grams per kg grams per kg grams per kg gram
grams per kg body wt, value body wt, value body wt, value body
body wt, value incorrect, Basis of correct, Basis of correct, Basis of corre
incorrect, Basis of intake related to intake related to intake related to intak
intake related to health health health health
health promotion/disease promotion/disease promotion/disease prom
promotion/disease prevention not prevention not prevention preve
incorrect resea
Recommended Intake not stated Intake stated as Intake stated as Intake stated as Intak
intakes of total as liters, none of liters, none of the liters, none of the liters, some of liters
water the components components of components of components of comp
of total water total water total water total water total w
identified, identified, identified, correct identified and identi
incorrect values incorrect values values for total values for value
for total water for total water water provided, drinking water drink
provided, no provided, Limited Limited provided, Basis of and o
discussion of discussion of discussion of intake related to bever
intake related to intake related to intake related to prevention of provi
prevention of prevention of prevention of dehydration intak
dehydration dehydration dehydration maint
balan
“Best” food No definition of No definition of Attempted to Clearly defined Clear
choices – best sources, and best sources, define best food best sources, but best s
complex no food choices some food choices, some not all food all fo
carbohydrates correct choices correct food choices choices listed listed
correct match definition defin
choices – fiber best sources, best sources, define best food best sources, but best s
and no food some food choices, some not all food all fo
choices correct choices correct food choices choices listed listed

monounsaturated no food choices some food choices, some not all food all fo
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fatty acids correct choices correct food choices choices listed listed
correct match definition defini
polyunsaturated no food choices some food choices, some not all food all fo
fatty acids correct choices correct food choices choices listed listed
choices - protein best sources, and best sources, define best food best sources, but best s
no food choices some food choices, some not all food all fo
correct choices correct food choices choices listed listed
Rubric Examples
Writing Numerous errors Many errors in Some errors Few errors (<2) in Writt
conventions (>7) in spelling, (5-7) spelling, (2-4) in spelling, spelling, spelli
grammar, grammar, grammar, grammar, gram
punctuation, or punctuation, or punctuation, or punctuation, or punct
capitalization capitalization capitalization capitalization capita
errors
Total Score
Points on Final Exam Score Interpretation of Score

10 53-56 A
9.5 50-52 A-
8.8 48-49 B+
8.5 47 B
8.2 45-46 B-
7.8 43-44 C+
7.5 42 C
7.2 40-41 C-
6.5 <40 D
Rubrics for NTDT 401
for the learning goal #1.

NTDT401 has a snack assignment. The instruction can be found at
http://napa.ntdt.udel.edu/ntdt401/food/nutrient_analysis.htm. The following rubrics to grade the assignment:
Proper nutrient analysis: 20 points
Critically evaluate the snack’s nutrient density and fat content. 20 points
Being creative without repeating the snack idea from what were already submitted 10 points
For the learning goal #3.

NTDT401 uses exams to assess that.
6 of 6 1/15/2009 10:31 AM
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
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Rubric Examples
RUBRIC FOR ARGUMENTATIVE PHILOSOPHY PAPERS
This rubric is for philosophy papers that are supposed to give an original, in-depth defense of a single, narrow thesis. Underlined terms are explained in the notes at the end.
EVALUATION ACHIEVEMENT LEVELS
DIMENSIONS UNACCEPTABLE AVERAGE PROFICIENT
1. Organization a. There is no title or there is a title that does not a. There is a title that makes clear the topic but a. There is a title that makes clear the thesis (and
make clear the topic of the paper (e.g., "Legal not the thesis of the paper (e.g., "The death pe- thus also the topic) of the paper (e.g., "Against
murder", when the topic is the death penalty). nalty"). the death penalty").
Rubric Examples
b. The thesis of the paper is not announced in the b. The thesis of the paper is announced (e.g., by "I b. The thesis of the paper is announced (e.g., by
introductory paragraphs (i.e., there is no sen- will argue that ...") but is formulated unclearly "I will argue that ...") and is formulated clearly
tence like "I will argue that ..."). or vaguely in the introductory paragraphs. and precisely in the introductory paragraphs.
c. The paper follows no coherent plan: it reads c. The paper follows a coherent plan, but the plan c. The paper follows a coherent plan with every
like a hodgepodge of ideas. The reader1 won- could be significantly improved by rearranging piece in a proper place. The reader easily sees
ders how the pieces relate to each other. certain pieces. how the pieces relate to each other.
2. Reasoning a. The argument2 contains a fallacy, either a for- a. The argument contains no (formal or informal) a. The argument is either deductively valid (i.e.,
mal one (e.g., "A entails B; so, B entails A") or fallacy but is inductively weak (i.e., its premis- its premises make its conclusion certain) or in-
an informal one (e.g., "everyone accepts A; so, es do not make its conclusion probable, let ductively strong (i.e., its premises make its
A is true"). alone certain). conclusion probable but not certain).
b. The conclusion of the argument is irrelevant to b. The conclusion of the argument is only margi- b. The conclusion of the argument is highly rele-
the goal of the argument. (E.g., the argument is nally relevant to the goal of the argument. vant to the goal of the argument. (E.g., the ar-
advertised as an objection to X, but the conclu- (E.g., the argument is advertised as an objec- gument is advertised as an objection to X, and
sion, rather than being that there is a problem tion to X, but the conclusion is that there is on- the conclusion is that there is a serious prob-
with X, is that there is a problem with Y.) ly a trivial problem with X.) lem with X.)
c. At least one premise is irrelevant to the conclu- c. No premise is irrelevant but some premise is c. No premise of the argument is redundant (and
sion (and is thus redundant: it can be removed redundant. (E.g., "B entails C" is relevant to C thus no premise is irrelevant to the conclusion
without affecting the strength of the argument). but is redundant given A and "A entails C".) of the argument).
3. Justification a. The premises of the argument contain major or a. The premises of the argument contain a few a. The premises of the argument contain no fac-
multiple factual mistakes. minor factual mistakes. tual mistake.
b. At least one controversial premise is not sup- b. At least one controversial premise is supported b. Every controversial premise is strongly sup-
ported at all (i.e., it is just stated). ("I feel only weakly (e.g., by referring to a single ported (e.g., by means of a further argument or
that ..." does not count as support.) study). extensive references).
c. The formulation of the argument contains dis- c. The argument is respectfully formulated but c. The argument is respectfully formulated and
respectful (e.g., ridiculing, offensive, or biased) violates the Principle of Charity (i.e., it gives conforms to the Principle of Charity (i.e., it
language. an unsympathetic reading of others' views). gives a sympathetic reading of others' views).
d. The reader wonders whether the source of some d. The paper makes clear who the source of each d. The paper makes clear who the source of each
ideas is you or someone else. (It is plagiarism idea is but some references are incomplete idea is and gives complete references (includ-
to present ideas—let alone formulations—that (e.g., a reference to a journal article includes ing, for a journal article: authors, title, journal,
you got from others as if they were your own.) no page number). volume, year, and pages).
4. Originality a. The thesis of the paper is the same as one of the a. The thesis of the paper is a minor variation of a. The thesis of the paper differs significantly
views discussed in your sources.3 one of the views discussed in your sources. from every view discussed in your sources.
b. Every argument for the thesis is the same as b. Every argument for the thesis is a minor varia- b. At least one argument for the thesis differs
one of the arguments formulated in your tion of one of the arguments formulated in your significantly from every argument formulated
sources. sources. in your sources.
c. Most objections, replies, etc. are from your c. Most objections, replies, etc. are minor varia- c. Most objections, replies, etc. differ significant-
sources. tions of those formulated in your sources. ly from those formulated in your sources.
EVALUATION ACHIEVEMENT LEVELS
DIMENSIONS UNACCEPTABLE AVERAGE PROFICIENT
5. Clarity a. Even a reader familiar with your sources often a. Only a reader familiar with your sources almost a. Even a reader unfamiliar with your sources al-
wonders what you are trying to say. never wonders what you are trying to say. most never wonders what you are trying to say.
b. Several moves in the argumentation are not b. Transition phrases are almost always present b. Almost every move in the argumentation is
introduced by transition phrases (like "One but are sometimes inadequate; i.e., they do not introduced by a transition phrase that makes
might object to the first premise ...", "I reply make clear who is making a move (you or an clear both who is making the move (you or an
Rubric Examples
that ...", "My second reply to the first objection opponent) or to what the move responds (e.g., opponent) and to what exactly the move re-
is ..."). to the first or second premise of an argument). sponds.
c. There are many (i) excessively long sentences c. There are a few (i) excessively long sentences c. There are almost no (i) excessively long sen-
or paragraphs, (ii) undefined obscure terms, or or paragraphs, (ii) undefined obscure terms, or tences or paragraphs, (ii) undefined obscure
(iii) cases in which you say first something un- (iii) cases in which you say first something un- terms, or (iii) cases in which you say first
intelligible and then explain what you meant. intelligible and then explain what you meant. something unintelligible and then explain.
6. Conciseness4 a. The paper is highly repetitive: it makes the a. The paper is slightly repetitive: it makes a few a. The paper avoids unnecessary repetition: it
same points again and again. points more than once. develops each point only once.
b. Many sentences are wordy: the reader finds the b. A few sentences are wordy: their points can be b. Almost no sentence is wordy: the reader finds
writing long-winded. made in significantly fewer words. the writing compact.
c. There are lengthy or multiple digressions (i.e., c. There are a few short digressions (i.e., passages c. There are almost no digressions: almost every
passages that can be removed without affecting that can be removed without affecting the ar- sentence contributes to the argumentation.
the argumentation). gumentation).
7A. Precision a. The reader gets the impression that the writing a. The reader gets the impression that the writing a. The reader gets the impression that you have
is sloppy, that you wrote the paper in a hurry or is in general careful but would have considera- carefully thought about almost every single
in a single draft. bly improved if you had gone over more drafts. word in the paper, going over multiple drafts.
b. The reader can often misinterpret you; your b. The reader can sometimes misinterpret you; b. The reader can seldom misinterpret you; your
formulations are highly ambiguous (i.e., open your formulations are slightly ambiguous (i.e., formulations are unambiguous (i.e., open to
to multiple interpretations). open to a couple of interpretations). only one interpretation).
c. Your formulations are often highly inexact: c. Your formulations are sometimes slightly in- c. Your formulations are almost always exact:
what you say is clearly incorrect (e.g., you exact: what you say is strictly speaking incor- what you say can be even strictly speaking
make category mistakes like saying "this is a rect (e.g., because you use extreme or immod- correct (although it might still be incorrect;
false argument"). est expressions like "always" or "I will prove"). e.g., some justified beliefs are false).
7B. Language a. The style is inappropriate for a scholarly paper: a. The style is scholarly (in general sober and fac- a. The style is scholarly (in general sober and
it is too colloquial, too impassioned, too flo- tual) but the paper is dry as a result: the reader factual) but the paper is still lively: the reader
wery, or too impressionistic. feels bored. feels interested.
b. There are so many grammatical, syntactic, spel- b. There are some grammatical, syntactic, spel- b. There are almost no grammatical, syntactic,
ling, or punctuation mistakes that the reader is ling, or punctuation mistakes, but not so many spelling, or punctuation mistakes.
distracted and has difficulty focusing on the ar- as to be distracting.
gumentation.
1
"The reader" is shorthand for "a typical professional philosopher possibly unfamiliar with your sources".
2
"The argument" is shorthand for "the specific argument being evaluated (graded)". (On the dimensions of Reasoning and Justification each argument in the paper—i.e., Argument
for the thesis, Objection 1, Reply 1, etc.—will be evaluated separately. On the remaining dimensions—i.e., Organization, Originality, etc.—the paper will be evaluated as a whole.)
3
"In your sources" is shorthand for "in class, in the required readings, or in any extra readings that you did or discussions that you had".
4
Conciseness will be automatically considered unacceptable if you give (on the "Instruction sheet for turning in papers") a word count for the paper—including notes and refer-
ences—which exceeds the allowable word limit (specified on the "Course information" sheet) or if you give no word count at all.
Art of Physics Rubric
Note that at Andrean we use the following grade scale. You may wish to make
adjustments for you situation.
A 100% to 92.5%
B 92.4% to 84.5%
C 84.4% to 74.5%
D 74.4% to 69.5%
F 69.4% and below
Rubric Examples
The photograph and the essay are graded separately. Each carries 20 points
total
Photograph Rubric
20 points total
1 2 3 4
Inadequate Weak Adequate Exemplary Weighting
Multiplier
Late Neither 8 x 10 nor Not 8 x 10 8 x 10 glossy 4.25

Format glossy But glossy and on Turned in on
But on time time time
No apparent Difficult to Blurred or busy Easily 0.5

Subject physics principle distinguish subject distinguishable
illustrated subject Does not clearly subject
Unclear what show principle Tells a story
principles are at
work
Compo- Subject Subject too small Background not Subject 0.125

sition improperly sized, to tell story. supportive of appropriately
background busy Background not subject, framed,
or inappropriately supportive focused,
blurred background
supports the
story
Perspective not Vanishing points Vanishing points 0.125

Viewer can’t included, inconsistent. consistent.
Artistic distinguish confused subject Viewer could be Photo draws
quality subject from matter confused about eye to subject
extraneous subject
material
Essay Rubric
20 points total
1 2 3 4 Weighting
Inadequate Weak Adequate Exemplary Multiplier
Not typed, not Not typed, but Typed, double Typed, double
Format neatly presented, neatly written of spaced, less than spaced, of 1.75
regardless of proper length specified specified length
length minimum length
Rubric Examples
No notes or Improperly Bibliography only, Footnotes or
Citations citations formatted notes according to endnotes 0.5
or citations “Writer’s Inc.” according to
“Writer’s Inc.”
Discusses Discusses some Explains the Clearly and

Content physics physics related to photo, but leaves thoroughly 2.5
unrelated to the the photo, but not out important explains the
photo the subject of the aspects of the physics
photo physics portrayed in the
submitted photo
Significant Significant Appropriate Well organized
Style paragraph and paragraph and paragraphs and explanations. 0.25
punctuation punctuation punctuation. Does Maintains
errors. Poor errors. not flow well from reader’s
organization. Difficult to follow one idea to the interest.
Difficult to follow thoughts next Appropriate
sentences. paragraphs and
punctuation
Interactive Physics - Scoring Rubric http://www.glenbrook.k12.il.us/gbssci/phys/projects/q2/iprub.html
Physics 163 - Quarter 2 Projects
Interactive Physics
Scoring Rubric
Interactive Physics Project Description About the Lab Report
Rubric Examples
Due Dates The Project Corner
Your project will be graded based on the following scoring rubric.
Outcomes w/criteria Scale Score
1. Purpose 0-1 2 3
Used brainstorming skills to Failed to identify Identified and Effectively identified and
generate a real-world scenario and describe either a described a scenario described a scenario;
to model; succinctly described scenario or a what-if and a what-if Q; realistic what-if? Q was
the scenario; proposed a Q. variables may not be clearly stated and ______
what-if question and clearly stated; variables to be modified
identified a relevant variable purpose statement were clearly identified;
to modify; purpose was may lack focus or purpose was focused and
focused and ambitious. ambition. ambitious.
2. Physics 0-2 3-4 5-6
Understanding
Physics Made a clear effort to Used a wealth of physics
Physics of the scenario is understanding is use both words and to fully describe the
exhaustively described in the very limited as visuals to describe the scenario; introduced
Theory; included verbal demonstrated by the physics of the free-body diagrams, p-t ______
descriptions, diagrams, lack of depth, scenario; and v-t graphs, energy
graphs, and other visuals several errors, understanding level is bar charts, equations, and
which have been discussed in failure to depict still developing as calc'ns; understanding of
class or found in the book or information in evidenced by errors physics is well developed
other literature; application of visual manner or and a lack of depth and evident in the Theory
physics to the scenario merely the absence and analysis in the section.
revealed a high level of of a Theory section. Theory section.
understanding.
3. Description of Model 0-2 3-4 5-6
Used software to accomplish Failed to construct a Interactive Physics Interactive Physics model
stated purpose; described and working Interactive model works and is works and is relevant to
developed a working model Physics model relevant to purpose; the stated purpose; model
of the scenario; utilized and which was relevant certain input values uses reasonable input ______
reported reasonable input to the purpose. and/or results are not values and yields realistic
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values to obtain realistic realistic; model may results; was able to use
results and to explore the not be capable of model to explore the
what-if? question. exploring the stated what-if? Q.
what-if? Q.
4. Data and Graph 0-2 3-4 5-6
Collected accurate data and Data and graph Data is clearly Data is clearly presented
reported it using a section reflects lack presented and labeled in a row-column format;
well-organized table with a of concern and using a row-column dependent and
row-column format. Used attention. There are format; graph is independent variables are ______
computer software to plot a number of errors included, though it plotted on proper axis
Rubric Examples
data, to determine the m, b, and omissions with may not be properly using appropriate
and R values, and to regard to either the done; may have failed computer software; slope,
determine the equation graph and/or the to organize data or y-intercept and regression
relating the dependent and data table. include all data. Data constant are clearly
independent variables. All may reflect errors or shown; data is labeled
data and graphs are labeled improper procedure. with unit and symbol.
with the symbol and Data are accurate and
appropriate unit. sensible.
5. Discussion of Results 0-2 3-4 5-6
Results are thoroughly Failed to Conclusions were Relationship (direct,

discussed and include a intelligently discuss drawn and inverse, linear, parabolic,
statement about the the meaning of the relationships were etc.) between variables is
qualitative and quantitative data and results; discussed; may have clearly stated; eq'n ______
(eq'n) relationship; sources of discussion suffers one or more serious relating the data is
error and technical problems from many serious errors and/or properly written using the
were identified and discussed. errors and/or omissions. symbols for the variables
Results of the study were omissions. (and not y and x);
interpreted and related to interpreted results and
physical theories and models. drew meaningful
conclusions; provided an
intelligent discussion of
errors.
6. Report Organization 0-1 2 3
Report includes all the Report fails to Lab report is mostly Lab report is
appropriate sections; info is include all the complete yet lacking well-organized, complete,
placed in its proper section; appropriate in the quality of and labeled. With few
each section is labeled and sections; includes discussion and the exceptions, spelling has ______
placed in its appropriate several errors or support of the been checked and
order; spelling is checked and omissions. findings; may lack corrected.
corrected. organization; may
failed to have
documented input
values and/or results
in a row/column
format.
Comments: TOTAL
______
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(out of
30)
Your score is _____/30; which is scaled to a ______________%.
Exemplary (for the most part) projects are included online at The Refrigerator; a quick glance at these pages is
highly recommended prior to the completion of your project. Such examples are not included for you to mimic, but
rather as helpful illustrations of what your own end product might look like. Students should be cautioned that
Rubric Examples
project guidelines change through the years and thus the online exe mplars should not be considered as the definitive
word concerning what should be included in the final lab report. The definitive word are the guidelines which are
included on these Internet pages.
Return to:
Interactive Physics Description The Project Corner The Refrigerator

Physics 163 Home Page GBS Physics Home Page The Physics Classroom
The GBS Physics staff invite you to send electronic mail:
| Tom Henderson | Howard Jenewein | John Lewis | Neil Schmidgall | Dave Smith | Suzanne Webb | Brian Wegley |
Questions and comments can be sent e-mail to Tom Henderson.
This page last updated on 1/21/99.
3 of 3 1/15/2009 12:54 PM
Physics Exam Project Rubric http://www.phy.ilstu.edu/pte/311content/testconstruction/examrubric.html
Physics Exam Project Rubric

Specific Criteria for Acceptable Performance
WARNING:
This in-course summative assessment is related to the Admission to Student Teaching institutional gateway
for physics teacher education majors. In order to receive the positive recommendation of the PTE coordinator
required for Admission to Student Teaching, all candidates must earn an overall average score of 2
(Acceptable) on this performance task. In addition, no single dimension may be scored unacceptable.
Rubric Examples
Unacceptable (0
Dimension Inadequate (1 point) Acceptable (2 points) Excellent (3 points)
points)
Examination:
Alignment No consideration Vague or uncertain Separate alignment Separate alignment
(addend) given for alignment of statements describing table, but not entirely table showing
objectives and exam correspondence complete or somewhat correspondence
questions. between all exam confusing. between all exam
questions and questions and
objectives by number objectives by number.
Basic TypesFails to satisfy basic Mostly satisfies basic Completely satisfies Acceptable plus
(addend) criteria in terms of criteria in terms of basic criteria in terms integrated into
number and type of number and type of of number and type of alignment table of
questions (7 questions (7 questions (7 TIPER types.
conceptual, 7 conceptual, 7 conceptual, 7
algebraic, 3 free algebraic, 3 free algebraic, 3 free
response) response) response)
TIPER Type Fails to classify Partially or Correctly and Acceptable plus
(addend) TIPER questions by inaccurately classifies completely classifies integrated into
type. 10 TIPER questions 10 TIPER questions alignment table of
by type. by type. basic types.
Classification Fails to classify Partially or Correctly and Acceptable plus
(addend) questions by inaccurately completely classifies includes question
conceptual versus completely classifies question by classifications in
algebraic type. question by conceptual versus alignment table.
conceptual versus algebraic type.
algebraic type.
Skills Addresses only Addresses both Addresses equitably Acceptable plus uses a
Assessed content knowledge. content knowledge both content wide array in
(addend) and intellectual knowledge and interesting and
process skills, but intellectual process innovative test
places considerably skills to a reasonably questions.
more emphasis on equal degree.
content knowledge.
Difficulty Level of questions Level of questions Level of questions Acceptable plus
(addend) way too easy or way somewhat too easy or appropriate to includes two
too hard for too hard for introductory-level "challenge" questions
introductory-level introductory-level high school physics for extra credit.
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high school physics high school physics course.

course. course.
Accuracy One or more major Three or four errors of
Questions and Acceptable plus
(addend) errors or three or more fact in one or more
answers (where innovative questions
minor errors of fact in question statements.
appropriate) are show a high degree of
questions. accurately stated as understanding of
far a science content is physics subject matter
concerned. in their creation.
Ambiguity Questions and Questions and Questions and Acceptable plus
(addend) answers (where answers (where answers (where questions are
Rubric Examples
appropriate) are not appropriate) are not appropriate) are sufficiently short and
clearly and clearly and clearly and concise without being
unambiguously stated unambiguously stated unambiguously stated. vague.
in 3 or more in 1-2 questions.
questions.
Answer Key Answers to three or Answers to one or two Answers to Acceptable plus
(addend) more restricted-response restricted-response provides simple
restricted-response questions are questions are all rationale for answers.
questions are incorrect. correct.
incorrect.
Rubrics Rubric fails to satisfy Satisfies acceptable Rubric has four Acceptable plus
(addend) and of acceptable criteria, but poorly possible scores, and a provides a model
criteria, or does not prepared or less than number of appropriate written response.
provide rubrics. required number. dimensions with
specific criteria.
Grammar, Numerous grammar, Very few grammar, Essentially free from Completely free from
Spelling & spelling, and spelling, and grammar, spelling, grammar, spelling,
Punctuation punctuation errors. punctuation errors. and punctuation and punctuation
(addend) errors. errors.
Appearance Not professional Looks somewhat Looks very Acceptable plus an
and Format looking at all; professional in professional in exceptionally well
(addend) inappropriate or no appearance; appearance; organized test; groups
use of visuals; fails to appropriate use of appropriate use of all test questions by type;
meet 3 or more format visuals.; fails to meet required visuals; has appropriate
requirements in 1-2 format authentic looking; instructions; compact
relation to borders, requirements in adheres to normal test so as to save on paper
font, question relation to borders, format in relation to & copying costs.
numbering, directions, font, question borders, font, question
place for name, date, numbering, directions, numbering, directions,
title, instructions, etc. place for name, date, place for name, date,
title, instructions, etc. title, instructions, etc.
Subtotal:
0-10 questions all of 10-15 questions all of 20 questions all of

Length
which satisfy which satisfy which satisfy
(multiplier on
minimum criteria (0X minimum criteria minimum criteria (1X)
sum)
to0.50X) (0.50X to 75X)
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Originality Questions clearly Half of questions Questions appear to

(multiplier on copied from another copied from another be 100% original.
sum) source. (0X) source (.5X) (1X)
Total:
Rubric Examples
3 of 3 1/15/2009 12:59 PM
Physics Rubric for Common Lab Assessments
Composition
____ Title: Present and posed as a question if appropriate? _____/ 5pts

(eg: How does length of the string affect the period of pendulum?)
Rubric Examples
____ Statement of Purpose: _____/ 5 pts
____ Background Information:
____ The student demonstrated research on the variables in the Lab? _____/ 20pts
____ Resources were cited within the text _____/ 5 pts
____ Hypothesis: _____/ 20pts

____ The student used an “If…(Indep Variable),then…(Dep. Variable)” format as
appropriate? (eg: If the length of the string for a pendulum increases then the
period or time for one complete cycle will increase.
____ The hypothesis answers the question posed in the title?
____ Materials: Are present and in a list format _____/ 5 pts
____ Procedure: Is present and in a numbered list _____/ 10pts
____ Results See other categories
____ Discussion See other categories
____ Works Cited Works cited in MLA format _____/ 5 pts
____ Proper Sequence (Title, Purpose, Background, etc) _____/ 5 pts
____ Mechanics of Technical Writing
____ Used 3 rd Person, Past Tense writing style _____/ 10pts
( The student received the following results from the Experiment)
____ Grammar, Spelling and Sentence Structure Conventions _____/ 10pts
Results
Results (Data, Calculations, and Graphs):
Data Table Format
____ Table is numbered and has a descriptive title _____/ 5pts
____ Labels are attached to each column _____/ 5pts
____ Units are attached to each column _____/ 5pts
____ Overall neatness of the data table _____/ 5pts
Rubric Examples
Calculations
____ The student demonstrated the use of appropriate equations? _____/ 5 pts
____ An acceptable mathematical answer was obtained? _____/ 5 pts
____ All numbers have the correct units attached? _____/ 5 pts
Data Description
____ Data were fully and accurately recorded _____/ 10pts
____ Observations were objectively described in paragraph form
and/or the data were reported in words immediately following
the data table? _____/ 20pts
Graphing
____ Graph title is present and formatted properly _____/ 5 pts
eg: “Effect of the Independent Variable on the Dependent Variable”
____ Independent on the X axis, Dependent Variable on the Y axis____/5 pts
____ Axes are labeled and units correctly identified _____/ 5 pts
____ Data are accurately plotted on the graph paper _____/ 5 pts
____ The scale is ruled accurately for the data _____/ 5 pts
____ The appropriate type of graph was used _____/ 5 pts
____ Overall neatness of the graph _____/ 5 pts
Discussion
Discussion
____ Restated the hypothesis _____/ 5 pts
____ Stated whether the hypothesis was supported or refuted _____/ 5 pts
____ Used data to support or refute the hypothesis _____/ 40 pts
Errors and Recommendations
____ Identified the errors and their sources _____/10 pts
____ How might the perceived errors have affected the results? _____/10 pts
____ How might these errors have been eliminated? _____/ 5 pts
____ What experimentation may be the next logical step? _____/ 5 pts
Concluding Paragraph _____/ 20 pts
____ Summarized the results of this lab activity in several sentences
Rubric for Paper – Genocide, Sovereignty, Humanitarian Intervention, and
Accountability
0 1 2 3 4
Logic/Argument None No Argument given. Argument given. Good argument Well thought out
argument given One or two One or two made using two argument backed
to prove secondary sources secondary and or three by 3 or 4 primary
genocide used. primary sources secondary and and secondary
used primary sources sources
Rubric Examples
Historical Little or none Minimal overview Satisfactory Good overview of Well-developed
given of events, people overview of events, people and excellent
Overview and outcomes. events, people and outcomes. overview of
Many things and outcomes. Few things events, people
missing Some things missing and outcomes
missing given. Covers all
points well
Opinion None given or Opinion stated but Opinion stated Opinion directly Well thought out
not related to UN only one or two and supported by related to four or opinion.
Secretary points related to two or three five statements by Addressing all
General statement by UN statements by the the UN Secretary aspects of
Secretary General UN Secretary General statement by the
General UN Secretary
General
Presentation None. Not typed. Poor. One or two Satisfactory. Good. Typed well Excellent. Paper
No works cited. works cited. Typed. Some and sources typed well and all
Many errors Works not cited works cited. mostly cited sources properly
correctly. Some Some errors in correctly with few cited. All
errors in spelling grammar and and minor grammar and
and grammar that spelling. grammatical and spelling correct
make spelling errors.
understanding
difficult.
First Year Writing Grading Rubric
Student: Professor:
Your draft’s main strength is . . . Your draft needs improvement in . . .
Rubric Examples
Grades
Characteristics A B C D
claim is compelling, genuinely claim is clear and debatable, but claim is vague or pedestrian, claim is limited, unclear, trite,
Claim debatable, focused, specific, and may have shifting focus and/or raises some debate, but lacks inconsistent or absent, and lacks
arguable specificity focus and/or specificity focus and specificity
develops ideas cogently, develops unified and coherent develops and organizes ideas in does not develop ideas cogently,
organizes them logically within ideas within paragraphs with paragraphs that are not organize them logically within
paragraphs, connects them with generally adequate transitions; necessarily connected with paragraphs and/or connect them
Logic & highly effective transitions; clear overall organization transitions; some overall with clear transitions; uneven
Organization clear and logically consistent relating most ideas together organization, but some ideas and/or ineffective overall
organization relating all ideas may seem illogical and/or organization
together unrelated
Audience clearly addresses claim, claim, structure and evidence claim, structure or evidence not little or no attempt to consider
structure, and evidence to chosen with some attention to suited to the paper’s audience audience in its choice of claim,
paper’s intended audience the paper’s audience structure or evidence
ample, relevant, concrete relevant, concrete evidence and merely adequate evidence and weak evidence and persuasive
evidence and persuasive support persuasive support for most support for most assertions; uses support; uses limited source(s),
for every debatable assertion; debatable assertions; uses single or multiple multiple and/or relies predominantly on
Evidence uses multiple, reliable sources multiple or reliable sources sources, which may be sweeping generalizations,
which are assessed critically which are not always assessed unreliable and used uncritically narration, description, or
critically summary
Citations researched support correctly researched support adequately researched support incorrectly researched support incorrectly
quoted, paraphrased, and cited. quoted, paraphrased, and cited. quoted, paraphrased, or cited. quoted, paraphrased, and cited.
outstanding control of language, clear and effective control of intermittent control of poor control of language,
including effective word choice language, including word choice language, including word choice includes problems with word
and sentence variety; superior and sentence variety; and sentence variety; occasional choice and sentence structure;
Control of Language facility with the conventions of competence with the conventions major or frequent minor errors frequent errors in standard
standard written English of standard written English in standard written English written English
Political Science Rubrics http://academic.umf.maine.edu/~erb/rubrics.htm
The rubrics below are standard rubrics used in grading and assessing assignments. However,
faculty members are always free to add components or develop an alternative rubric to fit an
assignment, or choose for some assignments not to use an explicit rubric. Ask your instructor for
specific details if you are not sure what is expected, or what is meant by each rubric component.
Political Science Class Presentation Assessment Rubric
Rubric Examples
Organization:
Organization must be clear, easy to follow, and contain appropriate and seamless transitions from
one point to another. There should be a clear introduction which grabs the listener’s interest, and a
conclusion that effectively captures the main points of the presentation.
Style: The presentation should not be read, but rather delivered in a manner that is pleasant to
listen to, neither too fast or slow, and avoids filler words/sounds (um, ‘you know,’ ‘like,’ etc.). The
speaker should be engaging and comfortable in front of the group.
Content: Content should be appropriate for a presentation, choosing important examples and
points of analysis, but not getting lost in trivia. The listener gains insight as to the major points, and
will understand the central core of the argument, and how it is supported..
Use of Communication Aids:

The speaker should use aids (handouts, power point, other) which are appropriate, easy to
read/follow, and integrate well into the presentation. Technical details should be worked out in
advance to avoid time consuming problems.
Use of Language:
Students should use proper grammar, full sentences, and wording appropriate to a college
presentation (no slang, not too casual). Words should be chosen for their precise meaning. The
language should not show bias, and sexist and racist language must be avoided.
Personal appearance:
Students are well dressed, clean, with an appearance appropriate for a professional talk. Suits or
“dressing up” is not necessary; but dress should not be shabby or distracting.
Responsiveness to audience:
Students should connect with the audience, answer questions as they arise, recognize when there
is a need to clarify or restate a point, and keep the audience along with appropriate internal
summaries. The speaker should make brief eye contact with most members of the audience, and
show equal attention to audience in different locations.
Political Science Research Paper Rubric
Thesis/Hypothesis/Research Question: The thesis of the paper (often posited as a research

question or a hypothesis) should be clear, concise, and indicate the specific purpose of the paper.
Structure: The paper should be understandable and well organized. Transitions between parts of
the paper should be smooth and effective, with properly written paragraphs (topic sentences,
1 of 3 1/15/2009 1:05 PM
transitions between paragraphs).
Use of evidence: Evidence should be drawn from quality research sources (as specified by the
assignment), and should be used effectively to support the thesis/test the hypothesis. Evidence
contrary to the thesis or hypothesis should be gathered and Irrelevant or unnecessary information
should not be included. Evidence should be properly cited, organized properly, and integrated
within paragraphs to buttress all points. Evidence
Analysis and Reflection: Analysis of the data should follow a clear and well defined method of
analysis. Evidence is clearly related to paragraph topic sentences, analysis is fresh and interesting,
posing new and creative ways to think about the material. Students should demonstrate thoughtful
Rubric Examples
reflection on ethical issues raised.
Logic and argumentation: Ideas in the paper should flow logically; the argument should be
identifiable, reasonable and sound, and well supported by the evidence and analysis. The author
should consider counter arguments and alternate interpretations of the evidence, and deal with
them effectively. The author should show an understanding of the limits of her or his own
argument. The author should connect the argument clearly to the thesis/hypothesis/research
question.
Mechanics: Sentence structure, grammar, and diction should be excellent, with the correct use of
punctuation and citation style, and minimal to no spelling errors. Offensive and sexist language
should not be used.
Political Science Short Paper Rubric
Thesis:
The thesis should be clear and integrate the required parts of the essay. The best thesis
statements are creative, sophisticated, and easily identifiable.
Structure: The structure should be understandable and well organized. Transitions between parts
of the paper should be smooth and effective, and paragraphs should be properly written (topic
sentences, transitions between paragraphs, etc.).
Use of evidence: Evidence should be drawn from the class readings and notes (and/or whatever
sources are required for the particular assignmet), indicating deep understanding (the best
evidence to make a point should be chosen). Evidence should be integrated within paragraphs to
buttress all points.
Analysis and Reflection: Evidence should clearly be related to paragraph topic sentences. The
analysis should be fresh and interesting, and pose new and creative ways to think about the
material. Students should demonstrate thoughtful reflection on ethical issues raised.
Logic and argumentation: Ideas in the paper should flow logically; the argument should be
identifiable, reasonable and sound. The author should consider counter arguments and deal with
them effectively, showing an understanding of the limits of her or his own argument. The author
should clearly connect the argument to the thesis.
Mechanics: Sentence structure, grammar, and diction should be excellent, with the correct use of
punctuation and citation style, and minimal to no spelling errors. Offensive and sexist language
should not be used.
2 of 3 1/15/2009 1:05 PM
Political Science Web Design Rubric
Content:
Content should be clearly written, highly informative, accurate, valuable for the intended audience,
and using the writers own words integrate various information. Where possible, there should be
hyperlinks to other sources of information, or to wherever the student got information being cited.
Originality: Content and form should be original, reflecting the author’s personal approach to the
subject, not simply a collage of other people’s ideas or weblinks. There should be evidence of new
thought.
Rubric Examples
Organization and Navigation: The organization of the entire website (both an individual’s set of
pages and the entire site) should be clearly organized and very easy to navigate. There should be
return links to the main page. Each page should have an easily identifiable title and purpose. The
layout should be clear and concise. All links (both internal and external) should work.
Presentation:
The website should be pleasing to the eye, and entice one to explore the site. The layout and
background should be consistent throughout the site, though some modifications are allowed if they
do not take away from the aesthetic value of the layout. There should not be any mistakes in
grammar and spelling. Text should be easy to read, and use bullets, italics, indentation, and bold
type in ways that enhance readability. Colors, backgrounds, and decorations should not distract
from content.
Enhancements (photos, graphics, sound, animation and video): All photographs, graphics,
sound, and/or video must integrate into the theme and content of the page. All such enhancements
must function. Students are expected to use a variety of appropriate enhancements, but it is not
necessary to have all types.
Integration: Although each student will have individual authorship of their set of pages, the entire
website should be so well integrated that, if one did not see the credits, it would not be clear that
there were multiple authors. Groups may appoint one person to be the style coordinator. That
person should be identified as such, and can be assigned a topic for her or his set of web pages
which does not require as much research or work as others in the group.
Documentation:
All sources used should be documented clearly, and it should be absolutely clear from the citing
which work is the student’s own, and which is quoted from another website.
3 of 3 1/15/2009 1:05 PM
Political Science 371
State and Local Politics
Writing Assignment Grading Rubric
Reviewer’s Name:
Author’s Name:
Rubric Examples
1 = Not Present
2 = Needs extensive work
3 = Satisfactory (room for improvement)
4 = Strong
5 = Excellent
Clearly articulated thesis/ research question 1 2 3 4 5
Raises important topic/ explains importance 1 2 3 4 5
Presents appropriate evidence 1 2 3 4 5
Logical, organized and coherent discussion 1 2 3 4 5
Sources appropriate, integrated into evidence 1 2 3 4 5
Clear conclusion integrating thesis/ question 1 2 3 4 5
The style and mechanics do not detract from 1 2 3 4 5

the discussion
Other 1 2 3 4 5
Comments:
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
Rubric Examples
Student Name http://mh034.k12.sd.us/PSYCHOLOGY.HTM
Psychology Report Evaluation Rubric

Student Name: Score:
This analytic rubric is used to verify specific tasks performed when producing a lab report. If the task has been
completed, all points are awarded. No points are awarded if the task is not complete.
Student Teacher
Category Scoring Criteria Weight
Evaluation Evaluation
Question The question to be answered during the lab is
5 - -
5 points clearly stated.
Research The references used to prepare for the lab are
5 - -
5 points properly cited.
Rubric Examples
Hypothesis The hypothesis clearly shows it is based on
10 - -
10 points research and not just a wild guess.
Procedures are clearly written. 5 - -
Procedures
10 points All procedures are listed, and in the order
5 - -
performed.
"Results" that occur during a procedure are
5 - -
clearly recorded.
Observations Measurements are recorded, including proper
5 - -
20 points units.
Calculations, when required, are clearly shown. 5 - -
Specific formulas or equations are shown. 5 - -
Summarize your reasoning for the lab design. 5 - -
Summarize the essential data gathered. 5 - -
Conclusion Use the essential data from the lab to answer the
25 points 5 - -
lab question.
Identify the area of the lab responsible for the
10 - -
greatest experimental error.
The report is neatly printed in ink, with no visible
10 - -
Presentation corrections.
15 points The report is written in such a way that others
5 - -
could accurately duplicate your experiment.
There is a clear diagram of the essential
Diagram apparatus used in your experiment drawn in the
10 - -
10 points largest available white space on the lab report
sheet.
Score Total Points 100 - -
Students are expected to honestly evaluate their own work. If the difference between the student
Self-evaluation evaluation and the teacher evaluation is more than 10 points, 5 points will be deducted from the
teacher's score when the grade is recorded.
Lab reports are due at the beginning of class the day after lab. Reports will be accepted at the beginning
Deadline
of class the second day after lab for 3/4 credit. No credit will be given after this time.
1 of 1 1/15/2009 1:12 PM
RUBRIC FOR I.S. RESEARCH IN PSYCHOLOGY
APA Style: The thesis is expected to conform to APA requirements for style and format.
Rubric Examples
INTRODUCTION
2 3 4 5
1 Some attention to Moderate level of Good level of Outstanding level of
Criteria Not addressed criterion achievement achievement achievement
Context Importance of the The writer provides a The writer provides The writer provides a The writer provides a
question is not generic or vague some explanation of the good explanation of the complete explanation of
addressed. rationale for the importance of the importance of the the importance/ interest
importance of the question. question. of the question.
question.
How the question The writer provides a The writer provides The writer provides a The writer provides an
relates to the broader generic or vague some relevant context good level of relevant outstanding level of
theories and issues in reference to the broader for the research context for the research relevant context for the
psychology is not context of psychology. question(s). question(s) but lacks a research question(s) and
addressed. clear understanding of has a clear
the big picture. understanding of the big
picture.
Accuracy and Background information Background omits some Background information Background information Background information
Relevance is missing or contains information or contains contains inaccuracies contains minor is completely accurate
major inaccuracies. inaccuracies that detract that detract somewhat omissions or (i.e., theoretical and
noticeably from the from the major ideas of inaccuracies that do not historical sources) and
major ideas of the the Introduction. detract seriously from has the appropriate level
Introduction. the major ideas of the of specificity to provide
Introduction. concise and useful
context to aid the
reader's understanding.
2 3 4 5
Accuracy and Background information Background information Background information Background information Primary literature
Relevance (cont.) is accurate, but is overly narrow or is somewhat narrow or has the appropriate level references are relevant
Rubric Examples
irrelevant or too overly general (only too general (partially of specificity to provide (i.e., empirical research
disjointed to make partially relevant). relevant). relevant context. papers are directly
relevance clear. relevant to the current
study).
Primary literature Primary literature Primary literature Primary literature Primary literature
references are absent or references, if present, references are references are references are thoroughly
irrelevant. are inadequately sometimes inadequately adequately explained. explained, and indicate
explained. explained. References are perhaps a comprehensive lit.
too few in number. search.
Analysis and Alternative Alternative Alternative Alternative Alternative
Integration explanations/ explanations/ explanations/ explanations/ explanations/
contradictory evidence contradictory evidence contradictory evidence contradictory evidence contradictory evidence
not considered. considered in a very considered to some considered adequately is thoroughly presented
limited way. extent, but only to some and integrated.
degree.
Article summaries are Article summaries are Literature review shows Literature review moves Literature review shows
few, not well-written, or adequate, but not some breadth and well beyond mere integration, comparison
not integrated or integrated or depth, but is only summaries, and of findings, and critical
analyzed critically. approached critically. somewhat integrative includes good level of insight involving
and critically addressed. comparison, evaluation evaluation of sources.
and integration. Moves beyond mere
article summaries to
include comparison,
evaluation and
integration of findings
and ideas.
Serious factual errors, Some factual errors, Few factual errors, No factual errors, No factual errors,
misconceptions, or misconceptions, or misconceptions, or misconceptions or misconceptions, or
misinterpretations are misinterpretations are misinterpretations are misinterpretations are misinterpretations are
evident. apparent. apparent. evident. apparent.
2 3 4 5
Analysis and Serious weaknesses in Some weaknesses in Few weaknesses in No serious weaknesses No weaknesses in
Rubric Examples
Integration (cont.) reasoning. Uses little or reasoning. Uses little, reasoning; some in reasoning; only minor reasoning; excellent use
no evidence to support incomplete, or weakness in use of weakness in use of of evidence to support
ideas. inaccurate evidence to evidence to support evidence to support ideas. Shows sound
support ideas. ideas. ideas. logic and critical
analysis.
Organization and Ideas are difficult to Basic organization is Basic organization is Minor weaknesses in Pattern of organization
Development follow. Most sections appropriate, but several appropriate but some organization; lacking is logical and easy to
are disconnected, with sections are sections are some coherence between follow, with clear
no or poor transitions, disconnected, lacking disconnected, lacking in sections, or discernable subheadings and
disorganized transitions and/or focus and hard to movement toward coherent subsections,
paragraphs, and focus, and hard to follow. proposed research. with literature review
arguments that are hard follow. showing discernable arc
to follow. toward the investigator's
proposed research.
Shows no development Shows weak and Shows some Shows good Shows outstanding
of ideas and arguments inadequate development of ideas development of ideas development of ideas
toward main theme(s) of development of ideas and arguments toward and arguments toward and arguments toward
the research. toward main theme(s) of main theme(s) of the main theme(s) of the main theme(s) of the
research. research. research. research.
Problem Statement, No clear statement of Problem is not clearly Problem is adequately Problem is clearly Clear problem statement
Hypotheses problem is presented. stated. stated. stated. is presented.
No hypothesis is stated, Hypothesis is weak, States a single relevant, Multiple relevant, Comprehensive set of
or stated hypothesis is implausable, or trivial. testable hypothesis, with testable hypotheses are testable hypotheses is
incorrect, off-topic, or Hypothesis does not only the absence of that clearly stated. clearly stated.
untestable. emerge clearly from finding as an alternative Hypotheses address Hypotheses distinguish
literature review. result. more than one potential among multiple major
mechanism, factors or potential
explanation, or factor. explanations.
No originality of Hypothesis taken Hypothesis shows some Hypotheses are original Hypotheses are novel,
problem or hypothesis is directly from other originality, with some and show good grasp of insightful, and have
evident. sources. level of understanding logic and ideas beyond strong potential to
beyond ideas apparent those already explicated contribute useful new
in other sources. in the current literature. knowledge.
Rubric Examples
METHOD
1 2 3 4 5
Not Addressed Some Attention Moderate Level of Good Level of Outstanding
Criterion to Criterion Achievement Achievement Achievement
Organization Contains many Contains a number of Contains some Good level of detail, but Does not contain
and Design unnecessary unnecessary and unnecessary descriptions contains minor unnecessary descriptions of
descriptions of disruptive descriptions of procedures. unnecessary descriptions procedures.
procedures. of procedures. of procedures.
Pattern of Pattern of organization Pattern of organization is Very good organization is Pattern of organization
organization is is difficult to follow at generally easy to follow. the general pattern. makes it easy to follow.
difficult to follow. times. Presents some sequential Presents sequential
information in a information in appropriate
disorganized, difficult chronology.
pattern.
Student uses Student has a number of Student has some problems Student has only minor Uses appropriate headings
incorrect or distracting errors with with headings. problems with headings. to guide the reader.
inappropriate headings, or lack of
headers. headings.
Student designs a Student shows multiple Student selects variables Design is good in purpose Student selects variables
poor research problems with research that are appropriate for the and audience. Bias and that are appropriate for
project with purpose and audience. research purpose and confounds are well research purpose and
inappropriate Major weaknesses in audience. Research is minimized. Appropriate audience. Demonstrates
variables or ability to evaluate data designed to allow sample size used. Data are ability to eliminate bias and
inability to evaluate statistically. Bias, appropriate statistical suitable for appropriate minimize potential
data set. confounds, OR analysis, but research is statistical analyses. confounds. Appropriate
inappropriately small weakened by bias, sample size. Good design
sample sizes, OR confounds, or small sample for statistical analyses.
inappropriate variables size. Superior research project.
selected.
Appropriate Describes the Presents an experiment Lacks some major Good overall level of Contains effective,
Level of Detail experiment so that is marginally methodological detail, but does not quantifiable, concisely
for Replication poorly or in such a replicable, where parts information OR presents present enough detail in organized information that
nonspecific way of the basic design must only an implied secondary or minor allows the experiment to be
that it cannot be be inferred, and fails to comprehensive operational methodologies for replicated. Student
Rubric Examples
replicated and construct a definition and some complete replication. constructs stated
lacks explication of comprehensive specific operational comprehensive operational
operational operational definition. definitions. definitions and well-
definitions. developed specific
operational definitions.
RESULTS
2 3 4 5
1 Some Attention to Moderate Level of Good Level of Outstanding
Criterion Not Addressed Criterion Achievement Achievement Achievement
Data Analysis There is no attempt to Data are not analyzed Some analyses may not be Choice of methods of A clear description of the
summarize or evaluate beyond the appropriate for the summarizing and data and statistical
the data and only raw descriptive level; research question or analyzing data are methods employed is
data are reported. inferential statistics analyses may not have appropriate for the data, provided. Methods of
are not performed or been properly performed; and for answering the summarizing and
are performed descriptive statistics may fundamental research analyzing the data are
incorrectly. be adequate, but question; statistical ideal for the hypotheses of
inferential statistics are analyses are performed the I.S. and the data
inadequate. properly; data analysis collected. Data analysis is
may be incomplete: basic complete and thorough.
analyses are done, but Analyses are performed
some important follow-up and reported properly.
or post hoc analyses are not
performed; analyses,
though correct, are lacking
in thoroughness.
Graphs/tables are Graphs/tables do not Captions, labels or Figures and tables are Figures and tables are
missing or wholly clearly or effectively legends may be partly appropriate, but do not clear and effectively
inadequate for present the results; inadequate or missing; an present the results in a represent the findings of
purposes of presenting captions, labels or inappropriate type of completely clear way; the study; the
the findings of the legends are missing graph may be used for the captions, labels, or legends graphs/tables are
study; if present, or inappropriate; too specific type of variable are not completely effectively captioned and
graphs/tables have much or too little used; graphs may be too descriptive of what is labeled and have
been prepared or information is “busy,” or have too much displayed on the descriptive legends;
drawn incompletely or presented in the wasted space; size of graph/table; graph/table graphs/tables are visually
carelessly. graphs or tables; graph as prepared is may be difficult to appealing and readily
graphs/tables are inappropriate (too small interpret; graphs may be understood.
sloppy and appear to or too large) for the lacking in visual appeal.
Rubric Examples
have been prepared circumstances;
in a haphazard graphs/tables are
manner. adequate but could have
clearer visual appeal.
DISCUSSION
2 3 4 5
Criteria Not addressed Criterion Achievement Achievement Achievement
Summarizing Main Student does not Student attempts to Student provides an Student provides a Student provides a
Findings address the purpose, address the purpose, adequate but somewhat generally clear and clear and concise
hypotheses, or main hypotheses, and main vague summary of concise summary of the summary of the
findings of the research. findings of the research, purpose, hypotheses, and purpose, hypotheses, and purpose, hypotheses,
but is significantly main findings of the main findings of the and main findings of
lacking in one or more research. research with some the research.
of these areas. minor flaws.
Student does not draw Student has pronounced Student draws inferences Student draws inferences Student draws clear
inferences from the data difficulty drawing that are only somewhat that are generally inferences that are
or draws grossly inferences that are consistent with the data consistent with the data logically consistent
inappropriate inferences consistent with the data and scientific reasoning and scientific reasoning with the data and
from the data. and scientific reasoning, and/or has moderate and has only minor scientific reasoning
and/or has moderate difficulty communicating difficulty communicating and effectively
difficulty these to the audience. these to the audience. communicates these to
communicating these to the audience.
the audience.
Implications of Student does not present Student has pronounced Student generally Student mainly presents Student presents data
Findings data honestly and/or difficulty presenting presents data honestly data honestly and honestly and
accurately, does not data honestly and/ or and accurately, but has accurately, typically accurately,
distinguish between fact accurately, has difficulty some difficulty in distinguishing between distinguishing
and implication, and/or distinguishing between distinguishing between fact and implication, and between fact and
Rubric Examples
grossly overgeneralizes. fact and implication, fact and implication avoids overgeneralizing. implication, and
and/or shows tendency and/or overgeneralizes. avoids
to overgeneralize. overgeneralizing.
Student does not place Student attempts to Student attempts to place Student attempts to place Student attempts to
research findings within place research findings research findings within research findings within place research
the broader field of the within the broader field the broader field of study the broader field of study findings within the
study (i.e., things of study (i.e., things (i.e., things reviewed in (i.e., things reviewed in broader field of study
reviewed in the reviewed in the the introduction), but has the introduction) with (i.e., things they
introduction). introduction), but has moderate difficulty doing only minor difficulty. reviewed in the
pronounced difficulty so. introduction).
doing so.
2 3 4 5
Criteria Not addressed Criterion Achievement Achievement Achievement
Limitations and Future Student does not outline Student attempts to Student attempts to Student does a good job Student articulately
Directions potential methodological outline potential outline potential outlining potential explains potential
flaws of the study. methodological flaws of methodological flaws in methodological flaws of methodological flaws
the study, but does so the study, and is partially the study. of the study in an
sparsely and/or successful in doing so. outstanding way.
ineffectively.
Student does not offer Student offers limited Student offers adequate Student offers reasonable Student offers
explanations for explanations for explanations for explanations for insightful
unexpected results unexpected results unexpected results and unexpected results and explanations for
and/or suggestions for and/or suggestions for some suggestions for good suggestions for unexpected results
future research. future research. future research. future research. and unusually strong
suggestions for future
research.
OVERALL
Independence and Despite deadlines and Student required Student showed Student demonstrated Student demonstrated
Initiative in I.S. guidance from advisor, multiple reminders and moderate initiative, good initiative and strong initiative,
Rubric Examples
Research student failed to strong external guidance demonstrating worked well within a generated his or her
complete work in a regarding the direction independent thought and framework generated in own goals, questions
satisfactory and of the thesis. effort on parts of the consultation with and deadlines, and
untimely manner. thesis but requiring lots advisor. responded well to
of external guidance on guidance.
other parts.
Discussion Rubric
I am using this as a tool to determine your grades for discussions. I will give you a grade in each category, then
average the grades to determine your overall discussion grade for the module.
Category A B C D Grade
Quality of Postings clearly Postings clearly Postings clearly Postings have
information relate to the main relate to the main relate to the little or nothing
topic and add new topic. They main topic. No to do with the
x2 concepts, info. They provide at least 1 details and/or main topic or
Rubric Examples
include several supporting detail examples are simply restate
supporting details or example. given. the main
and/or examples concept.
Critical Postings consistently Postings show Postings respond No response to
Thinking enhance the critical individual critical to questions questions from
thinking process thinking, but do from others but others.
x2 through reflection not apply do not show
about issues and reflection and reflection or
difference questioning to questioning of
questioning of self others’ statements. ideas.
and others.
Reference Postings frequently Postings show Postings show Postings include
material refer to textbook evidence of having evidence of opinions only, no
material or other read textbook, having read evidence of
reliable sources include at least one textbook, no reading any
(books, journal reference to text or references to any reliable sources.
articles, websites). other sources. sources.
Participation Postings encourage Postings respond Postings rarely Postings respond
and facilitate to other members interact with or to the main
x2 interaction among of the online respond to other question of the
members of the community. members of the discussion
online community. online facilitator only.
community.
Language Postings consistently Postings usually Postings often Postings
show appropriate show appropriate include consistently
vocabulary and vocabulary and inappropriate show
writing style. writing style. vocabulary and inappropriate
writing style. vocabulary and
writing style.
Required minimum # of postings completed? Yes No (if no, max. grade is D)
Final Discussion Grade:
This rubric adapted from rubric developed by Amy Finch PhD and Liane Connelly PhD, RN 12/01
Fort Hays State University
ED 200 Educational Psychology Case Study Rubric
Criteria/content Weak-1 to 3 pts Average-4 to 7 pts. Excellent-8 to 10 pts.
Intro-Background No or little background Some background Age, gender, relationship to
Rubric Examples
you noted, hobbies, etc.
Physical Development No/little physical Some phys. Dev. Maturation-early-late ,

development. Concepts noted coordination evidence noted
Culture information No/little culture info. Some cultural concepts Ethnicity, SES, language (s),
family structure, other cult.
Cognitive Development references Piaget stage(s) references to Piaget with

minimal or non-existent identified evidence of stage identified
VygotskyZPD private speech
Social,Personal references Erikson stage identified Erikson stages identified with
minimal or non-existent examples or evidence;
Psychosocial Develop. friendships, self-esteem
Moral Development references Piaget &/or Kohlberg Piaget / Kohlberg stages
minimal or non-existent stage noted noted w/ evidence
Misc. –other-etc. Little or no misc. noted Some miscellaneous School performance ,label,
Strengths, problems,labels,future language dev, mult. intell.
Length Approximately 1-2 pages Approx. 2-3 pages Approx. 4-5 pages
Spelling/ Grammar Several(6 +) grammar/ (up to 6) spelling or Little or no spelling/grammar

spelling problems grammar problems problems detected
Oral Presentation ----------------- ///////////////// Share case study with class
for 10 points
Rubric for Assessing Group Members’ Ability to Participate Effectively as Part of a Team
Group Topic:______________________________________________________________________________________
Rater:______________________________________________________________________ Date:_________________
(Circle the appropriate score for each criterion for each member of your group.)
Member Rated Listening Skills Openness to Preparation Contribution Leadership

(Be sure to rate yourself, too!) others’ ideas
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Rubric Examples
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Criterion Excellent (4) Good (3) Needs Improvement (2) Unacceptable (1)
Listening Skills Routinely restates what Often restates what Rarely restates what Does not restate what
others say before others say before others say before others say before
responding; rarely responding; usually does responding; often responding; frequently
interrupts; frequently not interrupt; often interrupts; rarely solicits interrupts; does not
solicits others’ solicits others’ others’ contributions; solicit contributions from
contributions; sustains contributions; makes eye does not make eye others; is readily
eye contact contact contact; at times distracted; often
converses with others converses with others
when another team when another team
member is speaking member is speaking
Openness to Listens to others’ ideas Listens to others’ ideas Interrupts others’ Interrupts others’
others’ ideas without interrupting; without interrupting; articulation of their articulation of their
responds positively to the responds positively to the ideas; does not comment ideas; makes deprecatory
ideas even if rejects; asks ideas even if rejects on the ideas comments and/or
questions about the ideas gestures
Preparation Always completes Typically completes Sometimes completes Typically does not
assignments; always assignments; typically assignments; sometimes complete assignments;
comes to team sessions comes to team sessions comes to team sessions typically comes to team
with necessary with necessary with necessary sessions without
documents and materials; documents and materials documents and materials necessary documents and
does additional research, materials
reading, writing,
designing, implementing
Contribution Always contributes; Usually contributes; Sometimes contributes; Rarely contributes;
quality of contributions quality of contributions quality of contribution is contributions are often
is exceptional is solid inconsistent peripheral or irrelevant;
frequently misses team
sessions
Leadership Seeks opportunities to Is willing to lead; in Resists taking on May volunteer to lead
lead; in leading is leading is attentive to leadership role; in but does not follow
attentive to each member each member of the leading allows uneven through; misses team
of the team, articulates team, articulates general contributions from team sessions, does not
outcomes for each direction for each session members, is unclear address outcomes or
session and each project, and each project, about outcomes or direction for sessions or
keeps team on schedule, attempts to keep team on direction, does not make projects, team members
foregrounds schedule plans for sessions or become anarchical
collaboration and projects
integration of individual
efforts
Group Process Questions
Describe any communication problems within your group, or describe how well members of your group were
able to communicate with each other.
Rubric Examples
Did you meet outside of class to establish goals and stay in tune with each other?
What worries you the most when working in groups?
Did you think you did your fair share?
Did others do their fair share?

Paper Rubric - Welcome to the experience of psychology http://www.psychclass.us/general-psychology/paper-rubric/
Home About me General Psychology Child Psychology Social Psychology New Class Contact Jimdo
Rubric Examples
Syllabus
Final Paper Rubric - Follow carefully!
Paper Rubric
Final Paper Rubric & Grading
CCCC Writing Center Debate Rubric
Homework for Extra Credit

Ø Choose a topic from the list of allowed topics on the second day of class
Ø Email 1st rough draft by midnight on February 27th Videos
Ø Email 2nd rough draft by midnight on March 29th Quiz Study Guides
Ø Email Final Completed Paper by midnight on April 5th
· Typed, Double-Spaced, discussion, and a Bibliography or
Reference Page Student Links!
· THIS MEANS THE PAPER SHOULD BE 7-9 PAGES
Utube - click here for videos.
IN LENGTH!!!!!!!!!!!!!
· Times New Roman, 12 pt Font
BlackBoard - click here for
· APA or MLA Bibliography (whichever you have been
assignments, tests, and grades.
taught)
· 5 Sources minimum must be used and cited in your paper
APA citations - click here for how
· 2 INTERNET SOURCES ALLOWED, ALL OTHER
to cite your paper.
SOURCES MUST BE BOOKS!!!!!
Great informational site by
Grading of Final Paper
Dr. C. George Boeree, just
make sure you cite him as
Content source in papers.
Excellent discussion of Adequate discussion of Vague discussion of
detail pages for detail or does not meet detail or poor length Personality Pedagogy is a
required length length requirement great source for psychology
(5-7 pages) 10 5 1 movie clips.
20
Format and Style Understanding Prejudice is a
great website we will use
throughout the semester. The
Correct Title page, and Title or author (but No title or author
class is social psychology S09,
author information not both) information information
and the Class ID is steelers
provided provided
4 0
Social Psychology Network is a
3 2 1
great source for research.
Excellent citation Adequate or poor No citation style
style-includes min. of 5 citation style
different citations.
15 0
10 5 3
Excellent reference list Adequate or poor No reference list
- includes min. of 5 reference list
different sources.
15 10 5 3 0
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Paper Rubric - Welcome to the experience of psychology http://www.psychclass.us/general-psychology/paper-rubric/
Paper follows outline Adequate organization Confusing organization

sequence 100% or no outline provided
4 3 2 1
Correct English/content Few English/content Incorrect
grammar/ grammar errors. Few English/content
No spelling mistakes spelling mistakes grammar. Many
5 spelling mistakes
4 3 2 1
Total Points Sum points to get total 51-63=20=A
____63____ score. 39-50=15=B
27-38=10=C
15-26= 5=D
Rubric Examples
About | print version | Sitemap Login
© NWiley
2 of 2 1/15/2009 1:14 PM
Hansvick Grading Criteria
Grades (including + and -) will be assigned with the following categories in mind:
Grading Criteria
Final Percentage
Grade of Points Class Performance (Percentile Based) Standard
A+ 100% Over 2.5 std. dev. above the mean Almost perfect mastery of course material
A/A- >90% At least 2 std. dev. above the mean Outstanding mastery of material
B+ 87% Approximately 1.5 std. dev. above mean Good perception of subtleties
Rubric Examples
B/B- >80% Approximately 1 std. dev. above the mean Applies basic concepts consistently
C+ 77% At least .5 std. dev. above the mean Inconsistent in performing at a B level
C >70% Within -.5 to +.5 std. dev. of the mean A working knowledge of the basics
D 60% At least 1 std. dev. below the mean Lacking knowledge of the basics
E <60% At least 2 std. dev. below the mean Gross deficiencies, even in basics
Contributions to class discussion and dynamics may be evaluated in several ways (with much credit to C. Moon, PLU):
My ratings of your contributions to the class will be based upon the following criteria
5/5--Excellent. Listens attentively and is engaged in class discussion. Talks in such a way that the conversation is
moved forward productively by adding new information about the topic, disputing or questioning points under discussion,
changing the topic when appropriate, noting exceptions, and/or providing observations from personal experience. Varies the
type of contribution to discussion. Acknowledges and confirms the contributions of others by restating or referring to their
points, asking for clarification, respectfully disagreeing with them. Is sensitive to the dynamics of the group, actively works
to keep the discussion productive so that learning can occur and encourages others to contribute.
4/5--Good. Listens attentively. Talks in such a way that discussion goes forward by adding new information,
questioning or disputing, changing topic when appropriate, noting exceptions, and/or providing personal experience. Varies
type of contribution. Acknowledges the contributions of others, is respectful, and does not dominate the discussion.
3/5--Satisfactory. Listens attentively. Talks with the intention of moving conversation forward (see above).
Contributions may tend to one type (e.g., personal observations, etc.) but demonstrates some sensitivity to group dynamics. Is
respectful of others.
2/5--Poor. Any of the following: Does not listen attentively (e.g., whispers to neighbors, reads or writes during
discussion). Interrupts others. Talks extremely infrequently (e.g., less than once a day). Is limited to one type of contribution
(e.g., disputing or questioning, talking from personal experience) with little sensitivity to group dynamics. Dominates
conversation in a way that is resented by others.
1/5--Fail. Any of the following: Talks only once or twice a week. Is disruptive and demonstrates lack of respect for
others.
0/5--Absent. Gone.
Your ratings of contributions to small group discussions/laboratories will use the following format:
Person evaluated:____________________ Person evaluating:____________________
____Attended to the conversation (was not preoccupied with other activities, arrived on time)
____Talked on topic for the appropriate share of the conversation (e.g., if there are 4 group members, person contributes
about ¼ of the conversation)
____Demonstrated readiness to take responsibility for learning as a group (affirmed other members of the group with
comments such as “I can see why you think that, Matt, but what if…?” or “Going back to Jack’s earlier comment…”;
brought members back if they digressed or lingered too long on a non-central point)
____Made at least one statement demonstrating connection and analysis with assigned readings (e.g., “Good point, Erika,
but I’d add that the author…”; came prepared with written materials when assigned beforehand)
____Made at least one statement demonstrating application of readings to outside examples and class discussions
Your performance on written work will be evaluated using the following standard, in addition to other criteria specific
to each project/written assignment:
90-100%--Excellent. Well-written, thoughtful, insightful. Appreciates the complexity and non-obvious aspects of
the topic. Includes relevant detail and examples. On time.
80-90%--Good. Well-written, showing understanding of the main issues and integration of multiple sources, where
appropriate. Mostly complete but lacking depth.
60-80%--Satisfactory. Demonstrates basic understanding of ideas and issues but treats readings sequentially and
Rubric Examples
individually, with only some integration. May be delayed.
50-60%--Poor. Incomplete and/or poorly written. Treatment lacks adequate reference to readings. May be delayed.
Below 50%--Fail. Incomplete, poorly written, and/or demonstrates severe misconceptions about material. Lacks
detail. Seriously delayed.
0--No attempt.
CCSSO Health Education Scoring Rubric http://www.rrresearch.com/rubric.htm
CCSSO-SCASS Health Education Assessment

Scoring Rubric
CONCEPTS SCORE
1. The response addresses the assigned task but provides little or no accurate information about the
relationships between health concepts.
2. The response presents some accurate information about the relationships between health concepts, but the
Rubric Examples
response is incomplete and there are some inaccuracies.
3. The response identifies relationships between two or more health concepts; there is some breadth of
information although there may be minor inaccuracies.
4. The response is complex, accurate, and comprehensive, showing breadth and depth of information;
relationships are described and conclusions drawn.
SKILLS SCORE
1. The response shows little or no evidence of the ability to apply health skills.
2. The response shows some evidence of the ability to apply health skills. The response may have inaccuracies
or be incomplete.
3. The response shows evidence of the ability to apply health skills; the response is mostly complete but may
not be fully proficient.
4. The response shows evidence of the ability to apply health skills; the response is complete and shows
proficiency in the skill.
Health Literacy Skills Dimensions:
Accessing Information
Analyzing influence of Internal and External Factors
Interpersonal Communication
Decision-making and Goal-setting
Advocacy
Other Skills
In this assessment students are given prompts that require application of one or more of these Health Literacy
Skills in an instructional setting.
ACCESSING INFORMATION The ability to access valid health information and health-promoting products
and services. The quality of student responses can vary from low , where the student provides little or no evidence
that appropriate sources of health information have been accessed, to high , where the student provides
considerable evidence that she or he understands what considerations should apply when evaluating health
information or selecting a health-related product or service. Responses in which the student may have referred to
specific health information, but not have identified the source of that information, receive low ratings. More
complete responses that identify an appropriate source or describe a means of accessing or evaluating a source of
1 of 3 1/15/2009 1:19 PM
CCSSO Health Education Scoring Rubric http://www.rrresearch.com/rubric.htm
health information receive higher scores. The highest

scores are assigned to responses that provide a convincing rationale for the selection or evaluation of the particular
sources of health information or health-promoting products or services referenced in the response.
Return to Score Sheet Return to Skills List
ANALYZING INFLUENCE of INTERNAL and EXTERNAL FACTORS The ability to analyze the influence
of culture, media, technology and other factors on health. Other factors include peer pressure and the influence of
role models (including celebrities) on personal health behavior. Responses that show little or no evidence that the
student rcognizes that internal and external factors influence personal, family and community health receive the
lowest
ratings. Responses that show some evidence of the students' recognition of influences and the ability to analyze the
Rubric Examples
impact of internal and external influences on personal, family and community health receive higher ratings. The
highest
ratings are assigned to responses that show evidence of an appreciation of the complexity of the influences, and
provide an analysis of the factors affecting personal, family and community health.
INTERPERSONAL COMMUNICATION The ability to use interpersonal communication skills to enhance

health behaviors.
Interpersonal communication involves communication between two people and must include the potential for
feedback. Responses that provide little or no evidence of the ability to convey or exchange information, ideas or
beliefs about health receive low
ratings on this skill. Responses that provide evidence of the ability to organize and convey or exchange
information about health needs, ideas or beliefs using appropriate methods of communication receive higher
ratings. Responses that demonstrate the use of appropriate communication techniques to effectively exchange
information receive the highest ratings on this dimension.
DECISION-MAKING and GOAL-SETTING This dimension includes two related health literacy skills: the
ability to use decision-making and goal-setting to enhance health. Responses that show little or no recognition of
the need to make a decision or set a goal receive the lowest ratings on this skill dimension. Responses that show
recognition of the need to make a decision or set a goal and that provide evidence that options or consequences
were considered receive higher scores. The highest
scores are assigned to responses that show reflection and a logical progression through a decision-making or
goal-setting process that results in a health-enhancing decision or goal statement.
ADVOCACY The ability to advocate for personal, family and community health. Responses that show little
evidence of an attempt to argue for a health-related position receive the lowest scores. Responses that take a
health-enhancing position and attempt to support that position with conviction and some data, reasons or
information, although there may be some inaccuracies, receive higher scores. Responses that also show some, but
not necessarily all, elements of audience awareness and conviction, as well as mostly accurate supporting data,
reasons or information receive higher
scores. Complete responses that have all the elements of audience awareness, conviction and accurate supporting
data, reasons or information for a position that is health-enhancing are assighed the highest scores.
OTHER SKILLS
This dimension of health literacy accommodates any other specific skills that might be elicited by an assessment
item or prompt.
2 of 3 1/15/2009 1:19 PM
HSCI 492AB/495B FIELD EXPERIENCE PORTFOLIO ASSESSMENT RUBRIC
Content Criteria 3 2 1 0
Responsibilities Evidence of All criteria met Most criteria Some criteria Needs more
Competencies responsibilities met met work
and
competencies
presented
Course Quality of the All reflect Most reflect Some reflect Few/none
materials artifacts CHES-related CHES-related CHES-related reflect CHES-
knowledge & knowledge & knowledge & related
Rubric Examples
skills skills skills knowledge &
skills
Organization Portfolio is All criteria met Most criteria Some criteria Needs more
presented in met met work
the prescribed
order
Navigation Easy to follow, No problems Few problems Several Serious
through the tabs, table of navigating in navigating problems in problems in
portfolio contents navigating navigating
Reflection and Clearly written Excellent Good Average More
narrative for reflection, self- reflection, self- reflection, self- descriptive
each section assessment, & assessment & assessment & than reflective
and tab analysis analysis analysis
Graphics Nicely used; Excellent Good computer Average Poor computer
complement computer & & artistic skills computer & and artistic
CHES-related artistic skills artistic skills skills
knowledge and
skills
Visual appeal Easy to read Excellent Good Average Poor
font with
complementary
backgrounds
Mechanics Punctuation, Excellent Mostly evident Some evidence Needs more
capitalization, throughout work
spelling,
sentence
structure, &
word usage
Commitment to Looks Serious Good Average Little evidence
the profession professional, commitment commitment commitment of commitment
evidence of
time spent
preparing
References Citations and Excellent Mostly evident Some evidence Needs more
references throughout work
presented in
correct APA
format
Total Points _______ / 30 possible pts
9/07
Rubric Examples
Rubric Examples
University of Minnesota-Deluth
Current Issue Paper and PowerPoint Presentation

1. You will choose a current issue in outdoor recreation (such as snowmobile or jet ski use
in national parks, drug trafficking in Sequoia/Kings Canyon; bear poaching in the
Smokies; community conflict in the BWCAW, certification of Eco-tourism providers, mass
transportation in national parks, roadless areas in national forests, etc.). You’ll let me
know your topic by Oct. 31st so I can ensure it is an outdoor recreation issue, not an
environmental issue.
Rubric Examples
2. You will be researching the issue and summarizing it in a 5-10 page paper (typed,
double-spaced). Your paper should include an introduction to the issue, a thorough
description of both sides of the issue, and your views on the issue. You should also list
your citations/references (in APA style). I’ll be grading based on the following rubric:
1 point 3 points 5 points

Length Under 5 pages Over 10 pages 5-10 pages
Description Description missing or Issue described; references Thorough description of the
of the Issue unclear and/or incomplete; are cited, but cited issue; both sides presented
issue is not an outdoor inconsistently or not (when appropriate);
recreation issue; issue is according to a professional references are cited
described without citation style correctly
citations/references
(unclear where the
information is from)
Your Views Your view is missing or Your views are stated, lack Views are clearly stated and
on the Issue unclear supporting evidence for backed by arguments or
your position evidence supporting your
position; rationale for your
views stated
Writing Not proofread; many Several spelling/ Very few or no errors
Mechanics spelling/grammatical grammatical errors
errors; lack of citation of
references
Writing Unclear, disorganized, hard Adequately written and Well written and very
Style to follow organized, clear, reasonable organized, clear, easy to
easy to follow follow, interesting
3. You will be sharing your paper in class through a 10 minute oral presentation (using
PowerPoint). Bring your PowerPoint presentation to class on a CD or flashdrive (I
don’t have a floppy or zip drive); or you can bring in your laptop. You’ll be graded
based on the following rubric:
1
1 point 3 points 5 points
Length Less than 10 minutes Over 15 minutes Between 10 and 15 minutes
Content Minimal or questionable Adequate, accurate, and Ample and in depth
information; information is relevant information information; highly credible
irrelevant; lack of depth and relevant information
Inclusion of Missing majority of topic Most of the topic areas All topic areas are
Topic Areas areas covered addressed
Use of PowerPoint not used or PowerPoint slides support PowerPoint slides support
Technology distracts from the presentation and enhance presentation
Rubric Examples
presentation
Delivery Difficult to hold audience’s Somewhat interesting; well- Engaging or creative; highly
attention; disorganized; organized; adequate verbal organized; highly effective
verbal communication communication verbal communication;
detracted from the Professional delivery
presentation; lack of
professionalism
2
Middle East Webquest - Rubrics http://home.earthlink.net/~lazarski/home/Midest6.htm
Evaluation:
The following rubrics will be used to evaluate the work done on the
Rubric Examples
Postcards and Paper for the Middle East WebQuest.
POSTCARD RUBRIC
Accomplished
Points Beginning D Developing C Exemplary A Total
B
Lacks Unclear on Identifies the
identification of the religious religious Identifies the
the religious leadership leadership role religious
leadership role role assigned assigned and leadership role
assigned and and how the how this assigned and how
how this religion religion is religion is this religion is
is represented in represented represented in represented in
each city visited. in each city each city each city visited.
visited. visited.
Information Clearly defines
rambles and Briefly Describes the this culture and
does not mentions culture and religion of a city,
pinpoint culture religion and religion giving and goes on to
Content or religion for culture for several give specific
this particular this region. examples for details of
region. Shrines, Holy shrines,traditions
Includes a Days, and role of women
Religious traditions and practicing this
Shrine, Holy role of women religion.
Day, practicing this
tradition or religion.
role of
women
practicing
this religion.
But gives
few details.
City Never mentions Gives very Gives some Gives a great deal
information any unique little unique information of interesting and
information information that is unique unique
to each city information
Appearance Illegible,sloppy, Disorganized Neat and Neat, organized
disorganized, organized and creative
incomplete
PAPER RUBRIC
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Middle East Webquest - Rubrics http://home.earthlink.net/~lazarski/home/Midest6.htm
Ideas and Content _______ Sentence Fluency _______ Organization_______
- compates and contrasts subject - includes transitional words and

clearly phrases to show relationships among
- organizes ideas logically,
ideas and maintain coherence within
using either a
- demonstrates a clear sense of and between paragraphs
feature-by-feature or
purpose
subject-by subject format
- uses a variety of sentence
- opens with an attention-getting structures
- devotes one paragraph to
introduction
each main idea
- sentences are clear and avoid
- ends with an effective conclusion clutter
Rubric Examples
Conventions _______ Voice _______
- uses own, unique style

- contains no more than two or three
minor errors in grammar and usage - writes honestly, as if the reader was
Total Grade _______
standing right there; doesn't try to
- contains no more than two or three impress the reader
minor errors in spelling, capitalization,
and punctuation - writes with confidence and
enthusiasm
LEARNING
INTRODUCTION TASK RESOURCES PROCESS EVALUATION CONCLUSION
ADVICE
2 of 2 1/15/2009 1:27 PM
My Religion Rubric http://www.teachnet-lab.org/miami/2004/linero2/4religion%20rubric.htm
RELIGION RUBRIC
Collage
CATEGORY 4 3 2 1
Content - At least 7 accurate 5-6 accurate facts are 3-4 accurate facts are Less than 3 accurate
facts are displayed on displayed on the displayed on the facts are displayed on
Accuracy
the poster. poster. poster. the poster.
Rubric Examples
Graphics - All graphics are related All graphics are related All graphics relate to Graphics do not relate
to the topic and make it to the topic and most the topic. Most to the topic OR several
Relevance
easier to understand. make it easier to borrowed graphics borrowed graphics do
All borrowed graphics understand. All have a source citation. not have a source
have a source citation. borrowed graphics citation.
have a source citation.
Graphics - Several of the graphics One or two of the The graphics are No graphics made by
used on the poster graphics used on the made by the student, the student are
Originality
reflect a exceptional poster reflect student but are based on the included.
degree of student creativity in their designs or ideas of
creativity in their creation and/or display. others.
creation and/or display.
Knowledge Student can accurately Student can accurately Student can Student appears to
answer all questions answer most questions accurately answer have insufficient
Gained
related to facts in the related to facts in the about 75% of knowledge about the
poster and processes poster and processes questions related to facts or processes
used to create the used to create the facts in the poster and used in the poster.
poster. poster. processes used to
create the poster.
Required The poster includes all All required elements All but 1 of the Several required
required elements as are included on the required elements are elements were
Elements
well as additional poster. included on the missing.
information. poster.
Book On Religion
CATEGORY 4 3 2 1
Required Storyboard included all Storyboard included all Storyboard included all One or more required
Elements required elements as required elements and required elements. elements was missing
well as a few graphics one graphic from the storyboard.
Cover, Title page, all
required
subheadings,
graphics
Content All content is in the Almost all content is in At least half of the Less than half of the
students' own words the students' own content is in the content is in the
and is accurate. words and is accurate. students' own words students' own words
1 of 3 1/15/2009 1:26 PM
and is accurate. and/or is accurate.
Spelling & No spelling or No spelling or One spelling or Several spelling and/or

grammatical mistakes grammatical mistakes grammatical error on grammatical errors on
Grammar
on a storyboard with on a storyboard with the storyboard. the storyboard.
lots of text. little text.
Clarity and Storyboard is easy to Storyboard is easy to Storyboard is hard to Storyboard is hard to
read and all elements read and most read with rough read and one cannot
Neatness
are so clearly written, elements are clearly drawings and labels. It tell what goes where. It
Rubric Examples
labeled, or drawn that written, labeled, or would be hard for would be impossible
another student could drawn. Another person another person to for another person to
create the presentation might be able to create create this create this
if necessary. the presentation after presentation without presentation without
asking one or two asking lots of asking lots of
questions. questions. questions.
Comparison Paragraph
CATEGORY 4 3 2 1
Introduction The introduction is The introduction clearly The introduction states There is no clear
inviting, states the states the main topic the main topic, but introduction of the
(Organization)
main topic and and previews the does not adequately main topic or structure
previews the structure structure of the paper, preview the structure of the paper.
of the paper. but is not particularly of the paper nor is it
inviting to the reader. particularly inviting to
the reader.
Focus on Topic There is one clear, Main idea is clear but Main idea is somewhat The main idea is not
well-focused topic. the supporting clear but there is a clear. There is a
(Content)
Main idea stands out information is general. need for more seemingly random
and is supported by supporting information. collection of
detailed information. information.
Sequencing Details are placed in a Details are placed in a Some details are not in Many details are not
logical order and the logical order, but the a logical or expected in a logical or
(Organization)
way they are way in which they are order, and this expected order. There
presented effectively presented/introduced distracts the reader. is little sense that the
keeps the interest of sometimes makes the writing is organized.
the reader. writing less interesting.
Transitions A variety of thoughtful Transitions clearly show Some transitions work The transitions
transitions are used. how ideas are well; but connections between ideas are
(Organization)
They clearly show how connected, but there is between other ideas unclear or
ideas are connected. little variety. are fuzzy. nonexistant.
Grammar & Writer makes no errors Writer makes 1-2 errors Writer makes 3-4 Writer makes more
in grammar or spelling in grammar or spelling errors in grammar or than 4 errors in
Spelling
that distract the reader that distract the reader spelling that distract grammar or spelling
(Conventions) from the content. from the content. the reader from the that distract the
content. reader from the
2 of 3 1/15/2009 1:26 PM
content.
Sentence All sentences are Most sentences are Most sentences are Sentences lack
well-constructed with well-constructed with well-constructed but structure and appear
Structure
varied structure. varied structure. have a similar incomplete or
(Sentence structure. rambling.
Fluency)
Rubric Examples
Golden Rule Student version has MStudent version has Student version has a Student version is
the exact meaning as most of the meaning little resemblance to nothing like the
the golden rule as the golden rule the golden rule meaning of the golden
rule.
Home
3 of 3 1/15/2009 1:26 PM
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Rubric Examples
Religion Project Rubric
CATEGORY 4 3 2 1
History - 25 Gives detailed Lists the Tells two of the Tells one of the
history with founder, place following: following:
%
founder, place of origin and founder, place founder, place
of origin and important of origin or of origin or
important dates. dates. important important
dates. dates.
Beliefs - 25 Gives detailed States sacred Lists the List at least
description of days, leaders leaders, sacred two of the
%
the sacred and basic days and basic following:
days, leaders, beliefs with beliefs. sacred days,
and basic little detail. leaders and
beliefs. basic beliefs.
Symbols - 20 Gives detailed Gives account States 3 or Lists less than
account of more of 3 objects more objects 3 objects that
%
than 3 objects held in esteem that are sacred are sacred
that are held in by the religion. according to according to
esteem by the the religion. the religion.
religion.
Structure - Gives detailed Outlines roles States and States who is
structure and and tells who defines the leader and
20 %
roles of each of leaders are for leadership nothing else.
the people the religion. roles only.
involved in the
religion, leaders
and
parishoners.
Appearence - Pamphlet is Pamphlet has Pamphlet has Pamphlet has
colorful and photos and is mistakes and many mistakes
10 %
appealing to the colorful with less than 3 and 1 photo.
eye with no minor photos and
mistakes and mistakes. little color.
photos.
Date Created: November 10, 2003

Date Last Modified: November 12, 2003
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Research Report : World Religion Fact Book
Rubric Examples
CATEGORY A B C D
Beginnings Student fully Student Student Student fails to
addresses each addresses addresses each address two
religion's each religion's religion's religions, or
beginnings, beginnings beginnings, two aspects of
including including neglecting one a religion's
founder, founder, aspect or does beginnings, or
location, and location, and so in an does so in an
time period in an time period in incomplete, in incomplete
informative, an coherent fashion and incoherent
coherent, and informative, fashion
comprehensive coherent
fashion. fashion.
Spread Student fully Student Student Student does
addresses the addresses the addresse the not address
spread of each spread of spread of two the spread of
religion, includes each religion, religions, or any religion
a map and includes a incompletely
illustrating the map addresses all
spread, and illustrating the three
addresses spread
important
people, events,
and dates where
appropriate
Texts Student names Student Student names Student
appropriate names 2 appropriate names 1 text
texts, and appropriate texts or or fails to
provides a texts and discusses them discuss any
comprehensive briefly in an incomplete
description of describes fashion.
each. each.
Major beliefs Student Student Students Students
provides a provides an provides a brief provides
comprehensive overview of overview of each inaccurate
overview of each religion's religion's central information, or
each religion's central beliefs. beliefs. doesn;t
central beliefs address all
and what makes three religions.
each unique.
Customs Student fully Student Student Student
describes three describes two describes one inacurately
customs of each customs of custom of each describes
religion. each religion. religion. religious
customs.
1 of 2 1/15/2009 1:26 PM
Holidays Student fully Student Student either Student

describes at describes at inaccurately describes only
least two least one describes the one holiday
holidays for holiday for holidays or fails total or
each religion each religion to mention one incoherently
for each religion describes
holidays for
each religion
Symbols Student Student Student provides Student fails to
provides one or provides one a symbol for two provide more
two symbols for symbol for religions than one total
each religion each religion symbol
Rubric Examples
Similarities Student Student Student Student
discusses each discusses discusses each provides an
religion, and each religion, religion, and innacurate
provides an and provides provides a description or
insightful and a description description of doesnt
informed of two one similarity address all
description of at similarities three religions.
least three
similarities
Modern Student Student Student provides Student does
provides an provides an an inaccurate or not describe a
Conflict
original, original, non-informative modern
informative, and accurate account of a religious
accurate account of a mdern religious conflict, merely
account of a modern conflict and alludes to a
modern religious religious provides conflict, or
conflict involving conflict sources does not
the appropriate involving the provide
religions and appropriate sources.
provides religions and
sources. provides
sources
Date Created: March 08, 2004
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Ý±³°®»¸»²-·¾·´·¬§
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Grad TE Special Ed AP Program Rubric http://www.unk.edu/academicaffairs/assessment/index.php?id=12884
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Office of Assessment Graduate Program
Assessment:
Advanced Practitioner
Rubric Examples
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Program Objective #1
Program Objective #1:
Students will demonstrate advanced knowledge of characteristics of various

subgroups of exceptionalities in behavior and learning including variations in
beliefs, traditions, and values across and within cultures and their effects on
relationships among individuals with exceptional learning needs, family, and
schooling.
This objective was not on the plan to be assessed during the 06 07

school year. It is assessed in the even year summer program.
Students will demonstrate advanced ability to interpret information from

formal and informal assessments and to use the information in making
eligibility, program (IEP), and placement decisions for individuals with
exceptional learning needs, emphasizing those from culturally and/or
linguistically diverse backgrounds.
This objective was not on the plan to be assessed during the 06 07

school year. It is assessed in the even year summer program.
Students will demonstrate advanced ability to develop programs, evaluate

instruction, and monitor progress for learners with special needs based on
philosophical, theoretical, and empirical evidence and develop presentations
that inform colleagues working with students with special needs of
appropriate interventions.
Unacceptable Acceptable Commendable
The student
will:
Demonstrate < 80% on 80% - 89% on 90% or greater

ability to develop Strategies Strategies on Strategies
1 of 4 1/16/2009 10:48 AM
an inservice Evaluation Evaluation Evaluation Rubric

presentation on a Rubric Rubric
given strategy
(TESE 832)
Demonstrate < 80% on Action 80% - 89% on 90% or greater

ability to identify Research Project Action Research on Action
and develop Rubric Project Rubric Research Project
interventions and Rubric
strategies that
facilitate inclusion
of students with
disabilities and to
Rubric Examples
train non special
education
colleagues in the
techniques (TESE
832)
Students will demonstrate advanced ability to use functional behavior

assessments to develop intervention plans that use effective positive and
negative behavior management strategies.
The student
will:

ability to Functional Functional on Functional
observe, collect Behavior Analysis Behavior Analysis Behavior Analysis
data, and Rubric Rubric Rubric
determine
functionality on a
targeted
behavior. (TESE
833)

ability to develop Behavior Behavior on Behavior
Behavior Intervention Plan Intervention Plan Intervention Plan
Intervention Plan Rubric Rubric Rubric
based upon
Functional
Behavior
Assessment data
(TESE 833)
Demonstrate <80% on ABA 80% - 89% on 90% or greater

ability to develop Training ABA Training on ABA Training
an inservice Workshop Workshop Workshop Rubric
training on Rubric Rubric
applied behavior
analysis (TESE
833)
2 of 4 1/16/2009 10:48 AM
Students will demonstrate advanced ability to develop and disseminate

assistive and instructional technology, and specialized materials and
resources required to integrate individuals with disabilities into the general
education learning environment.
The student
will:
Rubric Examples
ability to analyze Assistive Assistive on Assistive
and evaluate Technology Technology Technology
assistive Project Rubric Project Rubric Project Rubric
technology
interventions
with students
with disabilities
through action
research

ability to Research Project Action Research on Action
disseminate Rubric Project Rubric Research Project
information to Rubric
facilitate inclusion
of students with
disabilities

ability to analyze, Literature Review Literature Review on Literature
synthesize, and Rubric Rubric Review Rubric
report seminal
research (TESE
835)
Students will demonstrate the ability to analyze, synthesize, and evaluate

seminal research and original inquiry within the field of special education.
The student
will:

ability to analyze Research Project Action Research on Action
and evaluate Rubric Project Rubric Research Project
instructional Rubric
methods used in
special education
(TESE 832)
3 of 4 1/16/2009 10:48 AM
Demonstrate < 80% on Staff 80% - 89% on 90% or greater

ability to Development Staff on Staff
disseminate Presentation Development Development
original inquiry Rubric Presentation Presentation
research (TESE Rubric Rubric
832)
Demonstrate < 80% on AT 80% - 89% on 90% or greater

ability to analyze Action Research AT Action on AT Action
and evaluate Project Rubric Research Project Research Project
assistive Rubric Rubric
technology
Rubric Examples
interventions
with students
with disabilities
through action
research (TESE
835)
Previous Rubric, Replaced Fall 2007
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4 of 4 1/16/2009 10:48 AM
IUN School of Education – Rubric By Letter See Program “Map” for
-- Initial Program Corresponding Course
O.
ASSESSMENT AND EVALUATION: PLANNING
The reflective professional plans, instructs, and evaluates student learning using various
assessment strategies. Candidates focus on analyzing assessments and/or developing
Rubric Examples
assessment plans.
• Variety of Assessments: The candidate accurately and appropriately plans for the
assessment and evaluation of student learning using various assessment strategies
(e.g., authentic assessments, portfolios, teacher-made tests, standardized tests).
• Developmental Levels: The candidate competently plans assessments at

appropriate developmental levels.
• Ethical and Equitable Planning: The candidate demonstrates understanding of the

importance of diversity, equity, confidentiality, or other ethical considerations in the
planning of assessment.
LEVEL 4 (EXCELLENT): The level 4 artifact or collection provides clear, consistent, and
convincing evidence that the candidate has met all 3 standards. The candidate has planned
an assessment for a classroom.
LEVEL 3 (QUITE SATISFACTORY): The level 3 artifact or collection provides clear and
convincing evidence that the candidate has met at least 2 of the standards, has attempted all 3
standards, and has used a variety of forms.
LEVEL 2 (NEEDS REVISION): The level 2 artifact or collection provides limited evidence that
the candidate has met the standards, may lack variety of forms, may need improvement in
construction, or may be somewhat developmentally inappropriate.
LEVEL 1 (UNACCEPTABLE): The level 1 artifact or collection provides little or no evidence

that the candidate has met the standards, lacks variety of forms, and lacks developmental and
ethical awareness.
Possible Artifacts: A unit assessment plan, an analysis of school assessment, or school

performance
Special Education Unit Planner: Assessment Plan Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.
Rating → 1 2 3 4 Score
Indicator Not Met Indicator Partially Indicator Met CEC Standard
Indicator ↓
Rubric Examples
Met Met
Alignment with Content and methods Some of the learning Each of the learning goals In addition to
Learning Goals and of assessment lack goals are assessed is assessed through the requirements for
Instruction congruence with through the assessment assessment plan; a rating of 3,
CC8S8 learning goals or lack plan, but many are not assessments are congruent teacher
cognitive complexity. congruent with learning with the learning goals in references and
goals in content and content and cognitive meets most
cognitive complexity. complexity. relevant CEC
Teacher references most standards
CEC standards
Clarity of Criteria The assessments Assessment criteria Assessment criteria are In addition to
and Standards for contain no clear criteria have been developed, clear and are explicitly requirements for
Performance for measuring student but they are not clear or linked to the learning a rating of 3,
CC8S9 performance relative to are not explicitly linked goals. teacher
the learning goals. to the learning goals. Teacher references most references and
CEC standards meets most
relevant CEC
standards
Multiple Modes and The assessment plan The assessment plan The assessment plan In addition to
Approaches includes only one includes multiple includes multiple requirements for
CC8S3 assessment mode and modes but all are either assessment modes a rating of 3,
does not assess pencil/paper based (i.e. (including performance teacher
students before, during, they are not assessments, lab reports, references and
and after instruction. performance research projects, etc.) and meets most
assessments) and/or do assesses student relevant CEC
not require the performance throughout standards
integration of the instructional sequence.
knowledge, skills and Teacher references most
reasoning ability. CEC standards
Technical Soundness Assessments are not Assessments appear to Assessments appear to be In addition to
CC8K1, CC8K2, valid; scoring have some validity. valid; scoring procedures requirements for
CC8K4, CC8K5 procedures are absent Some scoring are explained; most items a rating of 3,
or inaccurate; items or procedures are or prompts are clearly teacher
Rubric Examples
prompts are poorly explained; some items written; directions and references and
written; directions and or prompts are clearly procedures are clear to meets most
procedures are written; some students. relevant CEC
confusing to students. directions and Teacher references most standards
procedures are clear to CEC standards
students.
Adaptations Based Teacher does not adapt Teacher makes Teacher makes adaptations In addition to
on the Individual assessments to meet the adaptations to to assessments that are requirements for
Needs of Students individual needs of assessments that are appropriate to meet the a rating of 3,
CC8S4, GC8S3, students or these appropriate to meet the individual needs of most teacher
GC8S4 assessments are individual needs of students. references and
inappropriate. some students. Teacher references most meets most
CEC standards relevant CEC
standards
ELEMENTARY Rubric – REV July 26, 2007
Wyoming Elementary Special Education Teacher HOUSSE Rubric

Complete and attach the Assurances form to this rubric.
Must Meet 100 Points

Name: Signature/Date:
Years of Experience College Level Activities related to the Content Area

in an accredited Course Work in the Service to the Content Area
school 4 Content Areas Awards, Presentations, Publications in Content Area
Rubric Examples
Experience must be in Must be Content Must be Content Specific to the endorsement or
an elementary setting Specific Math, assignment:
Science, Social - Served on a committee that developed, selected or evaluated
Studies and content standards
Language Arts - Served on a committee that developed, selected or evaluated
and must equal 24 content curriculum
- Served on a committee that aligned local content standards
semester hours with state standards
across the four - Served on a committee that developed, validated or evaluated
areas. Courses content assessments
cannot have the -Serving on a committee must be over an extended period of
EDU or EDEX prefix time and the amount of time must be at least 15 hours
unless they are - Attendance at regional, state or national professional
reading courses. conferences/seminars/ workshops
Mark the number of -Using conference/seminars/workshops must include a
each: presentation to a professional group (ie, department, faculty,
regional groups)
- In-service in content area
Math: _________ - Department chair or team leader
-Mentor teacher
Science: ______ - Cooperating teacher for student teacher
-Officer in a regional, state, or nation professional content
Language organization
Arts:__________ -Content instructor at an IHE
- Content presentations at the district level
Social Studies - Nominations for teacher of the year
- National or state award recipient
(History, Economics, - Content presentations at regional, state or national professional
Geography, Political content organization meetings
Science) : - Content article in regional, state or national journal
______________
5 points per year - 2 points per credit 5 points per activity per Total Points from all 3
maximum 50 points hour must equal at year with a maximum of 15 Sections =
Total Points: least 48 points. No points. Last six years only.
Limit Total Points:
Total Points: ___________________
Must Meet 100 pts.
Date of Hire: ________________
______________________________________
District Administrator’s Signature Verifies Date of Hire
Bethlehem Central School District Elementary Articulation Rubric
1 2 3 4
Rarely Occasionally Usually Consistently
Demonstrates Demonstrates Demonstrates Demonstrates
0-25% 25-50% 50-75% 75-100%
Targeted Sounds
Rubric Examples
Oral Motor Skills
Tongue
o Elevation
o Lateralization
o Retraction
o Protrusion
Lips
o Retraction
o Protrusion
Other:
Isolation Level
Word Level
Initial
Medial
Final
Phrase Level
Initial
Medial
Final
Sentence Level
Initial
Medial
Final
Conversational Level (Therapy Room)
Structured Conversation
Spontaneous Conversation
Conversational Level (Carryover beyond therapy room)
Structured Conversation
Spontaneous Conversation
Page 1 of 1
Bethlehem Central School District
Elementary Expressive Language Skills Rubric
1 2 3 4
0-25% 25-50% 50-75% 75-100%
Rubric Examples
Meaning/Semantic/Word Use
Uses age appropriate vocabulary relevant to topic
Uses age appropriate concepts
Uses abstract and figurative language
Critical Thinking
Expresses ideas fully, elaborates and provides details as
needed
Makes connections and forms opinions
Explains inferences and makes predictions
Generalizes to new contexts and applications
Organization/Syntax
Age appropriate sentence length
Age appropriate grammar and syntax, including
questions
Expresses words, ideas fluently (does not need extra
time or other accommodations to organize thoughts and
ideas)
Page 1 of 1
Elementary Receptive Language / Listening Skills Rubric
1 2 3 4
0-25% 25-50% 50-75% 75-100%
Rubric Examples
Attending /Listening Responses / Phonemic Awareness
Maintains classroom attention:
Time: _______
Group: Small _____ Large ______
Discriminates difference in spoken words, sounds and
syllables.
Follows directions at age appropriate level.
Vocabulary
Understands curriculum appropriate vocabulary
relevant to topic
Understands age appropriate curriculum concepts
Word relationships: antonyms, synonyms, homonyms,
categories, analogies
Understands abstract and figurative language
Comprehension / syntax
Story Comprehension:
Main idea
Details
Sequence
Setting
Characters
Understands grammar and syntax
Questions: Yes / No, Wh-type
Critical Thinking
Problem Solving
Reasoning
Page 1 of 1
Bethlehem Central School District Elementary Special Education Social/Emotional/Behavioral Rubric
(Adapted from 2005 Centris Group, LLC, Dr. Thomas Reap and Skillstreaming Early Childhood Rubric)
1 2 3 4
Cannot navigate Developing: Successful in safe Competitive: skill comparable to
even “safe” social demonstrates skills in environments. Still requires general population
environments. “safe” environments. presets or coaching to
Requires direct Needs direct generalize. Needs improve-
Rubric Examples
instruction: must instruction/ co-teaching ment but doesn’t hinder
be addressed to to generalize to other participation
move forward school settings,
Self-Advocacy
Identifies own strengths/ areas to improve
Identifies and communicates difficulties with
others
Requests assistance for understanding,/ to
gain information
Displays assertive communication skills
Communicates to share preferences/needs
Able to identify and assess
outcomes/consequences of choices
Emotional
Identify emotions accurately
Identify physical symptoms associated with
emotions
Identify triggers to specific emotions
Identify thoughts related to feelings
Learn various coping strategies
Evaluate effectiveness of coping strategies
Behavioral
Understands how behaviors affects
self/others
Understands cause and effect
Accepts responsibility for Behavior
Understands link between
affect/cognition/behavior
Utilizes behavior plan
Understands/applies emotional regulation
techniques
Demonstrates adaptive behaviors when
stressed
Demonstrates an ability to problem solve
Demonstrates ability to stop and think
Demonstrates flexibility in behaviors
Demonstrates behaviors conducive to
learning
Page 1 of 2
Social
Initiates contact with others
Demonstrates listening skills
Sustains appropriate social communication
Reads nonverbal communication
Speaks to others in friendly or assertive
Rubric Examples
ways
Asks for help
Expresses appreciation
Interrupts appropriately and under
appropriate circumstances
Initiates contact with others
Demonstrates an understanding of
nonverbal communication
Plays cooperatively with others
Demonstrates an understanding of the
feelings of others
Shows empathy
Interprets situations accurately
Resists peer pressure
Uses free time appropriately
BCSD-Elementary Special Education Social/Emotional/Behavioral Rubric

Page 2 of 2
Bethlehem Central School Distric
Secondary Special Education Class Participation Scoring Rubric
1 2 3 4 5
Proficient
Participation Students rarely (<20%) Students occasionally Student sometimes (40- Student consistently (60- Student always (80-100%)
takes an active role in own (20-40%) take an active 60%) takes and active role 80%) takes an active role takes a voluntary,
learning. Rarely shares role in their own learning. in own learning, sharing in own learning. thoughtful, and active role
ideas or asks questions. They participate and ask relevant ideas and asking in own learning,
Rubric Examples
questions infrequently. appropriate questions. challenging self on a daily
Student usually basis Through
participates only when participation and inquiry,
called upon. . consistently demonstrates
a genuine desire to learn
and share ideas with the
teacher and classmates.
Listening/Speaking May display poor listening Student may hesitate to Although reluctant to take Student participates Student initiates
skills. share their ideas or to take risks, contributes regularly regularly (60-80%) in discussion, asks
risks. (20-40%) (40-60%) to class class discussions and thoughtful questions, and
discussions. frequently volunteers act as leader. Is willing to
ideas, ask thoughtful take risks, to assert an
questions, and defends opinion and support it.
opinions
Cooperative listening May be intolerant of the May not always listen to Listens to classmates and Listens respectfully to Listens actively to others.
opinions of others. or respect the opinions of teacher and respects their classmates and teacher.
others opinions.
Preparation As a result of being As a result of assignments As a result of having As a result of having Student is always well
unprepared (<20%) for or being sometimes completed assignments, completed assignments prepared (80-100%) to
disengaged from class, incomplete or missing, student is prepared (40- (60-80%), student has contribute to the class as a
student may refuse to offer they may not be pre pared 60%) to answer questions thoughtful questions and result of having
ideas even when called (complete 20-40%) to when called upon. opinions to share. thoughtfully completed
upon answer thoughtfully with assignments.
detail or substance.
Behavior Student’s behavior is Student needs May need occasional Never causes a disruption Thoroughness of work
interfering with the regular reminders to stay reminders to stay on task, in class. demonstrates the high
learning process of others. on task . A conference to make the most of class May not always regard the student holds
with the teacher and time and to increase level demonstrate a consistent for learning.
parents may be required to of commitment to the commitment to make the Student should be
re-establish the course. most out of class time commended for
expectations for each and every day. excellence.
participation.
Page 1 of 1
Elementary Organization Rubric-Intermediate Level
Domain 1 2 3 4 5
HOMEWORK: 0-1 out of 5 trials 2 out of 5 trials 3 out of 5 trials 4 out of 5 trials 5 out of 5 trials
Rubric Examples
Students will enter homework in homework planner, bring
home materials to complete homework, complete and
return homework, and place homework in its designated
area.
A: Independently
B: With prompts
C: With prompts and
Adult assistance
Example: A student who Achieves an B: 3 has completed
the task 3 out of 5 times, with teacher
Prompts.
ARRIVAL ROUTINE Student follows Student follows Student follows Student follows Student follows
arrival routine arrival routine arrival routine with arrival routine arrival routine
with verbal with verbal visual support. independently but independently
prompts and prompts and inconsistently. and
adult assistance. visual support. consistently.
DISMISSAL ROUTINE Student follows Student follows Student follows Student follows Student follows
dismissal routine dismissal routine dismissal routine dismissal routine dismissal routine
with verbal with verbal with verbal prompts independently but independently
prompts and prompts and and visual support. inconsistently. and
visual supports visual support. consistently
and adult
assistance.
PROCEDURES/ MATERIALS Student cannot Student can Student can Student follows Student follows
identify or identify but identify and classroom classroom
execute cannot execute execute classroom procedures procedures
classroom classroom procedures with independently but independently
procedures. procedure. support. inconsistently. and
consistently
Elementary Organization Rubric - Primary Level
Domain 1 2 3 4 5
Bring home homework/homework folder
A. Independently
Rubric Examples
B. With prompt
C. With prompts &
adult assistance
Example: A student who
Achieves an B:3 has brought home their homework
folder 3 out of 5 times, with teacher prompts.
Return to school with homework/
Homework folder and hands in homework
A. Independently
B. With prompts
C. With prompts and adult assistance
ARRIVAL ROUTINE Student follows Student follows Student follows Student follows Student follows
arrival routine arrival routine with arrival routine with arrival routine arrival routine
with verbal verbal prompts and verbal prompts and independently but independently
prompts and visual support. visual support. inconsistently. and
visual supports consistently.
and adult
assistance.
DISMISSAL ROUTINE Student follows Student follows Student follows Student follows Student follows
dismissal routine dismissal routine dismissal routine dismissal routine dismissal routine
with verbal with verbal prompts with verbal prompts independently but independently
prompts and and visual support. and visual support. inconsistently. and
visual supports consistently
and adult
assistance.
PROCEDURES/ MATERIALS Student cannot Student can Student can identify Student follows Student follows
identify or identify but and classroom classroom
execute cannot execute execute classroom procedures procedures
classroom classroom procedures with independently but independently
procedures. procedure. support. inconsistently. and
consistently
Elementary Writing Rubric
Quality 1 2 3 4
Meaning: The extent to which Taken as a whole: Taken as a whole: Taken as a whole: Taken as a whole:
The response exhibits -fulfill few requirements of the -fulfill some requirements of the -fulfill some requirements of -fulfills most requirements
understanding tasks tasks the tasks. of the tasks.
and interpretation of the task and -miss basic elements of the text -address basic -address some key -addresses the theme or key
text(s) -show evidence that the student elements of the elements of text elements of the text
understood only parts of the text text, but connections may -show a predominantly -show an insightful
-make few if any relevant be weak literal interpretation of text interpretation of the text
Rubric Examples
connections. -show some misunderstanding -make few connections -make connections beyond the text
of the text or as a whole and demonstrate reflection
Development: The extent to Taken as a whole: Taken as a whole: Taken as a whole: Taken as a whole:
which ideas are elaborated using -may contain few accurate -may begin to answer the -may be brief, with little -make effective use of
specific and relevant evidence from details questions but are not sufficiently elaboration, but are sufficiently relevant and accurate
the text(s) developed developed to answer the examples from the text
-may provide some relevant text- questions -develop ideas fully with
based examples and details -provide some examples and thorough elaboration
details from the text
Organization: The The extended response: The extended response: The extended responses: The extended response:
Extent to which the response -may focus on minor details or -may attempt to establish a focus -is generally focused, though -establishes and maintains a clear
exhibits direction, shape and does not establish a focus -shows some attempt to may contain some irrelevant focus
coherence -shows little or no organization details or minor inaccuracies -shows a logical, coherent
organization -shows a clear attempt at sequence of ideas, through the
organization use of appropriate transitions or
other devices.
Language Use: The extent to The extended response: The extended response: The extended response: The extended response:
which the response reveals an -is often repetitive, with little or -is mostly readable, with little -is readable with some sense of -is fluent and easy to read, with
awareness of audience and purpose no sense of engagement or sense of engagement or voice engagement or voice vivid language and a sense of
through effective use of words, voice -uses only simple sentences and -primarily uses simple engagement or voice
sentence structure, and variety -uses minimal vocabulary basic vocabulary sentences and basic vocabulary -is stylistically sophisticated using
-may indicate fragmented varied sentence structure and
thoughts challenging vocabulary
Conventions: The extent to which The writing demonstrates limited The writing demonstrates partial The writing demonstrates clear The writing demonstrates thorough
the response exhibits conventional control of the conventions of control of the conventions of control of the conventions of control of the conventions of
spelling, punctuation, paragraphing, written English. There are many written English. There are written English. There are written English. There are few, if
capitalization, grammar, and usage. errors that may interfere with frequent errors that may interfere occasional errors that may any errors and none that interfere
readability and make somewhat with readability but do interfere somewhat with with comprehension. Grammar,
comprehension difficult. not substantially interfere with readability but do not syntax, capitalization, punctuation,
comprehension. There may be substantially interfere with and use of paragraphs are
frequent errors of grammar, comprehension. There may be essentially correct.
syntax, capitalization, punctuation, occasional errors in grammar
and spelling. and syntax, however
capitalization, punctuation,
spelling of grade level words,
and paragraphs are mostly
correct.
Special Education Secondary Rubric for Expressive Communication
Rubric Examples
1 2 3 4 5
Proficient
Meaning/Semantics/Word Student uses Student able to Student’s word use Student able to use Uses and understands
Use- immature words “boo generate sentences consists of a mix of and understand most age appropriate
The extent to which the boo”. Difficulty given a vocabulary age-appropriate word curriculum vocabulary relevant to
response exhibits generating a sentence prompt. choices and vocabulary. the topic
understanding of the topic using a vocabulary nonspecific “fillers”.
prompts.
Development- extent to Elaboration of ideas Student attempts to Ideas are only briefly Ideas are developed Develops ideas fully,
which the student must be prompted. communicate ideas developed. Has adequately if not elaborates and
elaborates and provides Speaker does not but listener is difficulty completely. May provides details as
details and specific independently offer confused and needs to paraphrasing, miss some details but needed. Makes
referents information. seek clarification to summarizing, and able to convey connections, forms
determine message. identifying key ideas. message. and defends opinions
Organization- Syntax – Frequent errors of Student able to form Sentence length Message is Message is clearly
word order, verb tense, tense simple sentences with increases but errors understood but understood by
word finding Word endings (s, ed, few errors. persist in syntax. student may need listeners. Is logical,
ing) may be omitted Student may use age- extra time or other sequential with
Student may require appropriate grammar accommodations to appropriate transitions
choices for word but have word finding organize ideas and and without errors.
finding difficulties. thoughts.
Language Use- speaking Student needs Student demonstrates Student Student is able to Dynamic speaker,
to and awareness of prompting to speak inconsistent communicates with adjust speaking for uses vivid descriptive
intended audience, audible audibly, make eye awareness of peers and familiar audience most of the language, able to take
voice, posture, contact, look up etc. audience. Continues staff. Communication time but may have perspective.
effectiveness of Lacks awareness of to need prompting to breakdown may occur difficulty correcting
communication audience needs communicate. in unfamiliar contexts breakdowns.
and large groups.
Conventions –word Student may display Demonstrates Effectiveness of Student demonstrates Minimal or self
endings, functors (to, the, telegraphic speech. frequent errors that communication is minimal errors corrected errors
his), pronouns, “Me go”. May use make comprehension compromised due to without self-
inappropriate difficult. conventional errors. correction. Overall
pronouns “him seat”. message is not
Message is compromised.
compromised.
Fine Motor Manipulation Checklist
Key
1 Skill not displayed in any setting despite support given
2 Skill displayed inconsistently with models/prompts.
3 Skill displayed consistently with models/prompts
4 Skill displayed independently 1 2 3 4
In- Hand Manipulation
1 Mobilizes one side of the hand while stabilizing the other side
Rubric Examples
2 Moves small object from palm to fingertips
3 Repositions pencil from writing position to erasing with one hand
Fasteners
4 Buttons and unbuttons one inch button in 20 seconds or less
5 Zips zipper when already started
6 Zips zipper from start
7 Ties shoes
8 Dons and doffs outdoor clothing (coat, boots and snowpants)
Prehension
9 Uses palmar approach for active grasp/release
10 Uses lateral grasp
11 Reaches for an object and manipulates it with one hand using intrinsic
musculature
Comments
K – 2 Social Communication Rubric
1 2 3 4
Conversational Skills
Understands and uses appropriate body language
Rubric Examples
Initiates, maintains and appropriately ends conversations
Appropriate turn-taking
Maintains appropriate physical distance
Appropriate volume, tone and rate
Takes turns appropriately during conversation
Avoids topics that upset others
Asks permission, expresses needs, asks questions
Active listening skills during brief conversation
Social Skills Behavior
Follows simple game rules
Shows appropriate sportsmanship
Does not display unusual sounds and/or behaviors
Accepts peers’ differences and mistakes
Respects others personal space
Responds to touch appropriately
Socially Responsible Behavior
Demonstrates appropriate play behaviors:
Invites peer to play
Asks to join in ongoing play
Engages in play for short time
Demonstrates ability to share
Respects right and property of others
Recognizes authority and follows instructions
Demonstrates appropriate behavior in variety of settings
Asks for help appropriately
Is able to problem solve in social situations
Personal Presentation / Hygiene
Uses greetings appropriately
Wears appropriate clothing
Manages cleanliness
Uses appropriate table manners
Personal health care (covering mouth when coughing, uses tissues,
etc.)
Self Awareness/Self Regulation/ Mindful Skills
Plans before speaking
Manages external / internal distractions
Page 1 of 1
Special Education Organization Rubric
1 2 3 4 Proficient 5
Assignment Notebook: Student refuses to use Completed 25% of the Completed 50% of the Completed 75% of the Completed 100% of the
time during 20 time during 20 time during 20 time during 20
Rubric Examples
consecutive days consecutive days consecutive days consecutive days
Binder Materials No organization, no Less than half the Some (at least half) Separate folders/binders Labeled binders/folders,
Organized folders folders/binders for folders/binders for for each class, papers are papers dated and labeled
classes, some attempt at classes, but not all, loose filed in the correct order, in logical order, no loose
order but no consistency, papers, papers filed some loose papers or papers
loose papers incorrectly, some logical some misfiled papers
order
Identify Materials Cannot identify any Can identify minimal Can identify some Can identify all materials Can identify all materials
Needed for Class materials needed for materials (pen/pencil, materials needed for half needed for more than needed for all classes
(student verbally class paper, or assignment the classes half of the classes
indicates) notebook) for 1-2 classes
Develop a plan for Doesn’t identify Identifies assignments Identifies assignments Identifies assignments Identifies assignments
homework assignments Prioritizes assignments Prioritizes assignments Prioritizes assignments Prioritizes assignments
Knows due dates Knows due dates Knows due dates Knows due dates
Verbalizes teacher In writing identifies In writing identifies
expectations regarding teacher expectations teacher expectations
assignments regarding product, regarding product,
Verbalizes homework quality, length, due date quality, length, due date
plan Verbalizes homework Written homework plan
plan that includes that includes schedule,
schedule, location, location, materials
materials needed, and needed, and estimate of
estimate of time required time required to
to complete homework complete homework
Develop a plan for Doesn’t identify assigned Identifies project Identifies project Identifies project Identifies project
projects projects assigned (identifies NO assigned, identifies basic assigned, identifies assigned, as well as all
expectations) expectations, but needs expectations, has a plan expectations, brakes
prompts to develop a for completion, but may down project into smaller
plan of smaller not be clearly written in steps of completion,
steps for completion assignment notebook or written plan for project
clearly broken down into in assignment notebook
smaller steps
Created by Nancy Stathopoulos, Carlie Foley, and Michelle DePace 2/2006

Bilateral Coordination /Motor Planning Checklist
Bilateral Coordination/Motor Planning Checklist
Key
Rubric Examples
4 Skill displayed independently
1 2 3 4
1 Crosses midline during fine motor activities

2 Reaches across body to obtain an object with fluid movements
3 Reaches across the body to draw through mazes with fluid movements
4 Reaches across the body to draw through writing with fluid movements
5 Stabilizes with one hand and manipulates with the other
6 Draws a line using a writing instrument and holding a ruler with increased
speed and accuracy
7 Follows directions to complete a 2 step motor task
8 Follows directions to complete a 3 step motor task
9 Negotiates the school environment (classroom, hallway)
10 Follows directions in a “Simon Says” game
11 Follows a _____ step obstacle course with functional speed and skill
Comments
Page 1 of 1
Handwriting Checklist
Handwriting Checklist
Key
Rubric Examples
Letter Formation
1 Copies upper case letters using manuscript with proper letter
formations.
2 Copies lower case letters using manuscript with proper letter
formations.
3 Prints upper case letters using manuscript with proper letter
formations.
4 Prints lower case letters using manuscript with proper letter
formations.
5 Copies sentence using appropriate spacing between words.
6 Copies sentence using appropriate spacing between letters.
7 Compose sentence using appropriate spacing between words

8 Compose sentence using appropriate spacing between letters
9 Copy/compose written tasks within class expectations for legibility
and time frames.
10 Copies upper case letters using cursive with proper letter formations.
11 Copies lower case letters using cursive with proper letter formations
12 Uses appropriate pressure on paper when writing
Comments
Page 1 of 1
Ocular Motor Control Checklist
Ocular Motor Control Checklist

Key
Rubric Examples
1 2 3 4
1 Visually focus on an object being held without abnormal ocular deviations

for the duration of an activity
2 Smoothly track an object in all directions
3 Disassociate movements of eyes from head during functional activities
4 Read a 3 sentence age-appropriate paragraph without losing place
5 Use of compensatory strategies (finger tracking) during reading/scanning
activities
Comments
Page 1 of 1
Pencil Grasp Checklist
Pencil Grasp Checklist

Key
Rubric Examples
1 Uses palmar grasp.

2 Uses pronated forearm grasp.
3 Uses whole arm movements.
4 Uses static tripod four finger grasp.
5 Uses forearm in mid-position
6 Uses wrist movement.
7 Uses a mature tripod/quad grasp
8 Finger isolation emerging
9 Full finger isolation.
10 Distal finger isolation.
11 Rests hand on desk appropriately
Comments
Fine Motor Rubric
1 2 3 4
Fine Motor -No in-hand -Partially -Fully developed -Fully developed
Manipulation manipulation skills developed in-hand in-hand skills for in-hand
-Pronated manipulation skills objects manipulation skills
approach to objects for objects -Partially for pencil use
for active -Forearm mid- developed in-hand -Buttons/unbuttons
grasp/release range position skills for pencil independently
Rubric Examples
-Alternates hands -Unbutton ½ - ¼ ” -Unbuttons ¼” or -Uses both hands
-Stacks 1” blocks buttons smaller buttons appropriately for
-Strings ½” beads -Unzips -Buttons 1/2-1” tasks
-Zips with zipper buttons
started -Zips from start
Scissor use -Holds scissors -May need -Holds scissors -Holds scissors in
incorrectly reminding of correctly a correct position
-Needs positioning “thumbs up” -Moves paper with -Holds and moves
of scissors in posture or uses non-dominant paper with non-
hands incorrect fingers hand dominant hand
-Snips paper -Holds paper with -Cuts out shapes/ -Cuts out complex
-Alternates hands non-dominant curved lines with items within 1/8 “
hand in a ¼ “
-Cuts on straight
lines
-Cuts simple
shapes ¼ - ½ “
Pencil grasp -Gross grasp -Static tripod -Tripod grasp -Tripod grasp
-Palmar grasp -4-finger grasp -4-finger grasp -4-finger grasp
-Pronated forearm -Forearm in mid- -Finger isolation with distal finger
-Movement from position emerging isolation
whole arm/elbow -Wrist movement -Needs pencil grip
to maintain proper
grasp
-Rests hand on
desk appropriately
Visual/Pre-writing -Scribbles -Colors outside -Colors outside -Colors inside lines
-Colors using large lines by ¼ “ or less lines 3 times or -Prints and uses
strokes and outside and more than 4 less upper case letters
lines by ¼ “ or > times -Drawings for with legible
-Draws vertical -Draws diagonals journals more formation
lines -Draws triangle complex with 4-8 -Prints lower case
-Horizontal lines -Draws X details letters with legible
-Draws circle -Drawings are -Some errors in formation at least
simple and contain upper case 80% of the time
2-4 details formation -Uses upper/lower
-Beginning otherwise mastered case letters (may
uppercase letter -Prints some lower be mixed) for class
formation case letters >50% writing
assignments
Page 1 of 1
Scissor Checklist
Scissor Checklist
Key
Rubric Examples
1 Needs positioning of scissors in hand

2 Holds scissors in correct “thumbs up” position
3 Holds paper with non-dominant hand
4 Moves paper with non-dominant hand
5 Snips paper
6 Cuts straight lines/simple shapes within a ½ - ¼ “
7 Cuts straight lines/simple shapes within an 1/8”
8 Cuts out complex pictures within ¼ - 1/8”
9 Cuts out complex pictures on lines
Comments
Page 1 of 1
Pre-Writing Checklist
Pre-Writing Checklist
Key
Rubric Examples
1 Reproduces circle
2 Reproduces oblique lines
3 Reproduces X
4 Reproduces triangle
5 Reproduces diamond
6 Colors between two lines 1 inch apart with fewer than 3 slips
Comments
Physical Therapy Department
Functional Mobility Skill Checklist
Key
1 Requires a maximum amount of physical assistance to perform task
2 Requires a moderate amount of physical assistance to perform task
3 Requires a minimal amount of physical assistance to perform task
4 Requires contact guarding to perform task
5 Requires supervision to perform task
Rubric Examples
6 Requires verbal cueing to perform task
7 Performs task independently
1 2 3 4 5 6 7
1 Performs a stand pivot transfer
2 Performs a chair to floor transfer
3 Performs a floor to chair transfer
4 Performs a slide board transfer
5 Performs a sit to sit transfer
6 Transfers from a classroom chair or wheelchair to an assistive walking

device
7 Turns with an assistive walking device
8 Opens a door and walks through with an assistive walking device
9 Ascends and descends stairs with an assistive walking device
10 Walks throughout the school environment including classrooms,

cafeteria, bathroom, and gymnasium with an assistive walking device
11 Stands at table/desk
12 Rises to stand in preparation for transfers or gait
Comments
Page 1 of 1
Locomotor Skills Checklist
Locomotor Skills Checklist

Key
Rubric Examples
1 2 3 4
1 Rise to standing using a stable object for support.
2 Spontaneously uses protective responses in anterior, posterior, and lateral
directions
3 Walk up 4 steps without support from wall or rail placing one or both feet on
each step.
4 Walk up 4 steps without support from the wall or rail (may place one or both
feet on each step).
5 Walk down 4 steps without support by placing one or both feet on each step
6 Walk up 4 steps by placing one foot on each step using the wall or rail for
support.
7 Walk up 4 steps by placing one foot on each step without using the wall or
rail for support.
8 Walk down 4 steps by placing one foot on each step using the wall or rail for
support.
9 Walk down 4 steps by placing one foot on each step without using the wall
or rail for support.
10 Go up a full flight of stairs with a reciprocal pattern with a rail for safety.
11 Go down a full flight of stairs with a reciprocal pattern with a rail for safety.
12 Pick up an item from the floor and returns to standing without losing
balance.
13 Walk backwards ______ steps.
14 Walk backwards _________ feet without heels touching toes.
15 Walk backwards on a 4inx8ft walking line without stepping off more than
once with hands on hips and without heels touching toes.
16 Walk backwards on a 4inx8ft walking line 5 steps without stepping off the
line with hands on hips and toes touching heels.
17 Walk sideways 10 feet leading with the same foot.
18 Walk with one foot on a 4in x 8-foot walking line for 6 feet.
19 Walk forward on a 4in x 8-foot walking line for 3 steps with hands on hips
and without heels touching toes.
1
Locomotor Skills Checklist 1 2 3 4
Key
20 Walk forward on a 4in x 8foot walking line for 4 feet with hands on hips and
without heels touching toes.
Rubric Examples
21 Walk forward on a 4in x 8foot walking line for 8 feet with hands on hips and
without heels touching toes and without swaying more than 20 degrees.
22 Walk forward on a 4in x 8foot walking line for 4 feet with hands on hips
with heels touching toes.
23 Walk forward on a 4in x 8foot walking line for 8 feet with hands on hips
with heels touching toes and without swaying more than 20 degrees.
24 Gallop with the lead foot followed by a step with the trailing foot to a
position adjacent to or behind the lead foot.
25 Gallop for a brief period where both feet are off the floor
26 Gallop for a brief period where both feet are off the floor
27 Gallop maintaining a rhythmic pattern for four consecutive gallops.
28 Leap taking off on one foot and landing on the opposite foot
29 Leap for a period where both feet are off the ground longer than running.
30 Leap with a forward reach with the arm opposite the lead foot.
31 Run ___ feet for a period where both feet are off the ground.
32 Run with arms moving back and forth across the body at or below waist
level.
33 Run with balls of feet used to push forward toes pointed forward a high knee
and heel lift and trunk leaning forward.
34 Run between 2 tapped lines 10 feet apart picks up an object and returns to
the starting position completing 1 cycle in 5 seconds or less without tripping
or losing balance.
35 Complete a shuttle run of 50 feet with increasing speed from a baseline
established in September.
36 Jump forward with a 2 -footed take off and landing.
37 Jumps forward with preparatory movement including flexion of both knees
and arms extended behind body.
38 Jumps forward with arms extending forcefully forward and upward reaching
full extension above the head.
39 Hop forward on the dominant foot a distance of_____ and maintain a single
footed landing
2
40 Hop forward on either foot a distance of_____ and maintain a single footed
landing
Key 1 2 3 4
41 Hop with equal ease on both feet a distance of______feet maintaining free
leg bent at the knee 90 degrees.
Rubric Examples
42 Hop in place for a period of ______seconds and maintain balance, rhythm
and cadence
43 Skip on the dominant foot.
44 Skip ___steps maintaining balance, using opposing arm and leg movements
and alternating feet.
45 Skip ___feet maintaining balance, using opposing arm and leg movements
and alternating feet
46 Jumps forward so that the arms are thrust downward during landing
47 Jump forward _______ inches with a two- footed take off and landing.
48 Jump vertically _____ inches higher than highest reach.
49 Jump over a ___ inch hurtle maintaining balance with a two-footed take off
and landing.
50 Jump and turn so feet land in opposite direction from starting position while
maintaining upright posture and balance.
51 Jump sideways ____cycles with hands on hips feet together and without
touching jumping line or pausing between jumps.
52 Slide with the body turned sideways so shoulders are aligned with a line on
the floor.
53 Slide a minimum of 4 step slide cycles to the (right/left)
54 Stand on a stable object jump down from a 16-21 inch height without
assistance one foot may lead.
55 Stand on a stable object jump down from an 18-24-inch height without
assistance using a two-footed take off and landing.
56 Walk on tiptoes for 5 steps with hands on hips and without heels touching
the floor.
57 Walk on tiptoes for entire length of a 4in x 8-foot walking line with hands on
hips and without heels touching the floor.
58 Hop in place for _____ hops
59 Hop ______times on the dominant foot
60 Hop forward ____hops on one foot, and then____ on the other
61 Hop a distance of __________feet in __________seconds
Comments:
3
Object Control Skills Checklist
Key
Rubric Examples
2 Skill displayed inconsistently with models/prompts. 1 2 3 4
1 Corral a ball with arms and/or hand
2 Roll a ball forward using hands
3 Fling a ball forward with directionality for at least a 5- foot distance
4 Throw a tennis ball by extending arm at shoulder and elbow while

maintaining balance
5 Throw a ball forward ___ feet
6 Throw a ball underhand at least ___ feet
7 Throw a ball overhand at least ___ feet
8 Initiate throwing overhand by moving arm upward and back
9 Initiate throwing underhand by moving arm down and back
10 Throw a ball overhand by moving arm up and back using upper trunk
rotation, arms and legs moving in opposition.
11 Throw a ball underhand by moving arm down and back using upper trunk
rotation, arms and legs moving in opposition.
12 Hit a target with an underhand toss from a distance of____ feet in 2/3 trials
13 Hit a target with an overhand toss from a distance of____ feet in 2/3 trials
14 Catch a ball with arms extended directly in front palms facing upward or
toward each other attempting to secure the ball to the body
15 Catch a ball with hands only
16 Drop/Bounce and catch a tennis sized ball with two hand

Key 1 2 3 4
17 Drop/Bounce and catch a tennis sized ball with one hand
Rubric Examples
18 Kick a ball forward 3 feet
19 Kick a ball forward _____ feet using opposing arm and leg movements and
initiating kick by extending leg back with knee bent.
20 Kick a ball so it travels _____ ft. in the air using opposing arm and leg
movements and initiating kick by extending leg back with knee bent.
21 Drop kick a medium size ball for a distance of______ feet
22 Dribble a ball with one hand
23 Dribble a ball with two hands
Comments
Page 2 of 2 of Physical Therapy Department Object Control Skills Checklist

Playground Equipment Skill Checklist
1 2 3 4
Key
Rubric Examples
1 Sitting on a swing and holding on with hands for a minimum of a _______minute

time period
2 Sit on a swing and hold on with hands while being pushed for a minimum of a
______minute time period.
3 Sit on a swing holding on and moving legs symmetrically to self-propel/pump for a

_____duration.
4 Climbing up and down a ladder on low playground equipment

.
5 Ascending and descending ladder rungs one-step at a time
.
6 Ascending and descending ladder rungs alternating each step.
7 Sitting at the top of the slide and initiating a sitting slide.
8 Maintaining balance while walking on grassy surfaces, unlevel surfaces and wood
chips
Comments
Proximal stability skill checklist
1 2 3 4
Key
Rubric Examples
1 Spontaneously uses protective responses in anterior, posterior, and lateral

directions
2 Assumes and maintains supine flexion for a period of________seconds
3 Assumes and maintains prone extension for a period of_______seconds
4 Assumes and maintains quadruped and weight shift within the position for a
period of _________seconds.
5 Rises to standing from a back-lying position without turning to the side first.
6 Maintains a functional sitting posture without support from the external
environment during desktop/floor activities
7 Demonstrates 3 sit ups in 30 seconds
8 Demonstrates 5 sit ups in 30 seconds
9 Demonstrates 8-10 sit ups in 20 seconds
10 Demonstrates over 10 sit ups in 20 seconds
11 Demonstrates _______ bent knee push -ups in a 20 second time period.
12 Demonstrating _______ full push-ups in a 20 second time period.
13 Demonstrates the ability to hold posture and move within the held position
with good alignment while working on a vertical surface in a variety of static
positions including high kneeling, half kneeling and standing for a _______
minute time period
14 Demonstrates the ability to stabilize trunk while performing reaching and
trunk rotation activities crossing body midline for a minimum
of_______repetitions.
15 Stands on 1 foot with hands on hips with free leg bent back at knee for _____
seconds with less than 20 degrees of postural sway.
16 Stands on each foot with hands on hips without swaying more than 20
degrees for _______ seconds on each foot.
17 Stands on one foot with eyes closed with less than 20 degrees of postural
sway for a period of ________ seconds.
18 Demonstrates increased shoulder stability by completing _______ wall push-
ups
19 Demonstrates increased shoulder stability writing on a vertical surface for
_____ minutes.
Bethlehem Central School District – Secondary Special Education Self-Determination Rubric
1 2 3 4 5
Has no to little Demonstrates Demonstrates Proficient Is proficient in
awareness. some awareness awareness and Is proficient in most settings. May
require presets and
Requires direct and advocacy in advocacy in supported
cues for new
instruction and supported supported environments. At settings.
maximum direct environments. environments but times requires
support for any Needs direct does not presets and cues
Rubric Examples
awareness, instruction and consistently or prompts and
advocacy, choice requires cues, demonstrate in supports for
or decision prompts and natural settings. awareness,
making supports for Requires presets, advocacy, choice
awareness, prompts and or decision-
advocacy, choice supports for making in new
or decision awareness, settings.
making in any advocacy, choice
environment. or decision-
making in natural
settings.
Self awareness
• Identifies and describes disability
• Identify and describe own strengths,
weaknesses, abilities, limitations
Self advocacy
How to advocate
• Identifies the difference between Assertion vs
aggression
• Uses assertive techniques for advocacy
• Identifies and uses Effective communication
strategies
• Identifies and uses Negotiation techniques
• Identifies strategies for Compromise
• Identifies and Uses strategies of persuasion
• Defines and uses Active listening
What to advocate
• Identifies and can ask for IEP needs
• Identifies Legal rights and can state actions to
take to obtain legal rights
• Identifies and can ask for Individual preferences
Page 1 of 2
1 2 3 4 5
Has no to little Demonstrates Demonstrates Proficient Is proficient in
awareness. some awareness awareness and Is proficient in most settings. May
require presets and
Requires direct and advocacy in advocacy in supported
cues for new
instruction and supported supported environments. At settings.
maximum direct environments. environments but times requires
support for any Needs direct does not presets and cues
awareness, instruction and consistently or prompts and
Rubric Examples
advocacy, choice requires cues, demonstrate in supports for
or decision prompts and natural settings. awareness,
making supports for Requires presets, advocacy, choice
awareness, prompts and or decision-
advocacy, choice supports for making in new
or decision awareness, settings.
making in any advocacy, choice
environment. or decision-
making in natural
settings.
Choice and Decision making
• Lists relevant action alternatives
• Identifies possible consequences of each
alternative action
• Assess the probability of each consequence
occurring if action is taken
• Establishes the relative importance of each
consequence
• Integrates decision making values and
probabilities to identify the most attractive course
of action
Goal setting, monitoring, and attainment
• Participates in pre-CSE meeting
• Attends CSE meeting
• Participates in CSE meeting
• Identifies priority goals
• Identifies a plan for actions needed to achieve
goal
• Identifies a plan for evaluating and
monitoring/charting progress on goal
Page 2 of 2 - Secondary Special Education Self-Determination Rubric
Sensory Integration Checklist
Key
Tactile
Participates in a variety of tactile activities without behavioral overreactions.
Rubric Examples
Accepts anticipated touch or hands on assistance without behavioral overreaction.
Accepts unanticipated touch from classmates without behavioral overreaction.
Finds familiar objects hidden in a container of textured material with vision occluded.
Recognizes familiar objects placed in hand using sense of touch only, vision occluded.
Identifies shapes or letters drawn on back or hand with vision occluded.
Vestibular
Participates in sensory diet activities daily.
Participates in playground activities such as slides, jungle gym.
Participates in activities involving imposed movement on moveable surfaces such as swing, balance
board, therapy ball.
Participates in activities involving changing planes, directions or rhythm for 5 minutes per session.
Will be able to perform stationary activity for _______ minutes without extraneous activities.
Will exhibit on-task behavior during classroom instruction ________% of time during two-minute
observation.
Will exhibit on-task behavior during seatwork________% of time during two-minute observation.
Auditory
Accommodates to unanticipated auditory stimuli (announcements, fire alarm) without behavioral
overreaction.
Accommodates to unanticipated auditory stimuli (bell, teachers voices)
Consistently stops activity and responds appropriately in response to teacher/peers.
Will continuously engage in activity for _______ minutes with auditory distractions.
Follows ______ step direction without the use of visual cues or demonstration.
Proprioception/Kinesthesia
Demonstrates improved awareness of self in relationship to environment as measured by decreased
number of bumps into children and classroom furniture. ____________incidents/day
Demonstrates improved modulation of force used with manipulatives, toys, pencil pressure.
Comments
Page 1 of 1
Grades 3, 4, 5 Social Communication Rubric
1 2 3 4
Rubric Examples
Conversational Skills
Understands and uses appropriate body language
Initiates, maintains and appropriately ends conversations
Appropriate turn-taking
Maintains appropriate physical distance
Appropriate volume, tone and rate
Takes turns appropriately during conversation
Avoids topics that upset others
Asks permission, expresses needs, asks questions
Active listening skills during conversation
Shows appropriate sportsmanship (e.g., plays by rules)
Does not display unusual sounds and/or behaviors
Accepts peers’ differences and mistakes
Respects rights and property of others
Demonstrates appropriate behavior in variety of settings
Is able to problem solve in social situations
Personal Presentation / Hygiene
Uses greetings appropriately
Manages cleanliness
Uses appropriate table manners
Personal health care (covering mouth when coughing,
uses tissues, etc.)
Self Awareness/Self Regulation/ Mindful Skills
Plans before speaking
Manages external / internal distractions
Accepts and gives praise and criticism
Controls temper when upset
Page 1 of 1
Bethlehem Central School District Secondary Special Education Social Skills Rubric
1 2 3 4
Cannot navigate even “safe” social Developing: demonstrates skills in Proficient Competitive: skill
environments. Requires direct “safe” environments. Needs direct Successful in safe environments. comparable to
instruction: must be addressed to instruction/coaching to be successful in Still requires presets or coaching in general population
move forward larger school environment or at an larger environments. Needs
employable level improvement but won’t hinder
employment
Social Communication
Initiates appropriate topic
Takes turns
Rubric Examples
Changes topic
Discusses appropriate topics
Maintains topic
Uses appropriate visual/body orientation
Engages in unprompted interaction with others
Uses appropriate volume/tone
Does not display unusual sounds/behavior
Able to manage OCD behaviors “control”
Respects rights and property of others
Demonstrates appropriate behavior in public
places
Personal Presentation/Hygiene
Manages cleanliness: hair, teeth, fingernails
Uses appropriate greetings
Uses handshake
Mindful skills/Self awareness
Can problem solve social situations
Understanding verbal/written directions
Is flexible when needed
Takes initiative
Demonstrates good judgment/common sense
Able to organize time, materials, space
Prioritizes
Reads nonverbal language
Acquiring Self Confidence
Expresses feelings of self-worth
Describes others’ perception of self
Accepts and gives praise
Accepts and gives criticism
Secondary Special Education Social/Emotional/Behavioral Rubric
(Adapted from 2005 Centris Group, LLC, Dr. Thomas Reap)
1 2 3 4
Cannot navigate even Developing: Successful in safe Competitive: skill
“safe” social demonstrates skills in “safe” environments. Still requires comparable to general
environments. environments. presets or coaching in larger population
Requires direct Needs direct instruction/ co- environments. Needs
Rubric Examples
instruction: must be teaching to be successful in improve-
addressed to move larger school environment or ment but won’t hinder
forward at an employable level employment
Self-Determination
Identifies own strengths
Identifies areas to improve
Attempts new experience
Requests assistance appropr.
Displays assertive communication skills
Demonstrates understanding of disability
Able to assess outcomes/consequences of
choices
Emotional
Identify emotions accurately
Identify physical traits associated with
emotions
Identify antecedents of emotional change
Identify irrational beliefs
Describe various coping strategies
Evaluate effectiveness of coping strategies
Demonstrate relaxation techniques
Behavioral
Understands consequences of Behavior
Accepts responsibility for Behavior
Able to describe various coping strategies
Reduces aggressive behavior
Reduces impulsive behavior
Increases compliance with school rules
Reduces avoidant behavior
Social
Initiates social communication
Sustains appropriate social communication
Reads nonverbal communication
Demonstrates behavior appropriate to
setting
Is flexible when needed
Page 1 of 1
Secondary Special Education Study Skills Rubric
1 2 3 4 5
Proficient for Middle School Proficient for High School
Time Doesn’t know the test Orally can identify test Test date and time recorded in Test date and time recorded in Test date and time recorded in
Management date and time; Has no date and time; Has assignment notebook; have developed a assignment notebook; have developed a assignment notebook; have developed a
plan written or stated written “study” for a written plan which includes two of the written plan which includes: date(s), written plan which includes: date(s),
orally plan and no other following components: date(s), location, beginning and ending time for location, beginning and ending time for
components; location, beginning and ending time for each study date; Identifies 3 each study date;
each study date; identifies less than 3 characteristics for a good study location Identifies 4 or more characteristics for a
Rubric Examples
characteristics of a good study location dates identified do not demonstrate good study location; frequency of study
cramming time matches the importance of the test;
dates identified do not demonstrate
cramming
Tools for Content Cannot state and/or State and describe one State and describe two tools/strategies State and describe three tools/strategies State and describe four or more
Review describe tools/strategies tool/strategy (cannot be similar tools; for example all (cannot be similar tools; for example all tools/strategies (cannot be similar tools;
three cannot relate to using the three cannot relate to using the for example all three cannot relate to
textbook or all three cannot be different textbook or all three cannot be different using the textbook or all three cannot
people quizzing them) people quizzing them) be different people quizzing them)
Mental and Cannot identify strategy Can identify one strategy Identify and describe one strategy for Identify and describe two strategies for Identify and describe three or more
Physical Test for relaxation; for relaxation but cannot relaxation; can state the relative relaxation; can state the relative strategies for relaxation; can state the
Preparation and describe importance of the test importance of the test; can identify the relative importance of the test; can
Test Taking importance of a good night’s sleep identify the importance of a good
before the test night’s sleep and meal before the test
Test Cannot identify the Can identify what topic Can identify what topic the test will Can identify what topic the test will Can identify what topic the test will
Wiseness/analysis topic the test will cover cover; can provide some detail but not cover; can identify sufficient detail of cover; can identify sufficient detail of
sufficient for the test type and test content for the type and importance test content for the type and importance
importance; ;can identify the test of the test; can identify the test question of the test; can identify the test question
question format(s); identifies the format(s); identifies the strategy of format(s); can predict some questions;
strategy of reviewing reviewing answers/proofreading identifies the strategy of reviewing
answers/proofreading whenever the whenever the student has finished a test answers/proofreading whenever the
student has finished a test with time with time remaining; identifies at least student has finished a test with time
remaining one strategy for taking an educated remaining; identifies more than one
guess at question with an unknown strategy for taking an educated guess at
answer question with an unknown answer
Self advocacy for Can identify no test Can identify some test Can identify some test accommodations Can identify test accommodations on Can identify test accommodations on
test taking accommodations on accommodations on on his/her IEP/504 plan his/her IEP/504 plan; can identify 1 his/her IEP/504 plan; demonstrates
his/her IEP/504 plan; his/her IEP/504 plan solution for dealing with test distractors ability to ask for test accommodations;
in a test situation; does not refuse can identify 1 solution for dealing with
needed test accommodations; distractors in a test situation;
demonstrates the ability to ask for
clarification when any part of the test
or test directions is unclear
Test Taking Skills Identifies one strategy Identifies one strategy Identifies one strategy for 5 types of Identifies at least one strategy for Indentifies more than one strategy for
for Specific Types for 1 type of question: for 3 types of questions: questions: multiple choice, essay, DBQ answering each type of question: at least 4 types of questions: multiple
multiple choice, essay, multiple choice, essay, essay, short answer, T/F, fill in the multiple choice, essay, DBQ essay, choice, essay, DBQ essay, short
DBQ essay, short DBQ essay, short blank, matching short answer, T/F, fill in the blank, answer, T/F, fill in the blank, matching
answer, T/F, fill in the answer, T/F, fill in the matching
blank, matching; blank, matching
Page 1 of 1
Visual Perception Checklist
Visual Perception Checklist

Key
Rubric Examples
Spatial Relationships
Orients ones body in space and perceives the positions of objects in relation to ones
self
Puts together up to 7 piece puzzle (specify interlocking)
Puts together up to 10 piece puzzle (specify interlocking)
Visual Discrimination
Discriminates dominant features in different objects
a. shapes
b. positions.
c. colors
d. size
Visual Memory
Recalls features of an item
Recalls sequence of several items
Comments
Page 1 of 1
Special Education Writing Rubric for High School
(based on NYS ELA Regents Rubric)
1 2 3 4 5 6
Proficient
Meaning: extent to Provides minimal or Conveys a Conveys a basic Conveys a basic Conveys a thorough Controlling idea with in-
which response no evidence of confused or understanding; understanding; understanding of the depth analysis and
exhibits sound understanding; inaccurate makes few or makes implicit text/task; makes insightful connections;
Rubric Examples
understanding, makes no understanding; superficial connections; connections; follows all directions of
interpretation, connections; no alludes to text connections; follows some follows most task
analysis of the task evidence of or tasks, directions of task directions of task
and/or texts following directions makes unclear
of task or unwarranted
connections
Development: Ideas are minimal Ideas are Develop ideas Develops some Develops ideas Develops ideas clearly
extent to which with no evidence of incomplete or briefly; makes ideas more fully clearly and and fully, makes
ideas are elaborated development; largely use of some than others, makes consistently, makes effective use of wide
using specific and absence of relevant undeveloped, details use of specific and use of relevant and range of relevant and
relevant evidence content content is relevant details specific details specific detail
limited, vague,
irrelevant or
repetitive;
lacks examples
Organization: Shows no focus or Lacks an Establishes, but Maintains a clear Maintains a clear Maintains a clear and
extent to which the organization appropriate fails to maintain and appropriate and appropriate appropriate focus,
response exhibits focus but focus; exhibits a focus, exhibits a focus, exhibits a exhibits a logical and
direction, shape, and suggests some rudimentary logical sequence of logical sequence of coherent structure
coherence organization, structure but may ideas but may lack ideas through use of through skillful use of
or suggests a include some internal consistency appropriate devices appropriate devices and
focus but lacks inconsistencies or and transitions; transitions; well
organization irrelevancies developed developed introduction,
introduction, body, body, and conclusion
and conclusion
Language Use: Language use is Uses language Relies on basic Uses appropriate Uses language that Stylistically
extent to which the minimal; uses that is vocabulary, with language, with some is fluent and sophisticated, using
response reveals an language that is imprecise or little awareness awareness of original, with language that is precise
awareness of predominantly unsuitable for of audience or audience and evident awareness and engaging, with an
audience and incoherent, or the audience or purpose, exhibits purpose, of audience and awareness of audience
purpose through copied directly from purpose, some attempt to occasionally makes purpose, varied and purpose, varied
effective use of text or task; reveals little vary sentence effective use of length of sentences structure and length of
words, sentence frequent errors in awareness of structure or sentence structure to control rhythm sentences to enhance
1 2 3 4 5 6
Proficient
structure, and word usage, run-on how to use length for effect, and length; errors in and pacing meaning; uses complex
sentence variety sentences, sentence sentence but with uneven word usage, some sentence structure with
fragments structure or success; run-on sentences or challenging vocabulary
length to sentence fragments,
achieve an weak use of
effect vocabulary
Rubric Examples
Conventions: (rate Use of language is Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates control of
for each convention) minimal making an a lack of emerging control, partial control, control of conventions with
extent to which assessment of control, exhibiting exhibiting conventions, essentially no errors,
response exhibits conventions exhibiting occasional errors occasional errors exhibiting even with sophisticated
conventional unreliable, may be frequent errors that hinder that do not hinder occasional errors language
• spelling, illegible or not that make comprehension comprehension only when using
• punctuation, recognizable as comprehension sophisticated
• paragraphing, English difficult language
• capitalization,
• grammar,
• usage
Grading: to convert to a grade 6=100; 5=84; 4=68; 3=52; 2=36; 1=20; score each writing quality and convert to a grade. For conventions, score each convention
and then average before converting to a grade. Add scores and average.
Page 2 of 2 – Special Education Writing Rubric for High School

Writing Rubric for Middle School
(Based on NYS 8th grade ELA Test Rubric)
1 2 3 4 5 6
Proficient
Meaning: The • Fulfills few • Shows little • Fulfills some • Fulfils some of • Fulfills most of • Fulfills the
extent to which the requirements of evidence of requirements of the requirements the requirements requirements of the
response exhibits the task understanding the the task of the task of the task tasks
Rubric Examples
understanding of • Shows evidence of task/text • Follows some • Follows some • Follows most • Addresses the theme
the task and/or understanding • Conveys a directions directions directions or key elements
text(s) little or none of confused or • Addresses few • Addresses some • Addresses most • Shows an insightful
the text/task inaccurate elements key elements key elements interpretation
• Repetitive understanding of • Makes • Shows a • Makes most • Makes connections
• No focus or focus directions few/superficial predominantly connections beyond the text
is on minor details • Addresses only connections literal
• Brief basic elements interpretation
• Makes unclear or • Makes some
unwarranted connections
connections
Development: • Ideas are minimal • Ideas incomplete • Ideas are not • May be brief, • Develops ideas • Develops ideas fully
extent to which • No evidence of or mostly supported with with little clearly and with thorough
ideas are development undeveloped details or elaboration, but consistently elaboration
elaborated using • Absence of • Content is examples sufficiently • Makes use of • Makes effective use
specific and relevant content limited, vague • Minor developed to relevant and of relevant and
relevant evidence • Irrelevant or inaccuracies answer questions specific details accurate examples
repetitive • Ideas only • Provides some
• Lacks examples briefly examples and
developed details
• May include
minor
inaccuracies
Organization: • Shows no focus or • May show an • Establishes, but • Maintains a clear • Maintains a clear • Establishes and
extent to which the organization attempt at focus fails to maintain and appropriate and appropriate maintains a clear
response exhibits • May include focus focus focus focus
direction, shape, some irrelevant • Exhibits a • Exhibits a logical • Shows a logical • Shows a logical,
and coherence information rudimentary sequence of ideas sequence of ideas coherent sequence of
• Shows little structure but but may lack • Uses appropriate ideas
attempt at may include internal transitions • Uses appropriate
organization some consistency • Has a developed transitions or other
inconsistencies introduction, devices
or irrelevancies body, and • Has well developed
conclusion introduction, body,
and conclusion
•
1 2 3 4 5 6
Proficient
Language Use: • Language use is • Uses language • Relies on basic • Is readable • Uses language • Is fluent
extent to which the minimal that is imprecise vocabulary • Uses some sense that is fluent and • Easy to read
response reveals • Uses language that or unsuitable for • Little awareness of engagement or original • Uses vivid language
an awareness of is predominantly the audience or of audience or voice • Shows evidence and sense of
audience and incoherent, or purpose purpose • Primarily uses of awareness of engagement or voice
purpose through copied directly • Reveals little • Exhibits some simple sentence audience and • Is stylistically
effective use of from text or task awareness of how attempt to vary structure purpose sophisticated
Rubric Examples
words, sentence • Frequent errors in to use sentence sentence • Uses basic • Uses varied • Uses a varied
structure, and word usage structure or structure or vocabulary length of sentence structure
sentence variety • Run-on sentences, length to achieve length for effect, sentences to and challenging
sentence an effect but with uneven control rhythm vocabulary
fragments success; and pacing
Conventions: Use of language is Demonstrates a lack Demonstrates Demonstrates partial Demonstrates control Demonstrates control of
(rate for each minimal making an of control, exhibiting emerging control, control, exhibiting of conventions, conventions with
convention) extent assessment of frequent errors that exhibiting occasional errors that exhibiting occasional essentially no errors,
to which response conventions unreliable, make comprehension occasional errors do not hinder errors only when even with sophisticated
exhibits may be illegible or not difficult that hinder comprehension using sophisticated language
conventional recognizable as comprehension language
• Spelling, English
• Punctuation,
• Paragraphing,
• Capitalization,
• Grammar,
• Usage
Page 2 of 2 – Special Education Writing Rubric for Middle School
USM DEPARTMENT OF SOCIOLOGY
GRADING RUBRIC FOR ANNOTATED BIBLIOGRAPHY/LITERATURE REVIEW*
CRITERIA Level of performance expected in order to achieve each ranking and its related points
EXEMPLARY (4 points) ACCEPTABLE (2-3 points) MARGINAL (0-1 points)
Rubric Examples
Appropriate use of  You refer accurately and  You refer to relevant  You don’t refer to any relevant
sociological concepts appropriately to relevant sociological concepts but sociological concepts OR
sociological concepts not always accurately or don’t use them accurately or
appropriately appropriately
Consistency with your  The topics of the articles you  The topics of the articles  The topics of the articles you
research proposal selected are clearly related you selected are not clearly chose are not at all related to
to your research proposal related to your research your research proposal AND
OR proposal AND  You haven’t offered any
 You explain clearly and  You haven’t done an explanation at all for the
convincingly how and why adequate job of explaining changes
you made changes how or why you made
changes
Observance of guidelines  Your paper completely  Your paper doesn’t  Your paper doesn’t follow the
follows the relevant completely follow the relevant guidelines at all in
guidelines in terms of relevant guidelines in terms terms of organization and
organization and format of organization and format format
Directness and accuracy  Your review suggests that  Your review suggests that  Your review doesn’t suggest
of article interpretation you read and understood the you probably read, but only that you read or understood
articles completely before partially understood, the the articles at all before you
you wrote about them articles before you wrote wrote about them
about them
Writing style  Your review shows no  Your review shows minor  Your review shows significant
problems with spelling, problems with spelling, problems with spelling,
grammar, syntax or usage grammar, syntax or usage grammar, syntax or usage
 Your references are correctly  Your references have  You haven’t referred explicitly
and completely cited missing or incomplete to references at all OR
citations  Your review appears to have
borrowed heavily from other
sources
*APPLICABLE TO SOCIOLOGY 331: SCHOOL AND SOCIETY
LAST REVISED 1/8/07 PROFESSOR DONNA BIRD

Grading Rubric for Sociology Writing Assignments Page 1
Reasoning
Scoring Clarity Precision Relevancy Breadth Logic
Clear Thesis statement, Sufficient data and All information Approaches issues from Multiple
4 Superior thesis addresses the examples to support relevant to logic of variety of viewpoints conclusions/implications
assigned topic, clear, thesis, topic essay, disregards (balanced presentation of follow from thesis and data,
Rubric Examples
effective transitions sentences and information that is sources) including well- paper makes sense, order of
between ideas (topic conclusions, assets irrelevant to developed opposing ideas builds a relevant case
sentences maintains claims only when question at hand viewpoints
focus) have sufficient
evidence to back it
up.
Clear theses statement, No more than 1 No more than 2 Presents other points of Conclusions/implications
3 Good thesis addresses the “opinion” violations of view but biases reader follow from thesis and data;
assigned topic unsupported by data relevancy more heavily towards one paper, overall makes sense, 1
over the others or 2 ideas don’t logically flow
Thesis statement posed as No more than 2 3 violations of Approaches issues from Conclusion offered based on
2 Satisfactory a series of questions, on “opinions” supported relevancy one supporting point of thesis and data, paper makes
point but not as focused by data view and includes at least sense but logic is hard to
as a single, clear, key one opposing viewpoint follow due to jumping around,
thesis statement, adequate as relevant to the topic conclusion still follows from
organization but thesis
transitions and focus not
clearly maintained
Ideas confusing, Minimal supporting 4 violations of Only presents one point of Conclusion/Implication
1 Unsatisfactory disconnected, purpose is data, 3 or more relevancy, does not view either pro or con on doesn’t follow from logic or
unclear, thesis posed as opinions unsupported distinguish an issue, relies primarily conclusion is incomplete
announcing, (“In my by data, primarily between relevant on one source, heavily
paper I will discuss. . .”), opinions supporting and irrelevant data biases reader in favor of
topic sentences non- opinions own position
existent or random
No clear thesis statement, No Supporting data, Irrelevant, Only considers own point No conclusion offered, paper
0 Unacceptable fails to address unsupported opinions rambling, use of of view/opinion, no use of does not make sense,
assignment, lacks focus stories versus reference material, no arguments are confusing and
and organization reasoned argument, reference is made to do not hang together
distorts the data source material, reasons
and/or states it with narrow or superficial
inaccurately point of view, unaware of
own prejudices
Mechanics
Scoring Grammar Spelling Punctuation Paragraphing
Rubric Examples
4 Superior No more than 1 violation No more than 1 spelling No more than 1 error in First paragraph 3-5
of grammar (incorrect error punctuation sentences, subsequent
word choice, verb tenses, paragraphs 5-7
agreement), use of sentences, last paragraph
formal language, no 3-5 sentences
contractions, no slang
3 Good 2 violations of grammar, 2 violations of spelling 2 errors in punctuation 1 violation of any part of
informal language, the superior standard
contractions or slang
2 Satisfactory 3 violations of grammar, 3 violations of spelling 3 errors in punctuation 2 violations of any part
informal language, of the superior standard
contractions or slang
1 Unsatisfactory 4 violations of grammar, 4 violations of spelling 4 errors in punctuation 3 paragraphs more than
informal language, 5-7 sentences in length
contractions or slang (excepting the first and
last paragraphs)
0 Unacceptable 5 or more violations of 5 or more violations of 5 or more error in 4 violations of the

grammar, informal spelling punctuation standard and/or 1-2
language, contractions or sentence paragraphs, or
slang the paper is one
continuous paragraph
Presentation
APA Style Title Page and Formatting **
Scoring In-Text Citation ** Reference Page **
4 Superior 0 violations of APA format, 0 violations of APA style Title page follows model provided, all
Rubric Examples
author’s ideas clearly cited standard as outlined in information included, 12 pitch font, 1”
both direct quotes and directions. References listed margins
paraphrased ideas. Citations need to be found in the text of
in the text (body) of the the paper.
essay need to be found on the
reference sheet, includes
page numbers after direct
quotes
3 Good No more than 1 violation of 1 violation of APA style for NA

APA format reference page
2 Satisfactory 2 violations of APA format 2 violations of APA style for NA

reference page
1 Unsatisfactory 3 or more violations of APA 3 violations of APA style for Missing information from Title page,
format, citations only used reference page
for direct quotes
0 Unacceptable 4 or more violations of APA No reference page included No title page, and/or font smaller/larger
format Clearly plagiarized, than 12 pitch, and/or any margin
no use of citations in paper smaller/larger than 1”
**See documentation provided in class for model and standard for evaluation
Your paper is unacceptable if: you fail to submit the required number of pages, there are any handwritten corrections on your final
draft, you violate the font size and margin standards, the paper is late. . .
Rubric Template http://www.virtualclassroom.net/tvc/socialproblem/tproject/socpage2.html
Exemplary Accomplished Developing Beginning Score
4 3 2 1
x7 Research Shows Excellent Little effort is

paper- effort and evident, poorly
Students will organization. Needs a better organized
research and Well Shows a very good effort, organization thoughts,
write a paper documented, at effort, well needs significant
Rubric Examples
on their least 3 sources. organized, uses 2 improvement, little information is
chosen topic Well written, sources, good more than a left out, 6 or
dealing with thorough coverage of the surface coverage of more errors, 1
Sociology coverage of the topic, 3-4 the topic, 4-5 source is used .
topic, 2 or mechanical errors mechanical errors, Little more than
fewer uses 2 sources a regurgitation
mechanical or copy of
errors others work
x4 15 or more
PowerPoint- slides, includes
Students will at least 5
develop and graphics related 11-12 slides, 3
10 or fewer
present an to the topic. graphics, needs to
13-14 slides, 4 slides, 2 or
Power Point Relevant include more
graphics related to fewer graphics,
presentation information is significant/relevant
the topic, includes much
to the class included, information,
good information, significant
presentation is lacking in
shows good information is
well organized, organization, hard
organization omitted, poorly
prior for audience to
organized,
preparation is follow
evident, easily
followed by
audience
x3 Class 12 minutes, 8 minutes or

9-10 minutes,
Presentation shows excellent less, little
needs to be better
of report and preparation, 10-11 minutes, good preparation is
prepared for
PowerPoint conversational preparation and evident, poorly
presentation,
in tone, organization of the organized.
needs better
excellent slideshow Presentation,
organization of
organization of presentation is
slides
slide show simply read
x2 Overall All due dates
organization are met,
Student is in
of project student is ready Two due dates are
One due date is school but does
to present at missed, Final
missed, Final not present on
assigned time. project ready on
project ready on assigned date,
Overall project due date, overall
final due date, unclear how the
is excellent, project needs more
overall project is presentation
shows a good focus on the chosen
well done relates to
grasp of the topic
sociology
field of
sociology
2 of 3 1/16/2009 10:52 AM
Rubric for Sociology Research Project
Thesis/Problem/Que Information Analysis 20pts Synthesis 20pts Documentation Product/Process
stion Seeking/Selecting and 20pts 20pts
20pts Evaluating 20pts
20pts Student(s) posed a Student(s) gathered Student(s) carefully Student(s) Student(s) Student(s)
thoughtful, creative information from a variety of analyzed the developed documented all effectively and
question that engaged quality electronic and print information collected appropriate sources, creatively used
them in challenging or sources, including and drew appropriate structure for including appropriate
provocative research. appropriate licensed and inventive communicating visuals, sounds, communication
Rubric Examples
The question breaks databases. Sources are conclusions product, and animations. tools to convey
new ground or relevant, balanced and supported by incorporating Sources are their conclusions
contributes to include critical readings evidence. Voice of variety of quality properly cited, and demonstrated
knowledge in a relating to the thesis or the student writer is sources. both in-text/in- thorough, effective
focused, specific area. problem. Primary sources evident. Information is product and on research
Student participation were included (if logically and Works- techniques.
in class discussion will appropriate). Minimum of 5 creatively Cited/Works- Product displays
weigh heavily in this scholarly sources. organized with Consulted creativity and
area. smooth pages/slides. originality.
transitions. Documentation
is error-free.
15pts Student(s) posed a Student(s) gathered Student (s) product Student(s) Student(s) Student(s)
focused question information from a variety of shows good effort logically documented effectively
involving them in relevant sources--print and was made in organized the sources with communicated the
challenging research. electronic analyzing the product and some care, results of research
evidence collected made good Sources are to the audience.
connections cited, both in-
among ideas text/in-product
and on Works-
Cited/Works-
Consulted
pages/slides.
Few errors
noted.
10pts Student(s) constructed Student(s) gathered Student(s) Student(s) could Student(s) need Student(s) need to
a question that lends information from a limited conclusions could be have put greater to use greater work on
itself to readily range of sources and supported by effort into care in communicating
available answers displayed minimal effort in stronger evidence. organizing the documenting more effectively
selecting quality resources Level of analysis product sources.
could have been Documentation
deeper. was poorly
constructed or
absent.
5pts Student(s) relied on Student(s) gathered Student(s) Student(s) work Student(s) Student(s) showed
teacher-generated information that lacked conclusions simply is not logically or clearly little evidence of
questions or relevance, quality, depth involved restating effectively plagiarized thoughtful
developed a question and balance. information. structured. materials. research. Product
requiring little creative Conclusions were not reflects a lack of
thought. supported by evidence. effort
Teacher/ Individual participation
is a must to receive
maximum points!
Back to Virtual Library
Rubric Examples
EASTERN CONNECTICUT STATE UNIVERSITY SOCIAL WORK PROGRAM
Process Recording Rubric
Student Name ____________________________________ PR # ________
DIMENSIONS OF COMMENTS
NOVICE 1 2 3 4 PROFESSIONAL
ASSESSMENT Score 1 2 3 4
Individuation of client, treats client
View of client is stereotypical, treats uniquely, understands client’s values,
client as member of a category 1 2 3 4 and developmental and sociocultural
Rubric Examples
contexts
Misunderstands or does not recognize Accurately and fully perceives client

client need, problem, want 1 2 3 4 need, problem, want
UNDERSTANDING OF
CLIENT Identifies client strengths, recognizes
Focuses on deficits
1 2 3 4 challenges, evidence of collaboration
Sees client narrowly, outside of

Recognizes client’s ecological context
ecological context 1 2 3 4
Recognizes client’s deeper feelings,

Oblivious to client emotional state 1 2 3 4
ambivalence, and nuance
Does not recognize or identify own

Accurately identifies personal feelings
feelings during interaction 1 2 3 4
during the interaction
Awareness of the relational process;

Preoccupation with self and
attuned to own values and self in
performance 1 2 3 4
interaction
CONSCIOUS USE OF
SELF Demonstrates effective use of self,
Does not demonstrate professional
understanding of professional role and
identify; confused boundaries; inability
1 2 3 4 boundaries; role is active - facilitator,
to articulate role; role as passive listener
mediator, enabler
Flexible presentation based on context

Rigid, habitual, routine presentation of
and client; adapts to client presentation;
self 1 2 3 4
mirrors emotional intensity
Rarely evaluates self or states Systematically evaluates the outcome of

universally negative or positive 1 2 3 4 self in practice with realistic awareness
outcome assessment of strengths and challenges
DIMENSIONS OF COMMENTS
NOVICE 1 2 3 4 PROFESSIONAL
ASSESSMENT Score 1 2 3 4
Consistently chooses effective skills,
Reassures, intellectualizes, moralizes,
uses varied skills, able to empathize and
other pitfalls 1 2 3 4
confront
Cannot be with client in various

Responds to client feelings; includes
emotional states; avoids silence or
INTERACTIONAL emotional content; effective use of
painful feelings; uses social style; seeks 1 2 3 4
SKILL silence, can “be with” client in pain
Rubric Examples
happiness; seeks to please
Does not respond or responds Draws out client, collaborates to

inappropriately to client feelings; rushes 1 2 3 4 achieve client goals; mobilizes client
to problem-solve; gives advice
Maintains focus, assertive management
Fails to maintain focus, is distracted or
1 2 3 4 of interaction; clear purpose; facilitates
diverted, jumps from topic to topic
flow of interaction
Recognizes patterns, themes, nuance,

Thinks literally and concretely 1 2 3 4
latent content
Interacts unconsciously; does not

Acts purposefully; uses social work
employ social work knowledge; no
knowledge to guide practice; thinks
theoretical foundation or evidence to 1 2 3 4
critically
support behavior
INTERACTIONAL
UNDERSTANDING
Aware of self in interactions with client,
Sees client relationship as static;
understands and is alert to transference;
objectifies client; “processes” client 1 2 3 4
employs subjectivity
Does not identify, misunderstands, or is

Identifies ethical and value dilemmas
unaware of ethical and value
1 2 3 4 and responsibilities
dimensions
Brings holistic understanding of the

Interaction is segmented, simplified, work, attuned to here-and-now and
1 2 3 4
time-limited, employs a “quick fix” future – sees movement in the
relationship; sees the “big picture”
Rubric Examples
UTC SOCIAL WORK DEPARTMENT
E-PORTFOLIO EVALUATION RUBRIC
Student: Beth Simpson SCORE: 42/48 Date: 4/8/08 Evaluator: Radu

INDICATORS Developing (1) Meets (2) Exceeds (3)
Mission Statement The mission statement reflects a The mission statement reflects a In addition to clearly integrating the
Rubric Examples
basic integration of personal and clear integration of personal and connections and content, the statement
Comments: professional connections, but it professional connections and includes a reflection on how the student’s
does not discuss insights gained or discusses insights gained and perspective as a developing social workers
connect content as a whole. connects content as a whole. has been impacted by the process of
meeting the program objectives.
(select rating) § 2 §
Rationale supporting Artifact may demonstrate Two to three significant artifacts In addition to citing two or three significant
selection of evidence for proficiency, but their value to the are cited for each program artifacts for each program objective,
student's practice and theory-base objective, and artifacts are used selections or portions are chosen from
each program objective. is not clear. for multiple standards. artifacts to illustrate salient points.
Artifacts may be of high quality For each artifact cited there is a In addition to explaining how each artifact
showing good use of integrated rationale which provides (1) a demonstrates evidence for one or more
technology, but their connection description of the artifact and how program objectives, the rationale includes
with the program objective is not it relates to the program objective a reflection on how the artifact has
explicit. content, and (2) an analysis of contributed to your growth as a more
how the artifact demonstrates informed, reflective, and/or responsive
Artifacts are not given a context or evidence for one or more social worker consistent with the UTC
are evaluated only to a limited program objectives. Social Work curriculum conceptual
extent by the student. framework.
More artifacts are needed to

demonstrate competency for the
(select one rating per objective) program objective.
Objective 1: Cultural
§ § 3
Competence
Evaluator Comments: Good rationale.
Objective 2: Critical
§ 2 §
Thinking
Evaluator Comments: The rationale and artifact are fine but it would strengthen this to add another artifact addressing critical
thinking.
Objective 3: Ethics § § 3
Evaluator Comments: Good.
Objective 4: Self-Evaluation § 2 §
Evaluator Comments: Rationale and artifact were OK but you need to add another example of feedback from another source which
shows competency on this objective such as supervisory agenda, rubric from another project, peer
evaluation, etc.
Objective 5: Human rights
§ 2 §
and economic/social justice
Evaluator Comments: Rationale and artifact were OK, but I don’t think that alone demonstrates your competence. Select another
Rubric Examples
artifact and add to your rationale such as the Social Forum experience.
Objective 6: Social work
§ § 3
history
Objective 7: Evidence-
§ § 3
based practice and research
Evaluator Comments: Excellent!
Objective 8: Team work § § 3
Objective 9: Oppression &
§ § 3
discrimination
Evaluator Comments: Goo.
Objective 10: Lifelong
learning and entry-level § § 3
practice
Evaluator Comments: Rationale and artifact were great!
SELF ASSESSMENT 1 § 3
Evaluator Comments: Need to complete this section with a rationale and supporting documents.
Overall Technical Quality of
§ § 3
ePortfolio Design
OVERALL APPEARANCE
§ § 3
(professional, inviting)
OVERALL NAVIGATION (easy to
§ § 3
find links to move between areas)
INTEGRATION OF GRAPHICS (use
of graphics adds to, not distracts § § 3
from content)
Overall, well done! Go back and check obj 5-9 in reference to the list of objectives on BB (I think you’ve mixed
Evaluator Comments: up some of these).
Social Work Grant http://www.unk.edu/academicaffairs/assessment/index.php?id=5286
Home > Academic Affairs > Assessment >
Social Work Grant

Assessment
Dept/Prog Materials
Academic Program Assessment:
Grant Rubric
Rubric Examples
Assessment Process
University-Wide Data
Resources
Office of Assessment Name of Proposal: ______________________________________
Date ________
Quick Links
Prospective Grant Provider: _______________________________
Search Search UNK
Critera 3 2 1
(Ideal) (Passing) (Failing) Comments
Proposal aligns well with
objective outlined by the
grant provider.
Clear specific goals and

understanding of
purpose.
Grammar, capitalization,
punctuation, spelling,
and paraphrasing.
Relevant and quality

activities outlined to
complete proposal.
1 of 2 1/21/2009 9:51 AM
Social Work Grant http://www.unk.edu/academicaffairs/assessment/index.php?id=5286
Application complete and

accurate.
Ideas are well organized.
Rubric Examples
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2 of 2 1/21/2009 9:51 AM
Participation Rubric http://www.siue.edu/~deder/partrub.html
SIUE
Logo
Student Participation:
Assessment and Evaluation
Ways to Demonstrate Participation
Rubric Examples
(Thanks to Prof. Kathleen Tunney, Dept. of Social Work, SIUE)
Student's Name:_______________________________________________
Positive Attributes
(1) Enters into class discussions ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(2) Offers questions or comments during class ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(3) Visits at podium after class ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(4) Visits during office hours to clarify ideas ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(5) Engages in the electronic learning forum ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(6) Offers questions or comments via e-mail ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
Negative Attributes
(7) Skips class ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(8) Shows up late ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(9) Sleeps in class ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
(10) Exhibits disruptive behavior ALMOST ALWAYS FREQUENTLY OCCASIONALLY SELDOM ALMOST NEVER
ADDITIONAL COMMENTS:
1 of 1 1/21/2009 9:52 AM
CATA MAJOR & CONCENTRATION LEARNING OBJECTIVES
I. MESSAGES: All CATA Majors must demonstrate their ability to construct effective messages
Students should be able to construct effective written, oral and mediated messages.
Meeting Portfolio Requirements for this objective:
Rubric Examples
Evaluation Rubric
• For this section of the portfolio students should include at least five
artifacts (messages).
1= fewer than five artifacts or not all required types of artifacts
o At least one of the messages should be in the form of a
research paper that involved library research or other are present.
significant information acquisition. 2= reflection does not discuss each artifact or does not identify
o At least one of the messages should be in a mediated form central concepts, purpose and audience for each.
(involving the use of some technology beyond writing or 3= reflection offers some explanation of why these artifacts as
speaking, e.g. web page, PowerPoint, video, etc.).
o At least one of the messages should be reflective of oral a group demonstrate good quality but with limited support or
communication. little use of professional vocabulary and standards.
o At least two of the messages should be ones reflective of the 4= reflection offers extended explanations of why these
kinds of messages the student expects to create in his/her life artifacts as a group reflect good quality with adequate support
after college (ideally “best work”)
and use of professional vocabulary and standards.
• Students should write a reflection statement that discusses each
included artifact, describing how these works represent good quality 5= a polished reflection that meets the standards of 4 above
messages. For each message the reflection should include: with artifacts of excellent quality.
o Identification of the thesis or central concept of the message
and the purpose of the message.
o Identification of the intended audience of the message and
how audience influenced message design
o Explanation of how the message represents good quality in
terms of such features as
use of appropriate organizational schemes,
effective acquisition and use of supporting material,
good reasoning
use of professional forms, language and standards
adaptation of the message to the medium and
audience
Artifacts used in this section of the portfolio may be used in other

sections as well!.
II. Knowledge: CATA Majors must demonstrate general knowledge of the field and specific knowledge in their concentration.
A. All CATA Majors should demonstrate their general knowledge of the field.
Evaluation Rubric
• For this section of the portfolio students should include at
least two artifacts that demonstrate they have knowledge 1= fewer than two artifacts or not all required types of artifacts
Rubric Examples
of several of the following topics and issues. are present.
o The history and development of 2= reflection does not discuss each artifact or does not identify
communication/media or theatre.
o How theory and research aids the practice of
which of the topics and issues the artifact illustrates.
communication or theatre. 3= reflection offers some explanation of how these artifacts
o How ethical considerations can influence illustrate knowledge of the field but with limited support or little
communication or theatre. use of professional vocabulary and standards.
o How individual interpretation influences our 4= reflection offers extended explanations of why these
responses to messages and communication artifacts as a group illustrate knowledge of the field with
events. adequate support and use of professional vocabulary and
• Students should write a reflection statement that discusses standards.
how the included artifacts reflect the student’s knowledge of 5= a polished reflection that meets the standards of 4 above
the topics and issues listed above with artifacts of excellent quality.
Artifacts used in this section of the portfolio may be used in other
sections as well!.
B. Communication and Media Concentration majors should demonstrate these additional specific knowledge
Meeting Portfolio Requirements for this objective Evaluation Rubric
• For this section of the portfolio students should include at least
1= fewer than two artifacts or not all required types of artifacts are
two artifacts that demonstrate they have knowledge of several of
the following topics and issues. present.
o How personal and/or working relationships develop over 2= reflection does not discuss each artifact or does not identify which
time through communication. of the topics and issues the artifact illustrates.
o How communication influences beliefs, attitudes, 3= reflection offers some explanation of how these artifacts illustrate
behaviors, policies, and communication/cultural knowledge of the relevant topics but with limited support or little use
practices. of professional vocabulary and standards.
o How media influences message construction and effects. 4= reflection offers extended explanations of why these artifacts as a
• Students should write a reflection statement that discusses how group illustrate knowledge of the relevant topics with adequate
the included artifacts reflect the student’s knowledge of the topics support and use of professional vocabulary and standards.
and issues listed above
5= a polished reflection that meets the standards of 4 above with
Artifacts used in this section of the portfolio may be used in other sections artifacts of excellent quality.
as well!.
C. Theatre Concentration majors should demonstrate this additional specific knowledge
• For this section of the portfolio students should include at 1= fewer than two artifacts or not all required types of artifacts
least two artifacts that demonstrate they have knowledge are present.
of several of the following topics and issues.
Rubric Examples
2= reflection does not discuss each artifact or does not identify
o The development of dramatic art including
which of the topics and issues the artifact illustrates.
knowledge of historical and contemporary dramatic
literature.
3= reflection offers some explanation of how these artifacts
o The development of historical and contemporary illustrate knowledge of the relevant topics but with limited
production practice. support or little use of professional vocabulary and standards.
• Students should write a reflection statement that discusses 4= reflection offers extended explanations of why these
how the included artifacts reflect the student’s knowledge artifacts as a group illustrate knowledge of the relevant topics
of the topics and issues listed above with adequate support and use of professional vocabulary and
standards.
Artifacts used in this section of the portfolio may be used in other 5= a polished reflection that meets the standards of 4 above
sections as well!. with artifacts of excellent quality.
III. Application: CATA Majors must demonstrate their ability to apply their skills and knowledge of the field to reach goals and
solve problems in practical settings and professional contexts..
A. All CATA Majors should demonstrate these applications of their knowledge and skill.
• For this section of the portfolio students should include at least Evaluation Rubric
two artifacts that demonstrate they can apply communication
knowledge to the following settings and problems.
o At least one artifact must demonstrate the student is able 1= fewer than two artifacts or not all required types of artifacts are
to understand how a text or communication event present.
influences civic culture 2= reflection does not discuss each artifact or does not identify which
o At least one artifact must demonstrate the student is able of the kinds of application the artifact illustrates.
to analyze and critically evaluate a text or communicative 3= reflection offers some explanation of how these artifacts illustrate
situation or event using appropriate, specific, effective application of communication knowledge but with limited
professional methods and techniques. (The text, support or little use of professional vocabulary and standards.
situation or event selected should be relevant to the 4= reflection offers extended explanations of why these artifacts as a
student’s post-graduate plans.)
group illustrate effective application of communication knowledge
• Students should write a reflection statement that discusses how
the included artifacts reflect the student’s use of professional
with adequate support and use of professional vocabulary and
communication knowledge and critical skills. standards.
Artifacts used in this section of the portfolio may be used in other sections artifacts of excellent quality.
as well!.
B. Communication and Media Concentration majors should demonstrate these additional specific applications of their
knowledge and skill.
Meeting Portfolio Requirements for this objective
Evaluation Rubric
least three artifacts that demonstrate they can apply 1= fewer than three artifacts or not all required types of
Rubric Examples
communication knowledge to the following. artifacts are present.
o Evaluating the quality and professionalism of 2= reflection does not discuss each artifact or does not identify
mediated messages. which of the kinds of application the artifact illustrates.
o How communication principles can be applied in 3= reflection offers some explanation of how these artifacts
group or interpersonal settings
illustrate effective application of communication knowledge but
o How communication principles can be applied to
practical issues such as conflict management, with limited support or little use of professional vocabulary and
problem-solving, construction of persuasive standards.
programs, cases or messages 4= reflection offers extended explanations of why these
• Students should write a reflection statement that discusses artifacts as a group illustrate effective application of
how the included artifacts reflect the student’s ability to communication knowledge with adequate support and use of
apply knowledge in a professional way. professional vocabulary and standards.
5= a polished reflection that meets the standards of 4 above
Artifacts used in this section of the portfolio may be used in other with artifacts of excellent quality.
sections as well!
C. Theatre Concentration majors should demonstrate this additional specific applications of their knowledge and skill
• For this section of the portfolio students should include at 1= fewer than two artifacts or not all required types of artifacts are
least two artifacts demonstrating their abilities to apply present.
theatrical knowledge with artifacts that 2= reflection does not discuss each artifact or does not identify which
o Describe the effects on an audience of a theatrical of the kinds of application the artifact illustrates.
production resulting from artistic choices of author, 3= reflection offers some explanation of how these artifacts illustrate
director, designers and actors. effective application of communication knowledge but with limited
o Describe specific choices made for performance as support or little use of professional vocabulary and standards.
an actor, designer, or director. 4= reflection offers extended explanations of why these artifacts as a
• Students should write a reflection statement that discusses group illustrate effective application of communication knowledge
how the included artifacts reflect the student’s ability to with adequate support and use of professional vocabulary and
apply knowledge in a professional way. standards.
Artifacts used in this section of the portfolio may be used in other artifacts of excellent quality.
sections as well!
o
IV. Skills: CATA Majors must demonstrate their ability to perform as skillful communicators.
A. All CATA Majors should demonstrate these skills.
Meeting Portfolio Requirements for this objective: Evaluation Rubric
• For this section of the portfolio students should include at 1= fewer than three artifacts or not all required types of
Rubric Examples
least three artifacts that demonstrate they are competent artifacts are present.
oral and written communicators in professional contexts. 2= reflection does not discuss each artifact or does not identify
o At least two artifacts must reflect student which of the type of communication skill the artifact illustrates.
competence in differing forms of oral 3= reflection offers some explanation of how these artifacts
communication.
o At least one artifact must demonstrate competence
illustrate skillful oral or written communication but with limited
in written communication. support or little use of professional vocabulary and standards.
how the included artifacts reflect competent and skillful artifacts illustrate skillful oral or written communication with
communication performance. adequate support and use of professional vocabulary and
standards.
sections as well!. with artifacts of excellent quality.
B. Communication and Media Concentration majors should demonstrate these additional communication skills.
• For this section of the portfolio students should include at least
three artifacts that demonstrating additional communication skills.
o At least one artifact must reference skillful student 1= fewer than three artifacts or not all required types of
communication in interpersonal and group/team artifacts are present.
contexts. 2= reflection does not discuss each artifact or does not identify
o At least one artifact must reference student skills in which of the type of communication skill the artifact illustrates.
listening, outlining, using graphic and verbal support
3= reflection offers some explanation of how these artifacts
material or conducting library research.
o At least one artifact must demonstrate competence in illustrate skillful communication of the relevant type but with
dealing with conflict, problem solving, relationship limited support or little use of professional vocabulary and
management, work groups or persuasion. standards.
o At least one artifact must demonstrate skillful, 4= reflection offers extended explanations of why these
professional level creation of a message suitable for a
medium other than "face-to-face." artifacts illustrate skillful communication of the relevant type
• Students should write a reflection statement that discusses how with adequate support and use of professional vocabulary and
the included artifacts reflect or demonstrate the student’s standards.
communication skills. 5= a polished reflection that meets the standards of 4 above with
artifacts of excellent quality.
Artifacts used in this section of the portfolio may be used in other sections
as well!
C. Theatre Concentration majors should demonstrate these additional artistic skills.
Meeting Portfolio Requirements for this objective
Evaluation Rubric
least two artifacts demonstrating skills in the dramatic arts 1= fewer than two artifacts or not all required types of artifacts
• At least one artifact must reference skillful student
Rubric Examples
are present.
performance in an acting role or development of an 2= reflection does not discuss each artifact or does not identify
interpretation of a scene or play which of the type of theatrical skill the artifact illustrates.
• At least one artifact must reference skillful student 3= reflection offers some explanation of how these artifacts
performance of one or more of the following theatrical
functions: designer (scenic, lighting, costume), director,
illustrate theatrical skill of the relevant type but with limited
crew manager, theatre manager. support or little use of professional vocabulary and standards.
how the included artifacts reflect the student’s skillful artifacts illustrate theatrical skill of the relevant type with
performance in the above listed contexts. adequate support and use of professional vocabulary and
standards.
sections as well! with artifacts of excellent quality.
August 17, 2006

501 Draft Rubric for Dance Improvisation (Individual)
Source: Council of Chief State School Officers' National Assessment of Educational Progress Fine
Arts Consensus Project
Subjects: Fine arts # of scales 1

Grade(s) 4 # Scale length 4
Rubric Examples
Note: This draft rubric was provided by CCSSO solely for use by CPS staff. It may
not be circulated outside the Chicago Public Schools.
This rubric may be adapted for rating musical or dramatic improvisation.
Holistic Scale
3 Student uses a wide range of movement elements (time, space, force, and
body shape). He/she is able to convincingly demonstrate [what the
improvisation is intended to represent/address]. Performs well-defined
movement using compositional forms.
2 Student performs with clear changes in force, time, space, and body shape,
but may stop or start a little early or late with a certain tentativeness to his/her
actions.
1 Student uses only one level of space, relies on one body part, demonstrates no
change, but demonstrates a clear beginning, middle, and end.
0 Student does not perform movement sequence at all.
Chicago Public Schools Bureau of Student Assessment

502 Draft Rubric for Dance Improvisation (Group)

Rubric Examples
Holistic Scale
3 Actively participates in collaborating with peers to create [what the

improvisation is intended to represent/address]. Initiates the group effort with
his/her own ideas or feelings. Will perform well-defined movements using
compositional forms.
2 Actively participates in collaborating with peers to create a sequence of

movement and discusses the meaning of their sequence. Clear changes in
force, time, space, and body shape.
1 Passively participates in collaborative peer effort, offering no ideas. Performs

perfunctorily. Waits for others to suggest ideas to the group.
0 Does not participate.

503 Draft Rubric for Recalling and Reproducing Movement
and Creating a Variation (page 1 of 2)

Grade(s) 8, 12 # Scale length 4
Rubric Examples
The assignment was to repeat a 24-count phrase that was taught (phrase "A"),
improvise a second, 16-count phrase (phrase "B"), then repeat the initial phrase.
Scale I: Replication, Reproduction and Recall

3 Student repeats the phrase and performs accurately with ease. He/she also
performs with confidence, and demonstrates clear articulation with all parts of
the body. He/she will communicate the given phrase [to be reproduced].
2 Student reproduces the phrase with accurate rhythm, movement, direction and
sequence so that it is clearly recognizable, but with differences from the
phrase as demonstrated.
1 Student cannot perform the phrase accurately with clarity of movement and
body alignment. His/her movements, rhythm, direction, and order of actions
are not demonstrated correctly. Student response is more or less random.
0 No response. Student doesn't perform.
Scale II: Creation of a Variation of a Taught Phrase

3 Student creates the variation "B" with ease. The phrases which h/she created
and performed contrast clearly with the original "A" phrase. The student
demonstrates clearly well-defined movements in both phrases.
2 Student created phrase demonstrates effective use of time, space, force, and
body shapes, incorporating choreographic principles. The pattern the student
creates is not in contrast to the taught "A" phrase. H/she struggles some to
complete the "A" and "B" phrases.
1 Student cannot create a 16-count phrase. Student response is more or less

random, with starting and stopping before the end of the phrase or will have
only a single solution.
0 No response. Student doesn't create and perform a variation phrase. (cont'd.)

503 Draft Rubric for Recalling and Reproducing Movement
and Creating a Variation (page 2 of 2)
Scale III: Evaluation Criteria for Expressiveness
Rubric Examples
3 Student goes beyond the movement as demonstrated and enhances both the
"A" phrase and his/her own "B" phrase of the movement with personal
feelings. The student communicates clarity and excitement within both
movement phrases.
2 Student accurately reproduces the movement quality as demonstrated. He/she

performs his/her variation with clarity and assurance.
1 Student lacks focus, is uncommitted to the movement, both his/her own and
the given phrase. The movements are small and close to the body and seem
tentative and self-conscious. Lacks expressiveness in time, force and space.
0 No response.
Scale IV: Physical Control and Coordination
3 Student brings excitement, commitment and intensity to the performance.

The student uses principles of alignment to maintain balance and control.
He/she articulates clearly contrasting movement dynamics and fills out the
time during the phrases. The student demonstrates careful attention to detail
when performing the "A" and "B" sequences.
2 Student has smooth transitions between levels, directions, and rhythms.

He/she fills out the time during sustained movements, and maintains correct
balance and ending position. The student can use body parts in isolation as
appropriate in the phrases.
1 Student cannot coordinate the locomotor and other movement demands of the
phrase. He/she is off-balance and is unable to sustain movements to complete
the phrase.
0 No response

504 Draft Rubric for Comparison and Evaluation of Dance
Performances

Rubric Examples
The task requires that the student view videos of two dance performances, then write
a critical review for the student newspaper in which the dances are described and
compared and in which the student must argue which should be performed at his/her
school. The rubric may be adapted for use with comparisons of musical or dramatic
performances or works of art.
Scale I: Use of Vocabulary

3 Student will be able to use appropriately dance vocabulary describing and
analyzing the dances...including style, elements and choreographic principles.
2 Student uses appropriate dance vocabulary when describing the dances.
1 Student shows that s/he is limited in dance vocabulary and remarks on
response sheet are limited.
Scale II: Accuracy of Descriptions

3 Student describes and analyzes the effect of the use of movement elements
and choreographic principles in the dances when making their critical
discussion of which dance should be seen at their school.
2 Student makes comparisons and contrasting remarks about the two dances
and speculates which should be seen at their school.
1 Student is able to label some elements of dance in each dance seen on video
and is able to place the dances in correct periods of time, as well as include
opinions about the dances.
Scale III: Accuracy of Comparisons

3 Student is able to...make accurate critical judgments about the form, content,
and meaning of the dances. The student makes a clear choice and accurately
and convincingly supports it.
2 Student comparison of the two dances are mostly accurate, but have some
inaccurate use of vocabulary. Student conclusions are unconvincingly
supported by examples.
1 Student comparisons are limited and contain inaccuracies in analyzing the
dances.

505 Identifying Beat

Rubric Examples
Holistic Scale
3 Student claps the correct beat throughout the song.
2 Student usually claps the correct beat but is unable to sustain the correct beat
throughout the song.
1 Student claps, but on the wrong beats (clapping half notes or is not beat
competent).
0 No response

506 Reading Musical Notation

Rubric Examples
Holistic Scale
3 Student plays 90% or more correct notes and rhythms.
2 Student plays more than half of the notes and rhythms correctly.
1 Student plays almost all incorrect notes.
0 No response

507 Draft Rubric for Describing and Comparing Musical
Performances (page 1 of 2)

Rubric Examples
Note: This draft rubric was provided by CCSSO solely for use by CPS staff. It may not be
circulated outside the Chicago Public Schools. This rubric may be adapted to rate
comparisons of dance or dramatic performances or works of art.
Scale I: Use of Vocabulary

4 Student...uses an extensive musical vocabulary which includes description of
musical elements, stylistic qualities and expressive elements.
3 Student...accurately uses a basic musical vocabulary which includes

description of musical elements and some technical terms.
2 Student… uses a few basic musical terms, but the majority is lay language,
and music terms are sometimes used inaccurately.
1 Student… uses little or no musical vocabulary.
Scale II: Accuracy of Descriptions

4 Student correctly identifies instruments/voices and discusses specific details
of instrumental or vocal timbre or orchestration; describes music under
rhythm and tempo, melody, and harmony in richly detailed terms; discusses
form in detail; under style, identifies historical period or style of folk or
popular music and discusses genre within that style and how this example fits
or does not fit the category, and correctly identifies the geographical origins
of non-western examples and includes country and possible performers;
describes expression with detail and makes judgments about the interpretation
of the score.
3 Student correctly identifies instruments/voices and discusses instrumentation

of ensemble; describes music under rhythm and tempo, melody, and harmony
in detailed specific terms; discusses form with some detail; under style,
identifies historical period or style of folk or popular music and labels genre
within that style, and correctly identifies the geographical origins of non-
western examples and include country; describes expression with detail. The
student is able to compare and contrast the two selections of music and
describe each of them, using at least some correct musical vocabulary, and the
differences between the two.
(cont'd.)

507 Draft Rubric for Describing and Comparing Musical
Performances (page 2 of 2)
2 Student can identify most instruments/voices; describes music under rhythm and
tempo, melody, and harmony in general terms; recognizes broad categories under
Rubric Examples
form; under style can identify historical period or style of folk or popular music
and makes some distinctions abut geographical origins of non-western examples;
limited response under expression.
1 Student is not able to describe what is happening in the music except in very broad
terms (uses only lay language).
Scale III: Accuracy of Comparisons
4 Student's comparisons of two performances are accurate, including both technical

and expressive considerations and result in a valid and well-supported conclusion
regarding which performance is superior.
3 Student's comparisons of two performances are mostly accurate, but contain some
inaccuracies; student tends to focus on either technical or expressive differences,
rather than addressing both; student's conclusion regarding which performance is
superior is accurate, but only partly supported by comparisons.
2 Student's comparisons are limited, and contain many inaccuracies; student's

conclusion regarding which performance is superior is almost completely
unsupported, and may be inaccurate.
1 Student provides no valid comparisons beyond the obvious (A is faster, B is

louder). Student may or may not state a preference between the two.

508 Draft Rubric for Description of Character's Appearance
and Feelings

Rubric Examples
Holistic Scale
4 Described physically characters with many details, names feelings with many
details.
3 Gave two or more answers (looks like and feeling) with little or no detail.
2 Gave one answer (looks like or feeling) with little or no detail.
1 Made an effort, but didn't answer the question.

509 Draft Rubric for Evaluating Portrayal of a Character

Rubric Examples
The task required the student to state what his drama partner did well in his/her
portrayal of a character and to explain why.
Holistic Scale
4 Identified a moment or element and explained with details why it was good.
3 Identified a moment or element, explained with little detail.
2 Identified a moment or element, but offered no explanation
1 Didn't explain at all.

510 Draft Rubric for Dramatic Performance

Rubric Examples
The task required the students to improvise a skit based on a newspaper article.
Holistic Scale
3 All characteristics of a "2" response, plus works off of fellow actors,

modulates rhythms, mood, pacing. Is interesting to watch; has presence.
2 All characteristics of a "1" response, plus adds interesting features to the

character, listens to audience response.
1 The actor understands his/her character, can be heard, can be seen (does not
hide from audience), stays in character.

511 Marge Dickinson's Visual Art Assessment Rubric
(page 1 of 4)
Source: Marge Dickinson, Arts Assessment Trainer, 19047 U.S. Highway 34, Galva, IL 61434, 309-
932-2880, fax 309-932-2180.

Grade(s) Not specified # Scale length 5
Rubric Examples
Scale I: Focus
Criteria established in the assignment (see list below). The focus is more than the art
product; it extends to...deadlines, format, critique, identification, paperwork.
Some possible criteria that may be used:

n Student submitted development material (rough drafts journal, research)
n Student submitted a critique
n Student worked hard in and out of class
n Project completed
n Student followed directions/classroom rules
n Student made effort to meet objectives and goals
n Work completed on time
n Effort/attitude
n Contributed to discussions
n Participated in critiques
n Grade sheet filled out completely
4 Assignment on time; meets or exceeds all criteria.
3 Assignment on time with one criterion missing.
2 Assignment on time but has two criteria missing.
1 Assignment late or has three or four criteria missing.
0 Assignment late or has inappropriate solution to the problem, incomplete
©1993 Marge Dickinson. You may copy this rubric only for use at your school. You
may not distribute, copy or otherwise reproduce this without written permission from
the author.

511 Marge Dickinson's Visual Art Assessment Rubric (page 2 of 4)
932-2880, fax 309-932-2180.
Scale II: Elements/Principles/Expressive

Correct use of elements (line, shape/form, value, space, color, texture), principles
(balance, harmony, variety, emphasis, rhythm/movement/repetition, gradation,
proportion and unity) and expressive elements (emotions, concepts, metaphors, etc.)
Rubric Examples
to solve problem.

n Expressiveness of theme
n Uses good composition (uses good design principles--specify which)
n Demonstrates understanding of elements and principles of design (list them)
n Work reveals what student feels and/or ideas
n Work is response to personal or life experiences
n Proportions are correct
n Modeling done through value changes
n Contrast of dark and light
n Color used expressively
n Large and small shapes used
n Use of contour line
n Center of interest shown through contrast, value changes, movement
n Harmonious color use
n Variety of textures
n Equal distribution of positive/negative space
n Illusion of space created
n Symmetrical balance achieved (or asymmetrical)
n Emphasis achieved by contrast (isolation, dominance, etc.)
n Repeated pattern evident in the texture
n Space accurately portrayed
4 Assignment clearly exhibits superior understanding and application of

elements, principles and expressive elements required to solve problem.
3 Assignment exhibits a good ability to utilize elements, principles and
expressive elements required to solve problem.
2 Assignment exhibits several errors in regard to understanding the application
and understanding of elements, principles or expressive elements required to
solve problem.
1 Assignment exhibits a large number of errors in application and
understanding of elements, principles or expressive elements required to solve
problem.
0 Assignment exhibits no regard to application and understanding of elements,
principles or expressive elements required to solve problems.
©1993 Marge Dickinson (cont'd)

(page 3 of 4)
932-2880, fax 309-932-2180.
Scale III: Craftsmanship/Technique
Rubric Examples
Craftsmanship is aptitude, skill, manual dexterity in use of media and tools.
Technique is manner and skill with which the artist employs the tools/materials to
achieve the chosen effect.

n Skillful use of media
n Care taken with project
n Work area cleaned daily
n Media used with correct technique
n Technical skill in the use of media
n Visual detail (neatness)
n Appropriate use of supplies and materials
n Care taken
n Safe and effective use of tools
n Skillful and appropriate use of materials
n Harmony of technique
n Pot crafted well
n Colors portrayed accurately
n Paint applied smoothly
n Function of object is obvious
4 Assignment exhibits great skill/master in manipulation of media and

technique used to express creative idea.
3 Assignment exhibits proficiency in manipulation of media and technique used

to express creative idea.
2 Assignment exhibits some degree of skill in manipulating of media and

1 Assignment exhibits less than average ability or skill in manipulation of

media and technique used to express creative idea.
0 Assignment exhibits little or no apparent skills in manipulation of media and

(cont' d.)
©1993 Marge Dickinson

(page 4 of 4)
Source: Marge Dickinson, Arts Assessment Trainer, 19047 U.S. Highway 34, Galva, IL 61434
Scale IV: Creativity/Elaboration/Inventiveness/Independence

Involves amplification, development of theme in unique manner. Work exhibits a
distinctive, individual style (manner of expression) unique to the student. Student
Rubric Examples
works independently.

n Creative, unique solution to the problem
n Theme is elaborated upon
n Experimentation with combinations of material
n Transfer of concepts/techniques from one assignment to another (from past experience to
present assignment)
n Experimentation
n Risk taking
n Willing to make changes
n Own style
n Innovative
n Departure from original intent
n Worked through problems and difficulties
n Originality of idea
n Experimentation with imagery
n Experimentation with material
n Divergent or inventive thinking
n Student worked independently
4 Superior degree of originality throughout; very unique solution; theme has

been elaborated upon to a high degree; ability to take initiative in assignment
that augments what is learned. Self-initiated. Complex solution.
3 Above average degree of originality throughout; theme is present with some

elaboration; shows ability to work and think independently. May have
sought additional material to accomplish project idea.
2 Average degree of originality throughout; theme is present with little

elaboration; some initiative in working and independent thinking.
1 Below average originality; theme is not fully developed; little initiative in

working or thinking independently.
0 Lack of originality; theme is very weak, trite, stereotypical, copied or traced;

very little or no initiative; student waits to be told what to do.
©1993 Marge Dickinson

512 Dramatic Performance
Source: Ogden Elementary School, Chicago, Illinois

Holistic Scale
Rubric Examples
3 Understands character and has presence.
Can be heard and modulates voice.
Can be seen and is interesting to watch.
Stays in character and reflects character's mood.
Knows events of story and when to act.
2 Understands character.
Can be heard and sometimes modulates voice.
Can be seen.
Stays in character and adds interesting features to character.
Knows events of story and when to act.
1 Understands character.
Can be heard.
Can be seen.
Stays in character.
Knows events of story and sometimes miscues when acting.
0 Actor does not participate in dramatic activity.

513 Scoring Rubric for Acting
Source: /Steven Mitchell, Trinity Center Elementary School District, California. Cited in Prelude to
Performance Assessment in the Arts, California Department of Education, 1994

Grade(s) K-3 # Scale length 6
Holistic Scale
Rubric Examples
Note: Children were asked to select toys they would like to represent in a holiday play
and to "write" a line that they would say on stage to epitomize the characters of
their toys. Students were to walk around the stage at equal distances from one
another, "freezing" in place, with each child taking a turn walking to the front of the
stage, reciting his or her line, and then returning to line of students. This rubric may
be easily adapted for use with other assignments.
6 Fully achieves the essence of the character, while insightfully demonstrating
both an individual and team commitment to excellence. Demonstrates full
understanding of the character through focused movement during the duration of
the scene. Walks out of line in character, stops center stage, and delivers line in
character with pacing and projection that can clearly be heard in the back of the
room. Keeps the same space in line from the person in front at all times. Shows
awareness of and is attentive to others and to the group as a whole.
5 Accomplishes the purpose of the task. Shows clear understanding of the character
even though movement and vocalization are through the majority of the scene.
When walking out in line, delivering line, and walking back, has a softer focus than
that in level 6. Keeps the same space in line from the person ahead the majority of
the time. Is effectively involved with others.
4 Substantially achieves the purposes of the tasks. Displays understanding of the
character even though movement and vocalization are not constantly in focus.
Delivers characterization adequately; however, clarity and projection wane. Allows
space in line from person in front to fluctuate occasionally. Is attentive to the group.
3 Through movement and voice occasionally hints at the truth of who the
character is. Characterization in movement and line delivery are less than truthful,
and clarity and projection are weak. Gaps in line space are evident. Interacts with
the group in a fragmented manner.
2 Through movement and vocalization creates little believability that this
character is who or what the costume says he or she is. Shows only a faint sign
of characterization in voice or what the costume says he or she is. Projection and
clarity make words hard to hear and understand. Pays little attention to others in the
group.
1 Does not accomplish the purpose of the task. Shows no evidence of
characterization in voice or through body movement. Sentence delivery cannot be
understood or is not delivered at all. Exhibits no interaction with group members.

514 Gallery Review: Aesthetic Perception, Valuing, and
Heritage (page 1 of 2)
Source: Jack Haehl, Terra Linda High School, San Rafael Unified School District, San Rafael,
California. In Prelude to Performance Assessment in the Arts, California Department of Education,
1994.

Grade(s) High school # Scale length 6
Rubric Examples
Note: Students were asked to visit a gallery, museum, or artistic event and write
reviews of the exhibits. Students must write a review at least 500 words long that
addresses a list of questions they are given. This rubric might also be used to rate a
review of a portfolio (the student's or someone else's) or, with minor adaptations, a
critique of musical, dance, or dramatic performances as well.
Holistic Scale
6 Makes fulfillment of the task a creative expression. Review reflects excellent
application of skills in critical analysis, interpretation, and judgment. Review
shows extensive use and understanding of terms from the art glossary and
visual art vocabulary. Comments, metaphors, and descriptive language are
insightful an based on careful analysis. Interpretation reflects knowledge and
makes relevant references to art history and/or heritage. The criticism of the
work is clearly stated and is based on descriptive examples. The reader gains
a clear picture of the exhibit or event and an understanding of the reviewer's
point of view.
5 Completes the task in an incisive and thorough manner. Review exhibits skill
in critical analysis, interpretation, and judgment. Student uses terms from the
art glossary and vocabulary list, as well as metaphors and descriptive
language. References are made to related works from the history of art.
Critical judgments are clear an reader gains an insight into the work or event.
4 Substantially completes the task, with some ideas or concepts missing. The
review includes analysis interpretation, and critical judgment. Some terms
from the art glossary and vocabulary list are used. At least one reference is
made to related work from the history of art. The reviewer's opinion is stated,
and the reader gains a basic understanding of the artwork or event.
3 Partially completes the task with minimal or perfunctory effort. There is an

attempt to include analysis interpretation, and critical judgment in the review.
A few terms from the art glossary and vocabulary list are used. A reference to
work from the history of art may be included, but the connection to the work
being reviewed may not be clear. The review takes a position on the work,
but it is not strongly substantiated. There is an attempt to describe the work
or event, but the reader may not gain a clear picture.
(cont'd.)

514 Gallery Review: Aesthetic Perception, Valuing, and
Heritage (page 2 of 2)
Source: Jack Haehl, Terra Linda High School, San Rafael Unified School District, San Rafael,
California. In Prelude to Performance Assessment in the Arts, California Department of Education,
1994.
Rubric Examples
2 Minimally completes the task with fragmented results--may need redirection
in the future. Use of analysis, interpretation, and critical judgment may be
evident, but not clearly exhibited. Few, if any, terms from the art glossary or
vocabulary list are used. No references are made to relate works from the
history of art. If one is used, it is not relevant. The reviewer does not make
his or her opinion regarding the exhibit or event clear, and it is not based on
stated observations. It is difficult for the reader to gain an idea of what the
exhibit or event was like.
1 Shows little evidence of having attempted to accomplish the task. The review
does not go through the steps of analysis, interpretation, and judgment, nor
does it contain any terms or vocabulary. The reader gains no understanding
of the exhibit or event or of what the reviewer based an opinion on.

SOC 215: Women in American Society
Charter Oak State College
Spring Semester 2007
January 22-May 5, 2007
Instructor: Catherine E. Hoyser, Ph. D.

Phone: 860-716-7291 (C) or 860-231-7876 (H) Email: choyser@faculty.charteroak.edu
Grading Rubrics:
Rubric Examples
Grading Rubric for Written Activity Assignments
10 (Excellent) 9 (Good) 8 (Fair) 7 (Poor)

Thoroughness Answered all Answered all Answered most Did not answer
questions in the questions in the of the questions an adequate
exercise exercise but not in the exercise number of the
completely and completely but not questions in the
in the appropriate and/or not in the completely exercise.
order. appropriate and/or not in the
order. appropriate
order.
Supporting Answered all Answered all Answered most Answered some
Details questions in the questions in the of the questions of the questions
exercise and exercise and in the exercise in the exercise
provided a provided an and provided an and provided an
substantial adequate amount adequate amount inadequate
amount of of relevant of relevant amount of
relevant details. details. details. relevant details.
Demonstrated Response Response Response Response
Understanding demonstrates a demonstrates demonstrates demonstrates
of the thorough understanding of some very little
Assignment understanding of the exercise and understanding of understanding of
the exercise and is substantiated the exercise but the exercise.
is substantiated by at least one is not
by several example from the substantiated by
examples from textbook and/or any examples
the textbook companion from the
and/or website. textbook and/or
companion companion
website. website.
Grammar, Response is Response is Response is Inadequate
Mechanics, highly polished; polished; adequate; response; more
Spelling, and no grammar or maximum of one maximum of two than two spelling
Sentence spelling errors. grammar or grammar or or grammar
Structure spelling error. spelling errors. errors.
Grading Rubric for Discussion Postings
10 (Excellent) 9 (Good) 8 (Fair) 7 (Poor)

Contribution to Posting is Posting is Posting is Posting is
the Classroom insightful, thorough and interesting but uninteresting
thorough, and interesting. lacks insight and and/or too brief
interesting. depth. for the
Rubric Examples
assignment.
Inspires Reply A serious effort is A serious effort is Some effort is No effort is made
Postings from made to frame the made to frame the made to frame the to frame the
Other Students discussion posting discussion posting discussion posting discussion posting
in such a way as to in such a way as to in such a way as to in such a way as to
encourage others encourage others encourage others encourage others
to reply. Posting to reply. to reply. to reply.
generates
questions and
opens up new
avenues for
discussion.
Demonstrated Posting Posting Posting Posting
Understanding of demonstrates a demonstrates an demonstrates an demonstrates very
the Reading thorough understanding of understanding of little
Assignment understanding of the reading the reading understanding of
the reading assignment and is assignment but is the reading
assignment and is substantiated by at not substantiated assignment.
substantiated by least one example by examples from
several examples from the textbook the textbook
from the textbook and/or companion and/or companion
and/or companion website. website.
website.
Grammar, Posting is highly Posting is Posting is Inadequate
Mechanics, polished; no polished; adequate; posting; more than
Spelling, and grammar or maximum of one maximum of two two spelling or
Sentence spelling errors. grammar or grammar or grammar errors.
Structure spelling error. spelling errors.
Descriptors for IGEAP Writing Assessment Rubric (Draft)
Category
Rubric Examples
Low Scores 1 or 2 Average Score 3 or 4 High Scores 5 or 6
Task Responsiveness
• Fails to establish purpose for writing. • Establishes purpose or controlling idea • Establishes strong sense of purpose
initially, but inconsistently attended to. congruent with the task, either explicitly or
• Does not respond to the task. Paper drifts implicitly.
substantially from initial purpose or • Shows some unity of purpose and attention
controlling idea. to task. • Controlling purpose governs development
and organization of the text. Complicates
purpose as paper unfolds.
Engagement with Text(s)
• Shows little evidence of having understood • Shows some evidence that materials were • The writer clearly read and understood the
the reading(s) that should inform the paper. read or analyzed and that those texts have source text(s) that inform the paper.
shaped the author’s writing.
• Repeats or summarizes source text without • Summarizes key points or issues in the
analyzing or critiquing. • Goes beyond repetition or summary of source text and then critically analyzes or
source text(s). synthesizes those ideas with the author’s
• References to source materials are either own assertions.
not present and/or sources are not well • Source materials are cited, though not
introduced. always consistently. • Introduces, extends and complicates the
ideas of the source text.
• In-text citations and end-of-text references • It is generally clear when information comes
are not formatted according to an from sources. Most in-text citations and • Consistently clear where information,
appropriate style. end-of-text references are appropriately opinions, or facts come from a source as
cited. opposed to coming from the author.
Development
• No apparent awareness of readers’ needs • Some awareness of readers’ needs and • Anticipates readers’ reactions to key points
or expectations. expectations. in paper.
• Claims have little or no logical support. • Claims are logically supported. • Claims are logically supported with
relevant, compelling detail.
• Moves from idea to idea without substantial • Ideas have sufficient elaboration; achieves
elaboration; lacks depth. some depth of discussion. • Ideas are substantially elaborated with
Vers. 3.0; June 2004

• Shows little or no support for narrative, * Shows sufficient support for narrative, significant depth.
analytic, and/or expository patterning. analytic, and/or expository patterning. • Shows significant support for narrative,
analytic, and/or expository patterning.
Organization
• Paragraphs do not cohere. • Paragraphs generally cohere with topic • Paragraphs cohere and make overall essay
Rubric Examples
ideas and supporting details more complex.
• Topics not clearly introduced, explored, or
concluded. • Topics are introduced, explored, and • Topics are clearly introduced, explored, and
concluded. concluded in interesting ways.
• Essay moves in unpredictable and illogical
sequences for the reader. • Essay moves in predictable and logical • Essay moves in logically surprising and
sequences. satisfying ways for the reader.
• Lacks progression in form from start
through middle to end. • Shows progression in form from start • Shows compelling progression of form from
through middle to end. start through middle to end.
• Patterns of exposition/analysis/argument
unfold with little discernable purpose. • Patterns of exposition, analysis/argument • Patterns of analysis/argument anticipate
unfold according to purpose of paper readers’ expectations and meet purposes of
paper.
Control of Language
• Lacks control over sentence structure; • Style is competent, though not engaging or • Author clearly controls the pace, rhythm,
difficult to follow; does not use appropriate inventive. and variety of sentences.
transitions.
• Shows reasonable command over phrasing • Style is smooth and efficient, with good use
• Little control over patterns of subordination and word choice. of subordination and coordination
and coordination.
• Some useful transitions and patterns of • Consistently deploys useful transitions and
• Requires the reader to backtrack to make reference provide connection. patterns of reference
sense.
• Uses mostly appropriate words and • Words are well chosen and phrasing is apt
• Uses wrong words and awkward phrasing. phrases. and precise.
• Grammatical errors disrupt a reader’s • Occasional grammatical errors do not • Virtually no grammatical errors.
progress through the essay. disrupt a reader’s progress through the
essay.
Vers. 3.0; June 2004

Inter-Institutional General Education Assessment Project
Rubric Vers. 3.0 (June 2004)
Rubric Examples
Reader: ___________________________
Sample: ___________
To what extent does the paper exhibit…? 1 2 3 4 5 6

1. Task Responsiveness
2. Engagement with Text(s)
3. Development
4. Organization
5. Control of Language
Rubric Examples*
Writing Rubric (Johnson Community College) 2
Subject A Scoring Guide (University of CA) 3
Scoring Guide for Writing (CA State University, Fresno) 4
Scoring Guide for Integrative Science (CA State University, Fresno) 5
Writing Rubric (Northeastern Illinois University) 6
Oral Presentation Holistic Scoring Rubric (SE Missouri State U) 7
Holistic Critical Thinking Scoring Guide (Facione & Facione) 10
Rubric Examples
Levels of Leadership (Bowling Green) 11
Levels of Connection (Bowling Green) 12
Levels of Participation (Bowling Green) 13
Levels of Presentation (Bowling Green) 14
Levels of Investigation (Bowling Green) 15
Analytical Writing Rubric (CA State University, Long Beach) 16
Social Science Rubric (SUNY Geneseo) 16
Fine Arts Rubric (SUNY Geneseo) 18
Listening (Palomar) 19
Speaking (Palomar) 20
Reading (Palomar) 21
Writing (Palomar) 21
Problem Solving (Palomar) 22
Creative Thinking (Palomar) 22
Quantitative Reasoning (Palomar) 23
Transfer of Knowledge Skills (Palomar) 23
Technological Competency (Palomar) 24
Teamwork (Palomar) 25
Self-Management (Palomar) 25
Respect for Diverse People and Cultures (Palomar) 26
Humanities/Cultural Rubric (University of South Carolina) 27
Math (University of South Carolina) 32
Oral Communications (University of South Carolina) 34
Science (University of South Carolina) 39
Social/Behavioral Science (University of South Carolina) 40
Written Communication (University of South Carolina) 44
Analytical Skills (University of Arkansas, Fort Smith) 49
Creativity (University of Arkansas, Fort Smith) 50
Social Interaction (University of Arkansas, Fort Smith) 53
Critical Thinking (Northeastern Illinois University) 55
Critical Thinking (CA State University, Fresno) 56
Information Competence (CA State University) 57
A Rubric for Rubrics (Monmouth University) 58
*Rubrics were taken verbatim from campus websites and were sometimes lightly reformatted to
fit the printed page.
Rubrics - 1
Writing Rubric
Johnson Community College, downloaded 12/22/04 from
http://www.jccc.net/home/depts/6111/site/assmnt/cogout/comwrite
6 = Essay demonstrates excellent composition skills including a clear and thought-provoking thesis,
appropriate and effective organization, lively and convincing supporting materials, effective diction
and sentence skills, and perfect or near perfect mechanics including spelling and punctuation. The
Rubric Examples
writing perfectly accomplishes the objectives of the assignment.
5 = Essay contains strong composition skills including a clear and thought-provoking thesis, although
development, diction, and sentence style may suffer minor flaws. Shows careful and acceptable use of
mechanics. The writing effectively accomplishes the goals of the assignment.
4 = Essay contains above average composition skills, including a clear, insightful thesis, although
development may be insufficient in one area and diction and style may not be consistently clear and
effective. Shows competence in the use of mechanics. Accomplishes the goals of the assignment with
an overall effective approach.
3 = Essay demonstrates competent composition skills including adequate development and organization,
although the development of ideas may be trite, assumptions may be unsupported in more than one
area, the thesis may not be original, and the diction and syntax may not be clear and effective.
Minimally accomplishes the goals of the assignment.
2 = Composition skills may be flawed in either the clarity of the thesis, the development, or organization.
Diction, syntax, and mechanics may seriously affect clarity. Minimally accomplishes the majority of
the goals of the assignment.
1 = Composition skills may be flawed in two or more areas. Diction, syntax, and mechanics are
excessively flawed. Fails to accomplish the goals of the assignment.
Revised October 2003
Rubrics - 2
Subject A Scoring Guide (University of California)
In holistic reading, raters assign each essay to a scoring category according to its dominant characteristics. The
categories below describe the characteristics typical of papers at six different levels of competence. All the
descriptions take into account that the papers they categorize represent two hours of reading and writing, not a more
extended period of drafting and revision.
Score 6
A 6 paper commands attention because of its insightful development and mature style. It presents
Rubric Examples
a cogent analysis of or response to the text, elaborating that response with well-chosen examples
and persuasive reasoning. The 6 paper shows that its writer can usually choose words aptly, use
sophisticated sentences effectively, and observe the conventions of written English.
Score 5
A 5 paper is clearly competent. It presents a thoughtful analysis of or response to the text,
elaborating that response with appropriate examples and sensible reasoning. A 5 paper typically
has a less fluent and complex style than a 6, but does show that its writer can usually choose
words accurately, vary sentences effectively, and observe the conventions of written English.
Score 4
A 4 paper is satisfactory, sometimes marginally so. It presents an adequate analysis of or
response to the text, elaborating that response with sufficient examples and acceptable reasoning.
Just as these examples and this reasoning, will ordinarily be less developed than those in 5
papers, so will the 4 paper's style be less effective. Nevertheless, a 4 paper shows that its writer
can usually choose words of sufficient precision, control sentences of reasonable variety, and
observe the conventions of written English.
Score 3
A 3 paper is unsatisfactory in one or more of the following ways. It may analyze or respond to
the text illogically; it may lack coherent structure or elaboration with examples; it may reflect an
incomplete understanding of the text or the topic. Its prose is usually characterized by at least
one of the following: frequently imprecise word choice; little sentence variety; occasional major
errors in grammar and usage, or frequent minor errors.
Score 2
A 2 paper shows serious weaknesses, ordinarily of several kinds. It frequently presents a
simplistic, inappropriate, or incoherent analysis of or response to the text, one that may suggest
some significant misunderstanding of the text or the topic. Its prose is usually characterized by at
least one of the following: simplistic or inaccurate word choice; monotonous or fragmented
sentence structure; many repeated errors in grammar and usage.
Score 1
A 1 paper suggests severe difficulties in reading and writing conventional English. It may
disregard the topic's demands, or it may lack any appropriate pattern of structure or development.
It may be inappropriately brief. It often has a pervasive pattern of errors in word choice, sentence
structure, grammar, and usage.
http://www.sdcoe.k12.ca.us/score/actbank/subja.htm
Rubrics - 3
California State University, Fresno
Scoring Guide for Writing
Scoring Level Knowledge of Conventions Clarity and Coherence Rhetorical Choices

In addition to meeting the requirements In addition to meeting the In addition to meeting the requirements
Rubric Examples
4 - Accomplished for a “3,” the writing is essentially error- requirements for a “3,” writing flows for a “3,” the writer’s decisions about
free in terms of mechanics. Models the smoothly from one idea to another. focus, organization, style/tone, and
style and format appropriate to the The writer has taken pains to assist content made reading a pleasurable
assignment. the reader in following the logic of experience. Writing could be used as a
the ideas expressed. model of how to fulfill the assignment.
While there may be minor errors, the Sentences are structured and word are The writer has made good decisions
3 - Competent paper follows normal conventions of chosen to communicate ideas clearly. about focus, organization, style/tone,
spelling and grammar throughout and has Sequencing of ideas within and content to communicate clearly and
been carefully proofread. Appropriate paragraphs and transitions between effectively. The purpose and focus of
conventions for style and format are used paragraphs make the writer’s points the writing are clear to the reader and
consistently throughout the writing easy to follow. the organization and content achieve the
sample. Demonstrates thoroughness and purpose well. Writing follows all
competence in documenting sources; the requirements for the assignment.
reader would have little difficulty
referring back to cited sources.
2 - Developing Frequent errors in spelling, grammar Sentence structure and/or word choice The writer’s decisions about focus,
(such as subject/verb agreements and sometimes interfere with clarity. organization, style/tone, and/or content
tense), sentence structure and/or other Needs to improve sequencing of ideas sometimes interfere with clear, effective
writing conventions distract the reader. within paragraphs and transitions communication. The purpose of the
Writing does not consistently follow between paragraphs to make the writing is not fully achieved. All
appropriate style and/or format. Source writing easy to follow. requirements of the assignment may not
documentation is incomplete. It may be be fulfilled.
unclear which references are direct quotes
and which are paraphrased.
Writing contains numerous errors in Sentence structure, word choice, lack The writer’s decisions about focus,
1 - Beginning spelling, grammar, and/or sentence of transitions and/or sequencing of organization, style/tone, and/or content
structure which interfere with ideas make reading and understanding interfere with communication. The
comprehension. Style and/or format are difficult. purpose of the writing is not achieved.
inappropriate for the assignment. Fails to Requirements of the assignment have
demonstrate thoroughness and not been fulfilled.
competence in documentation.
June 6, 2002
http://www.csufresno.edu/cetl/assessment/ (click on WritingScoring.doc)
Rubrics - 4
California State University, Fresno
General Education Scoring Guide for Integrative Science
Basic Concepts and
Rubric Examples
Scoring Level Science and Society Fundamental Scientific Approach Nature of Science
Principles
4 - Accomplished Develops and defends an Integrates and applies Demonstrates Demonstrates scientific
informed position, basic scientific comprehension of the reasoning across multiple
integrating values, concepts and scientific approach; disciplines.
science, and technology. principles. illustrates with examples
3 - Competent Correctly describes Shows clear Accurately expresses Interprets and relates
perspectives concerning comprehension of concepts relating to the scientific results in a way
the scientific aspects of a basic scientific scientific approach that shows a clear
societal issue. concepts and recognition of the nature of
principles. science.
2 - Developing Recognizes the place of Able to state basic Uses vocabulary related Provides simplistic or
science in human affairs, scientific concepts to scientific methods in a incomplete explanations of
but is unable to and principles. rote manner or showing the nature of science.
communicate its roles. simple conceptualization
1 - Beginning Does not visualize a role Lacks understanding Shows minimal Does not distinguish
or need for science in of basic scientific understanding of between scientific,
human affairs. concepts and scientific methods political, religious, or
principles. ethical statements.
http://www.csufresno.edu/cetl/assessment/ (click on IBScoring.doc)
Rubrics - 5
Writing Rubric
Northeastern Illinois University
(adapted from: Barbara Walvoord, Winthrop Univ., Virginia Community College System, Univ. of Washington)
Quality No/Limited Some Proficiency Proficiency High Proficiency (Rating)
Rubric Examples
Criteria Proficiency
1. Thesis/Focus: Thesis is missing Thesis may be obvious or Thesis is somewhat Develops fresh insight that
(a) Originality unimaginative original challenges the reader’s
thinking;
2. Thesis/Focus: Reader cannot determine Thesis and purpose are Thesis and purpose are Thesis and purpose are
(b) Clarity thesis & purpose OR somewhat vague OR only fairly clear and match the clear to the reader; closely
thesis has no relation to loosely related to the writing writing task match the writing task
the writing task task
3. Organization Unclear organization OR Some signs of logical Organization supports Fully & imaginatively
organizational plan is organization. May have thesis and purpose. supports thesis & purpose.
inappropriate to thesis. abrupt or illogical shifts & Transitions are mostly Sequence of ideas is
No transitions ineffective flow of ideas appropriate. Sequence of effective. Transitions are
ideas could be improved effective
4. Support/ Offers simplistic, Offers somewhat obvious Offers solid but less Substantial, logical, &
Reasoning undeveloped, or cryptic support that may be too original reasoning. concrete development of
(a) Ideas support for the ideas. broad. Details are too general, Assumptions are not ideas. Assumptions are
(b) Details Inappropriate or off-topic not interpreted, irrelevant to always recognized or made explicit. Details are
generalizations, faulty thesis, or inappropriately made explicit. Contains germane, original, and
assumptions, errors of repetitive some appropriate details convincingly interpreted
fact or examples
5. Use of Neglects important Uses relevant sources but Uses sources to support, Uses sources to support,
sources/ sources. Overuse of lacks in variety of sources extend, and inform, but extend, and inform, but not
Documentation quotations or paraphrase and/or the skillful not substitute writer’s substitute writer’s own
to substitute writer’s own combination of sources. own development of idea. development of idea.
ideas. (Possibly uses Quotations & paraphrases Doesn’t overuse quotes, Combines material from a
source material without may be too long and/or but may not always variety of sources, incl.
acknowledgement.) inconsistently referenced conform to required style pers. observation, scientific
manual data, authoritative
testimony. Doesn’t overuse
quotes.
http://www.neiu.edu/~neassess/gened.htm#rubric
Rubrics - 6
Oral Presentation Holistic Scoring Rubric
Southeast Missouri State University
Retrieved September 3, 2005 from http://ustudies.semo.edu/oralcom/holistic.htm
SCORE 6
Designates a Clearly Excellent speech.
A. Focus: the thesis is very clearly stated; the topic is narrowed sufficiently; the specific
Rubric Examples
audience has clearly been taken into account when delivering the speech
B. Organization: the speech has a clear introduction that catches the audience’s attention
effectively and is connected to the whole; effective transitions recap each main point; the
conclusion effectively summarizes the speech and is related to the whole
C. Development: all main points begin with a clear topic sentence; all main and supporting
points are supported by specific and highly effective examples/evidence; the main and
supporting points all relate to each other
D. Style: language is memorable; language usage is felicitous; tone is appropriate
E. Delivery: eye contact is effectively established with the audience; gestures and paralinguistic
cues are used to reinforce particularly important ideas; no excessive use of vocalized pauses
(e.g., “ah, um”); student is extremely articulate
F. References: outside sources and incorporated logically, insightfully, and elegantly; sources
are documented accurately
SCORE 5
Designates a Still Impressive speech.
A. Focus: the thesis is clearly stated; the topic is limited; the specific audience has clearly been
considered when delivering the speech
B. Organization: the introduction catches the audience’s attention and is connected to the whole;
transitions signal movement to another point; the conclusion is clean and related to the whole
C. Development: almost all main points begin with a clear topic sentence; the main and
supporting points include concrete, specific evidence/examples; almost all the main and
supporting points relate to each other
D. Style: most language is memorable; language usage is accurate; tone is appropriate
E. Delivery: eye contact is established with the audience; gestures and paralinguistic cues are
mostly used to reinforce particularly important ideas; some vocalized pauses are used;
student is articulate
F. References: source material is used logically and proficiently; sources are accurately
documented
SCORE 4
Designates an Adequate speech.
A. Focus: the thesis is clear or clearly implicit; the topic is partially limited; it is implied that the
specific audience has been considered when delivering the speech
B. Organization: the introduction and conclusion are clear and somewhat related to the whole;
some transitions are used
C. Development: some main points begin with a clear topic sentence; some main and supporting
points include specific evidence/examples; most main and supporting points relate to each
other
Rubrics - 7
D. Style: most language is somewhat memorable; language usage is correct; tone is usually
appropriate
E. Delivery: eye contact with the audience is somewhat established; gestures and paralinguistic
cues are sometimes used to reinforce particularly important ideas; several vocalized pauses
are used; student is somewhat articulate
F. References: source material is incorporated logically and adequately; sources are documented
accurately for the most part
Rubric Examples
NON-MASTERY SCORES
SCORE 3
Designates a Developing speech
A. Focus: the thesis is unclear; the topic is only partially limited; the specific audience has been
partially considered when delivering the speech
B. Organization: the introduction and conclusion may be ineffective and not related to the
whole; the logical plan must be inferred, as no transitions are used
C. Development: some main points have stated or implied topic sentences; some main points are
supported by specific evidence/examples; some main and supporting points relate to each
other
D. Style: language is not very memorable; language usage is generally accurate; tone is often
inappropriate
E. Delivery: eye contact with the audience is hardly established; gestures and paralinguistic cues
are seldom used to reinforce particularly important ideas; vocalized pauses are used
frequently; student is not very articulate
F. References: source material is incorporated but sometimes inappropriately or unclearly;
sources are documented accurately only occasionally
SCORE 2
Designates a Rudimentary speech.
A. Focus: the thesis is unclear; the topic is not limited; the specific audience has been
considered vaguely when delivering the speech
B. Organization: the introduction and conclusion are ineffective and not related to the whole;
the logical plan must be inferred, as no transitions are used
C. Development: few main points have stated or implied topic sentences; few main points are
supported by specific evidence/examples; supporting material is imprecise, unclear, or
redundant; few main and supporting points relate to each other
D. Style: language is not memorable; language usage is inaccurate; tone is inappropriate
E. Delivery: almost no eye contact with the audience; gestures and paralinguistic cues are
seldom used to reinforce particularly important ideas; vocalized pauses are used frequently;
student is not very articulate
F. References: source material is inappropriately or unclearly incorporated; documentation is
infrequent
SCORE 1
Designates an Incoherent speech
A. Focus: the topic and thesis are unclear; no apparent attempt has been made to limit the topic;
the specific audience has not been considered at all
B. Organization: no attempt has been made to compose an effective introduction or conclusion;
these is no logical plan to the speech
Rubrics - 8
C. Development: main points contain no topic sentences; main points are not supported by
specific examples/evidence; little or no supporting material is used; main and supporting
points do not relate to each other
D. Style: language is not memorable or is confusing; language usage is inaccurate; tone is
inappropriate or distracting
E. Delivery: no eye contact is made with the audience; gestures and paralinguistic cues are not
used to reinforce particularly important ideas; vocalized pauses are used in abundance and
distract from the overall message
Rubric Examples
F. References: source material is never incorporated or incorporated inappropriately or
unclearly; documentation is inaccurate
SCORE 0
Designates a speech that has clearly not been developed on the assigned topic or makes no
attempt to answer the given question or relate to the given topic.
This rubric is based upon the scoring rubric used by the Writing Outcomes Program at Southeast
Missouri State University.
Rubrics - 9
Holistic Critical Thinking Scoring Rubric
Facione and Facione
Consistently does all or almost all of the following:
Accurately interprets evidence, statements, graphics, questions, etc.
Identifies the salient arguments (reasons and claims) pro and con.
4 Thoughtfully analyzes and evaluates major alternative points of view.
Draws warranted, judicious, non-fallacious conclusions.
Rubric Examples
Justifies key results and procedures, explains assumptions and reasons.
Fair-mindedly follows where evidence and reasons lead.
Does most or many of the following:
Identifies relevant arguments (reasons and claims) pro and con.
3 Offers analyses and evaluations of obvious alternative points of view.
Draws warranted, non-fallacious conclusions.
Justifies some results or procedures, explains reasons.
Does most or many of the following:
Misinterprets evidence, statements, graphics, questions, etc.
Fails to identify strong, relevant counter-arguments.
2 Ignores or superficially evaluates obvious alternative points of view.
Draws unwarranted or fallacious conclusions.
Justifies few results or procedures, seldom explains reasons.
Regardless of the evidence or reasons, maintains or defends views based on
self-interest or preconceptions.
Consistently does all or almost all of the following:
Offers biased interpretations of evidence, statements, graphics, questions,
information, or the points of view of others.
1 Fails to identify or hastily dismisses strong, relevant counter-arguments.
Ignores or superficially evaluates obvious alternative points of view.
Argues using fallacious or irrelevant reasons, and unwarranted claims.
Does not justify results or procedures, nor explain reasons.
Regardless of the evidence or reasons, maintains or defends views based on
self-interest or preconceptions.
Exhibits close-mindedness or hostility to reason.
(c) 1994, Peter A. Facione, Noreen C. Facione, and The California Academic Press. 217 La Cruz
Ave., Millbrae, CA 94030.
Permission is hereby granted to students, faculty, staff, or administrators at public or nonprofit
educational institutions for unlimited duplication of the critical thinking scoring rubric, rating
form, or instructions herein for local teaching, assessment, research, or other educational and
noncommercial uses, provided that no part of the scoring rubric is altered and that "Facione and
Facione" are cited as authors.
Retrieved September 2, 2005 from http://www.insightassessment.com/pdf_files/rubric.pdf
Rubrics - 10
Levels of Leadership
Bowling Green University, http://folios.bgsu.edu/assessment/Rubrics.htm, downloaded March 21, 2002
“Leading” involves guiding a group to achieve its goal. It does not require formal authority or
power, but is more a matter of influence, integrity, spirit, and respect. Leadership quality in
this course will be evaluated using the features defining the four levels shown below.
Rubric Examples
Level 1 Leadership (Beginner)
• Gives an impression of reluctance or uncertainty about exercising leadership
• Focuses exclusively on the task to be accomplished without regard to the people, or focuses
exclusively on the interpersonal relations and attitudes of people in the group without regard
to the task
• Asks for ideas or suggestions without intending to consider them
• May show favoritism to one or more group members
• Takes the group off track
Level 2 Leadership (Novice)
• Shows occasional signs of insecurity about leading, or is overly confident about own
leadership skills
• Gives too much attention to the task or to interpersonal relations in the group
• Asks for ideas and suggestions but neglects to consider them
• Lets the group ramble or stray off track too much, or keeps the group so rigidly on track that
relevant issues or concerns are ignored
• Has an agenda and goals for the group
Level 3 Leadership (Proficient)
• Looks comfortable and confident in exercising leadership duties
• Circulates a prepared agenda in advance
• Balances the need for task accomplishment with the needs of individuals in the group
• Listens actively and shows understanding by paraphrasing or by acknowledging and building
on others’ ideas
• Shows respect to all group members
• Shares information openly
• Assigns tasks by seeking volunteers, delegating as needed
• Checks for agreement, acceptance, buy-in
• Gives recognition and encouragement
Level 4 Leadership (Advanced)
All of the positive features of proficient leadership, plus:
• Engages all group members
• Keeps the group on track by managing time, providing coaching or guidance, using humor,
or resolving differences, as needed
• Intervenes when tasks are not moving toward goals
• Involves the group in setting challenging goals and planning for their accomplishment
• Helps others to provide leadership
Rubrics - 11
Levels of Connection
Bowling Green University, http://www.bgsu.edu/offices/provost/Assessment/Connect.htm
“Connecting” is the essence of creative problem solving, shown in synthesizing knowledge
within and across courses, integrating theory and practice, linking academic and life
experiences, and relating one’s self and culture to diverse cultures within the U.S. and globally.
The quality of connections made in course assignments will be evaluated using the features
defining the four levels shown below.
Rubric Examples
Level 1 Connection (Beginner)
• Describe similarities and differences in a collection or set of items
• Categorize items or observations into groups
• Recognize simple links among topics or concepts in a course
• Offer accurate definitions of terms and concepts
• Describe the setting (e.g., context, environment, culture, domain) in which connections are
being made
Level 2 Connection (Novice)

• Organize groups of items into ordered collections and specify the organizing principle(s)
• Recognize links among topics and concepts presented in different courses
• Relate and use information from other courses or experiences in the current setting
• Formulate generalizations about collections or sets of items
• Distinguish concrete and abstract representations
• Identify disciplinary concepts (theories, frameworks) and instances of their application
Level 3 Connection (Proficient)

• Use disciplinary frameworks and concepts to illuminate relationships among apparently
diverse items
• Examine phenomena from multiple viewpoints, both concretely and abstractly
• Specify the limits or boundaries within which generalizations apply
• Apply abstract academic knowledge to solve concrete practical problems
Level 4 Connection (Advanced)

• Identify ways to reconcile diverse or conflicting priorities, viewpoints, or options.
• Call attention to something that has not been adequately noticed by others (e.g., a subtle or
deep relationship, novel findings or interpretations, the context or frame of reference)
• Apply frameworks from multiple domains of knowledge and practice to create something
(e.g., business plan, musical composition, thesis, capstone paper, research project)
• Integrate diverse elements into a product, performance or artifact that fits its context
coherently
Rubrics - 12
Levels of Participation
Bowling Green University, httphttp://www.bgsu.edu/offices/provost/Assessment/Particip.htm
“Participating” is a matter of active engagement, rather than passive observation, and is shown
through working effectively in diverse groups and teams, as well as through cooperation and respect
for others. Participation quality in this course will be evaluated using the features defining the four
levels shown below.
Level 1 Participation (Beginner)
• Little or no advance preparation
Rubric Examples
• Lets others set and pursue the agenda
• Observes passively and says little or nothing
• Responds to questions
• Gives the impression of wanting to be somewhere else
• Attendance record is haphazard and inconsistent; may be absent or late without notice
Level 2 Participation (Novice)
• Moderately prepared in advance
• Takes some part in setting group goals and agendas
• Participates in discussions, letting others provide the direction
• Occasionally introduces information or asks questions
• If likely to be absent or late, informs others ahead of time and arranges to cover own
responsibilities
Level 3 Participation (Proficient)
• Well prepared in advance
• Takes a large part in setting group goals and agendas
• Actively participates in discussion and asks questions
• Listens actively and shows understanding by paraphrasing or by acknowledging and building
on others’ ideas
• Volunteers willingly and carries own share of the group’s responsibilities
Level 4 Participation (Advanced)
• All of the markers of proficient participation, plus:
• Draws out ideas or concerns of others, especially those who have said little
• Re-visits issues or ideas that need more attention
• Helps the group stay on track
• Summarizes group decisions and action assignments
Rubrics - 13
Levels of Presentation
Bowling Green University, http://www.bgsu.edu/offices/provost/Assessment/Present.htm
“Presenting” requires fluency not only in English or another language, but often also in other
symbol systems, such as logical, mathematical, visual, spatial, musical, electronic, or gestures and
movements. Speaking quality for course presentations will be evaluated using the features defining
the four levels shown below.
Level 1 Presenting (Beginner)
Rubric Examples
Ill-defined or no announced purpose
• Unfocused sense of audience
• Inadequate organization and/or development
• Inappropriate or insufficient details to support ideas
• Does not demonstrate understanding of topic beyond a surface level
• Looks only at notes or away from audience
• Vocal qualities (pace, inflection, volume, enunciation) distract from the content
• Lacks interest in the topic
Level 2 Presenting (Novice)
• Vague purpose or multiple purposes
• Sense of audience wavers
• Evident but inconsistent development
• Does not advance an argument with adequate support
• Demonstrates some understanding of the topic, but does make connections among ideas
• Little eye contact is made with audience
• Vocal qualities (pace, inflection, volume, enunciation) interfere with the content
• Shows some interest for the topic
Level 3 Presenting (Proficient)
• Expresses a clear, coherent thesis
• Sticks to the purpose and provides adequate transitions among ideas
• Moves beyond surface understanding and demonstrates facility with topical and disciplinary
knowledge and vocabulary
• Advances argument with sound evidence and references
• Appropriate eye contact is made with audience
• Vocal qualities (pace, inflection, volume, enunciation) support the content
• Shows enthusiasm for topic
Level 4 Presenting (Advanced)
• Insightful, creative or skillfully presented purpose
• Awareness of audience demonstrated through form, language, and presence
• Effective organization contributes to full development of presentation
• Innovatively or expertly advances the presentation with well-researched evidence and
documentation
• Eye contact is used to gauge reactions and understanding
• Vocal qualities (pace, inflection, volume, enunciation) reinforce and animate the content
• Creates enthusiasm about topic in others
Rubrics - 14
Levels of Investigation
Bowling Green University, http://folios.bgsu.edu/assessment/Rubrics.htm, downloaded March 21, 2002
“Investigate” calls attention to systematic processes of exploring issues, collecting and analyzing evidence, and making
informed judgments. Investigation quality for course assignments will be evaluated using the features defining the four
levels shown below.
Rubric Examples
Level 1 Investigation (Beginner)
• Questions and goal(s) of investigation not stated clearly or appropriately (e.g., may be too broad, superficial, specific,
and/or at a structural level)
• Few, inappropriate, or irrelevant sources reviewed for background information
• Review of background information does not aid in answering question(s) and goal(s) of current project
• Method of investigation not discussed or described poorly
• Strategy for analysis not outlined or outlined poorly
• Does not distinguish facts from opinions
• Offers basic description of background research, but no evaluation, conclusion, or extension of this research
Level 2 Investigation (Novice)
• Questions and goal(s) of investigation stated with sufficient, general focus
• Multiple sources (mostly relevant) used for background information
• Surface level of evaluation is offered, with only confirmatory (and no disconfirmatory) evidence to support ideas
• Method of investigation is described, but is flawed or unrealistic
• Strategy for analysis is discussed, but incomplete
• Facts are separated from opinions
• Reasonable but limited inferences and conclusions drawn from background information
Level 3 Investigation (Proficient)
• Questions and goal(s) of project stated explicitly, with appropriate focus
• Multiple relevant sources searched for background information
• Sufficient number of sources to provide a representative depiction of relevant background information
• Review of background information considers both confirming and disconfirming evidence
• Method of investigation sufficient to answer all research questions
• Analysis strategy is direct, competent, and appropriate
• Conclusions are based on the results of the analysis, as a logical extension of the findings, or demonstrating an
understanding of theory as well as how to apply it to current project
Level 4 Investigation (Advanced)
All of the positive features of proficient investigation, plus:
• Questions and goal(s) of investigation are original, reflecting an in-depth knowledge of content area, and consider an
issue(s) that previous investigations did not address
• Review of background information considers both confirmatory and disconfirmatory evidence of ideas, and refutes
competing explanations of findings
• Possible multiple methods of investigation sufficient to answer all research questions and reflects a sophisticated
understanding of investigative processes
• Analysis strategy has depth and may consider material from content areas outside of main focus of questions and
goal(s) of project
• Convincing conclusions are drawn from current investigation and generalizations to related areas are proposed
(demonstrates an understanding of theory as well as how to apply it beyond the current project
Rubrics - 15
California State University, Long Beach Analytical Writing Rubric
http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge/
This rubric is designed to make clear the grading process for

written communication by informing you, the writer, what key
Not Acceptable
elements are expected by the university in a “good” piece of
Competent
Excellent
written work.
Rubric Examples
Your written work will be evaluated by the criteria below in order
to give you specific feedback to help guide your development as a
writer. Your writing will not be graded point by point by these
items; it will be graded for its overall quality.
4 3 2 1 0
Presentation
1. The purpose and focus are clear and consistent.
2. The main claim is clear, significant, and challenging.
3. Organization is purposeful, effective, and appropriate.
4. Sentence form and word choice are varied and appropriate.
5. Punctuation, grammar, spelling, and mechanics are
appropriate.
Content
6. Information and evidence are accurate, appropriate, and
integrated effectively.
7. Claims and ideas are supported and elaborated.
8. Alternative perspectives are carefully considered and
represented.
Thinking
9. Connections between and among ideas are made.
10. Analysis/synthesis/evaluation/interpretation are effective and
consistent.
11. Independent thinking is evident.
12. Creativity/originality is evident.
Assignment Specific Criteria
13. Responds to all aspects of the assignment.
14. Documents evidence appropriately.
15. Considers the appropriate audience/implied reader.
Overall Evaluation
Excellent Competent Not Acceptable
Grade ______
Comments
Rubrics - 16
SUNY Geneseo General Education Rubrics
http://gened.geneseo.edu/pdfs/assess_tools_revised.pdf
Social Science Rubric
METHODS OF SOCIAL KNOWLEDGE OF KNOWLEDGE OF
Rubric Examples
SCIENCE SOCIAL SCIENCE PUBLIC ISSUES
Hypothesis Development, Major Social Science Social Issues,
Document Analysis, Concepts, Major Social Political Issues,
Observation, Experiment, Science Models, Major Economic Issues,
Measurement, Statistical Social Science Concerns Moral Issues
Analysis, or
Interpretative Analysis
4 Exceeding The student demonstrated The student demonstrated The student
a clear understanding of a clear understanding of demonstrated a clear
the relative merits of at the relative merits of at understanding of the
least two of the methods least two social science social, political,
used by social scientists. models. economic, or moral
aspects of at least two
public issues.
3 Meeting The student demonstrated The student demonstrated The student
a clear understanding of a clear understanding of demonstrated a clear
at least one of the at least one social science understanding of the
methods used by social model. social, political,
scientists. economic, or moral
aspects of at least one
public issue.
2 The student could The student could The student could
Approaching distinguish between the distinguish between the express the social,
methods of social science concepts, models, and political, economic,
and other liberal arts concerns of social or moral aspects of a
disciplines, but failed to science and those of public issue, but
clearly describe even one other liberal arts overlooked important
social science method. disciplines, but aspects or made
misunderstood important questionable
elements of this social judgments.
science knowledge.
1 Not Meeting The student could not The student could not The student could not
distinguish between the distinguish between the express the social,
methods of social science concepts of social political, economic,
and other liberal arts science and other liberal or moral aspects of a
disciplines. arts disciplines. public issue.
Rubrics - 17
Fine Arts Rubric
Portfolio/ Performance Craftsmanship Interpretation /
Analysis
Exceeding The student will The student will Students will
4 demonstrate an demonstrate exemplary demonstrate an
understanding of the knowledge of a variety of exemplary ability to
principles and elements techniques which can be analyze and interpret
Rubric Examples
used in the art form used in working with the art form under
under study, and their chosen art form. study. In this, the
demonstrate sensitivity Demonstration of new student will
to, and creativity with the insights and working demonstrate
medium chosen. The methods, and some excellent
work produced will historic knowledge of the understanding of this
demonstrate high uses and development of form at a high level.
quality, and be presented the medium chosen is
in a professional manner. essential.
Meeting The student will The students will Students will
3 demonstrate an demonstrate proficient demonstrate
understanding of the knowledge of a variety of proficient ability to
principles and elements techniques which can be analyze and interpret
used in the art form used in working with the form under study.
under study, and their chosen art form. He In this, the student
demonstrate sensitivity or she will indicate will demonstrate a
to, and creativity with the knowledge of some new good understanding
medium chosen. The insights and working of this art form at a
work produced will methods, and some medium level.
demonstrate medium historic knowledge of the
quality, and be presented uses and development of
in a somewhat the medium chosen.
professional manner.
Approaching The student demonstrates The student will Students will
2 an understanding of the demonstrate developing demonstrate an
principles and elements knowledge of a variety of developing ability to
used in the art form techniques which can be analyze and interpret
under study, and used in working with the art form under
demonstrate some their chosen art form. He study. In this, the
sensitivity to, and or she will also student will
creativity with the demonstrate some demonstrate
medium chosen. The insights and working understanding of this
work produced will methods, and some art form at beginning
demonstrate a historic knowledge of the level.
developing quality, and uses and development of
be presented in an the medium chosen.
acceptable manner.
Not Meeting The student will The student demonstrates Students will
Rubrics - 18
1 demonstrate occasionally deficient knowledge of a demonstrate
an understanding of the variety of techniques deficiencies in their
principles and elements which can be used in ability to analyze and
used in the art under working with their interpret the art form
study, but will have chosen art form. He or under study. In this,
difficulty demonstrating she does not demonstrate student will
sensitivity to, and new insights and working demonstrate an
creativity with the methods, and has insufficient
Rubric Examples
medium chosen. The insufficient historic understanding of this
work produced will be of knowledge of the uses form at any level.
sub-standard quality, and development of the
and be presented in a medium chosen.
nonprofessional manner.
Rubrics - 19
Palomar College Benchmarks for Core Skills – First Draft
(downloaded 12/22/04 from http://www.palomar.edu/alp/benchmarks_for_core_skills.htm#com)
A. Communication
Students will communicate effectively in many different situations, involving diverse people and
viewpoints.
1. Listening: Students will listen actively and respectfully to analyze the substance of others'
Rubric Examples
comments.
Beginner
• Avoid interrupting the speaker.
• Summarize speaker’s main points when called upon to do so.
• Integrate the message into his or her own frame of reference.
• Anticipate forthcoming points.
Developed
• Develop a framework for organizing the message.
• Differentiate between relevant information and information requiring further explanation
or analysis.
• Take notes paraphrasing salient points.
• Ask clarifying questions.
Accomplished
• Differentiate between denotation and connotation; recognize irony, metaphorical
language, and intentionally misleading language.
• Develop a framework for organizing the message.
• Summarize the speaker's purpose.
• Identify the relative importance of parts of the message and their relevance.
• Identify and evaluate evidence used to support specific claims.
2. Speaking: Students will speak in an understandable and organized fashion to explain their
ideas, express their feelings, or support a conclusion.
Beginner
• Use brief opening and closing remarks.
• Clearly state and address an assigned topic.
• Develop a number of points appropriate to the time allowed.
• Express key points understandably.
Developing
• Establish eye contact with the audience.
• Avoid distracting physical actions and mannerisms.
• Speak understandable and clearly audible Standard English.
• Avoid repeated phrases or utterances irrelevant to the message.
• Develop a clear thesis.
• Use rhetorically appropriate opening and closing remarks.
• Differentiate points and move coherently from one point to another.
• Use supporting and interest material suited to the audience.
Accomplished
• Pay attention to the audience and speak directly to the listeners.
Rubrics - 20
• Use appropriate gestures and facial expressions.
• Support a clear thesis, with supporting points, that move to a conclusion.
• Use concrete and sophisticated supporting material.
• Use audio-visual support, where it is called for, without creating distractions.
3. Reading: Students will read effectively and analytically and will comprehend at the college
level.
Beginner
Rubric Examples
th
• Correctly decode vocabulary at the 13 grade-level.
• Understand and accurately summarize the major points of reading material.
• Learn specialized vocabulary through reading and use that vocabulary appropriately.
Developing
• Develop a framework for organizing the text and relating it to his or her own frame of
reference.
• Correctly decode vocabulary appropriate to the reading material of one or more
disciplines.
• Understand, summarize, and apply the major points of non-specialized and some
specialized reading material.
• Diagnose some reading deficiencies and independently resolve them and seek aid in
resolving others.
Accomplished
• Accurately summarize non-specialized and specialized reading material in two or more
disciplines.
• Diagnose most reading deficiencies and independently resolve them.
• Develop a framework for organizing the meaning of a written text.
• Summarize the writer's purpose and the connection of the components to it.
• Differentiate between denotation and connotation, recognizing irony, metaphorical
language, and intentionally misleading language.
• Identify the relative importance of parts of the text and their relevance.
• Identify and evaluate evidence used to support specific claims.
4. Writing: Students will write in an understandable and organized fashion to explain

their ideas, express their feelings, or support a conclusion.
Beginner
• Write an essay or narrative of several paragraphs that they can read aloud understandably.
• Distinguish sentences within paragraphs, capitalizing the first word of a sentence and
ending it with terminal punctuation.
• Write paragraphs that develop a main point.
• Produce a text in which paragraphs have a logical relationship to one another.
Developing
• Write an essay or narrative that moves toward a clear conclusion or thesis.
• Write paragraphs that usually state and develop a clear point.
• Support claims with evidence that is relevant and reasonable.
• Diagnose some errors in usage, spelling, and grammar, correcting some independently
and seeking aid in correcting others.
• Express ideas in specific, concrete language and develop some specific examples.
Rubrics - 21
• Substantially revise a piece of writing to achieve greater clarity, persuasiveness, or
vividness.
Accomplished
• Develop a clear, significant, and complete thesis statement in an essay or narrative.
• Support claims by presenting credible and persuasive evidence.
• Develop and explain points in clear, specific language, providing concrete referents for
key concepts that the audience can easily understand.
• Diagnose errors in spelling, usage, and grammar, correcting most independently and
Rubric Examples
seeking aid in correcting others.
B. Cognition
Students will think logically and critically in solving problems; explaining their conclusions; and
evaluating, supporting, or critiquing the thinking of others.
2. Problem Solving: Students will identify and analyze real or potential problems and
develop, evaluate, and test possible solutions, using the scientific method where appropriate.
Beginner
• Can identify problem types.
• Relies on standardized solution methods, rather than guesswork or intuition.
• Understands the level of complexity of a problem.
Developing
• Focuses on difficult problems with persistence.
• Can work independently with confidence.
• Sees the real world relevance of problem.
• Provides a logical interpretation of the data.
Accomplished
• Achieves, clear, unambiguous conclusions from the data.
• Employs creativity in the search for a solution.
• Recognizes and values alternative problem solving methods, when appropriate.
3. Creative Thinking: Students will formulate ideas and concepts in addition to using those
of others.
Beginner
• Reads materials carefully.
• Recognizes differences between fact and opinion.
• Understands issues under consideration.
Developing
• Considers implications of data, patterns, ideas, and perspectives.
• Clearly outlines thoughts and considers issues, facts, formulas, and procedures
appropriate to the discipline.
• Employs data from other disciplines.
• Demonstrates open-mindedness.
Accomplished
• Perseveres through complex issues and problems.
• Draws well-supported, logical conclusions.
• Uses a logical chain of thought when defending view.
Rubrics - 22
• Eager to share understandings and exhibits confidence in conclusions.
4. Quantitative Reasoning: Students will use college-level mathematical concepts and

methods to understand, analyze, and explain issues in quantitative terms.
Beginner
• Identify the quantities that are involved in the issue.
• Identify the quantities that need to be addressed in analyzing the issue.
• Make a prediction about the solution of the issue. (For example, the
Rubric Examples
interest paid will be between $50 and $100.)
• Check the guess or solution against the issue. Refine the guess, if
necessary.
Developing
• Have a clear understanding of the issue and be able to restate it in one's
own words.
• Make a list of known facts related to the issue.
• Make a list of information that could be helpful in finding a solution to
the issue.
• Make a logical guess about the solution.
• Check the guess or solution against the issue. Refine the guess, if
necessary.
• Identify the different mathematical units involved in the issue.
• Identify the relation between the different mathematical units involved.
• Identify the mathematical units involved in the solution.
Accomplished
• Be able to explain why or why not a solution make sense.
• Use the logical skills, and develop a strategy to find solutions to the
issue.
• Carry out the strategies and develop solutions to the issue
• Check the solutions against the issue.
• Interpret the solutions in the context of the issue.
• Justify the solution by giving practical and logical reasons.
5. Transfer of Knowledge and Skills to a New Context: Students will apply their knowledge
and skills to new and varied situations.
Beginner
• Read the material carefully, or contemplates the situation carefully.
• Identify what the final solution should determine.
• Identify a few intermediate steps required that connects previous material to the new
context.
Developing
• Identify some intermediate steps required that connects previous material to the new
context.
• Be able to bring other resources to bear on the solution.
• Be able to see problem or challenge in a wider context.
Rubrics - 23
• Recognize basic patterns from prior context that are applicable to new context.
Accomplished
• Identify all intermediate steps required that connects previous material to the new
context.
• Be able to bring other resources to bear on the solution.
• Be able to see problem or challenge in a wider context.
• Recognize basic patterns from prior context that are applicable to new context.
Rubric Examples
• Arrive at solution expeditiously.
• Create complex analogies between new and old context.
• Go beyond solving the problem at hand to optimizing the process in a new environment
or situation.
C. Information Competency
Students will use printed materials, personal communications, observation, and electronic
resources to find and evaluate information.
2. Technological Competency: Students will use technological applications to find,

organize, and present information effectively.
Beginner
• Define and articulate the need for information that is appropriate to complete a specific
college-level research project or paper.
• Match the information requirement with the appropriate resources, such as: format type;
primary and secondary information; current and historical information; information
representing various points of view; and scholarly versus popular press.
• Construct and implement search strategies appropriate for a variety of retrieval systems,
including: online catalogs; periodical databases; statistical databases; online reference
tools; and World Wide Web search tools.
Developing
• Organize and evaluate information from multiple sources based on usefulness, reliability,
validity, accuracy, authority, timeliness, and point of view or bias.
• Read the selected texts, recognize main ideas with supporting details, and will synthesize
the information obtained to meet the needs of a college-level assignment.
• Compile a discipline-appropriate bibliography of sources obtained through their research
at the beginner level.
Accomplished
• Successfully complete a college-level research paper utilizing a word processing
program, and other necessary software, such as a spreadsheet, data base management
program, or graphics program.
• Successfully discuss, present and preserve the research findings using a variety of media,
including presentation software and CD recorder.
• Successfully publish the final product of a research project on the Internet with software
that may include multimedia recording and presentation capabilities.
D. Social Interaction
Rubrics - 24
Students will interact with individuals and within groups with integrity and awareness of others'
opinions, feelings and values.
1. Teamwork: Students will participate effectively in teams, committees, task forces, and in
other group efforts to make decisions and seek consensus.
Beginner
• Joins a group cooperatively.
• Acknowledge members of the group.
Rubric Examples
• Listens attentively to members of the group.
• Be prepared and reliable members of the group.
• Contribute to the end product of the group.
Developing
• Give input and/or recommendations confidently.
• Complete assigned tasks in a timely fashion.
• Respect differing points of view.
• Agree on group priorities, goals and procedures.
• Help to build a consensus.
Accomplished
• Take an active position in group by assigning tasks and/or speaking for the group.
• Take responsibility for end product that reflects the minority as well as the majority
conclusions of the group.
• Encourage and acknowledge the work of other group members.
F. Personal Development and Responsibility

Students will develop individual responsibility, personal integrity, and respect for diverse people
and cultures.
1. Self-management: Students will demonstrate habits of intellectual exploration, personal

responsibility, and physical well being.
Beginner
• Demonstrates personal responsibility through generally good attendance, punctuality, and
performance of required tasks.
• Monitors the quality of his/her own acceptance of responsibility and responds to advice
or counseling where appropriate.
• Participates in the development of a personal educational plan by interacting with staff
and others in shaping and refining his/her educational goals and strategies for achieving
them.
Developed
• Demonstrates an understanding of the role of physical well being in achieving
educational and personal goals.
• Participates in the development of a personal academic portfolio to document her/his
educational growth and her/his habits of intellectual exploration.
Accomplished
• Develops and maintains an on-line portfolio to document his/her educational growth and
habits of intellectual exploration.
Rubrics - 25
• Selects institutions to which she/he wants to apply for admission, employment, or some
other professional consideration.
• Identifies appropriate contact within the institution to send portfolio to.
• Sends electronic portfolio to institutions, including a cover letter addressed to a specific
contact within the institution.
3. Respect for Diverse People and Cultures: Students will interact respectfully in
groups whose membership includes such diverse human traits as language, culture, and
Rubric Examples
physical ability.
Beginner
• Identifies and describes the aspects of a number of cultures, including their own.
• Can work in diverse groups when given the opportunity.
• Appreciates the variety of U.S. residents.
• Is familiar with the historical struggle for equality and justice in the U.S.
Developed
• Identifies many cultural and linguistic backgrounds and reflects upon cultural and
linguistic prejudice.
• Understands cultural, linguistic and physical differences.
• Interacts respectfully with others in the classroom, including his/her instructor.
Accomplished
• Strives to be understanding and respectful, when working in groups with people who
have diverse cultural and linguistic backgrounds and different physical abilities.
• Proactively and compassionately influences others to respect diverse people and cultures.
Rubrics - 26
University of South Carolina
General Education Assessment Criteria—Humanities/Cultural
http://ipr.sc.edu/effectiveness/assessment/criteria/humcultl.htm
Goal 1
Students will demonstrate an understanding of the historical development of culture over
time and its relation to the present.
Rubric Examples
Objective A. Students will demonstrate understanding of the construction of history and
how history is written.
4 OUTSTANDING
Understands the existence of various perspectives on any historical event, the processes that
contribute to inclusions or exclusion of those perspectives on written histories, and articulates the
relationship of "official" histories to subsequent historical developments and to historical
understanding.
3 EFFECTIVE
Understands the existence of more than one perspective on any historical event, the processes
that contribute to inclusions or exclusion of those perspectives on written histories, and the
relationship of "official" histories to subsequent developments.
2 ADEQUATE
Understands the existence of more than one perspective on any historical event and the processes
that contribute to inclusion or exclusion of perspectives.
1 INEFFECTIVE
Assumes a single point of view for any historical event.
Objective B. Students will understand broad outlines of history and make accurate
connections between developments separated in time or place.
4 OUTSTANDING
Knows major chronologies and patterns of historical developments of Western and some non-
Western culture and their relationships; understands and articulates historical relationships of
developments within and across cultures.
3 EFFECTIVE
Knows major patterns of historical developments of Western cultures and is aware of non-
Western cultures; understands and accurately articulates relationships of historical developments
within Western cultures.
2 ADEQUATE
Knows general chronologies and patterns of historical developments of Western cultures;
understands relationships between disparate events.
1 INEFFECTIVE
Knows about some historical events; perceives them as isolated rather than related.
Objective C. Students will demonstrate the ability to recognize the contribution of

historical antecedents to the understanding of current personal, social, and political
situations and developments.
Rubrics - 27
4 OUTSTANDING
Understands relevance of history to current global situations and accurately articulates relevant
historical antecedents of particular recent events.
3 EFFECTIVE
Understands the relevance of history to understanding present developments in the Western
world and articulates appropriate connections.
2 ADEQUATE
Within a limited geographical or historical context, recognizes antecedents of present in past and
Rubric Examples
articulates several connections accurately.
1 INEFFECTIVE
Perceives current social and political developments as framed only in the recent past.
Goal 2
Students will become familiar with the diversity of a global culture marked by racial,
ethnic, gender and regional differences.
Objective A. Students will demonstrate the ability to recognize multiple perspectives and
appreciate perspectives which produce a world-view different from one's own.
4 OUTSTANDING
Recognizes differing perspectives on contemporary issues both globally and within the United
States; is aware of limits of own perspective; understands several sources of diversity and the
possible differences in values and behaviors and interpretations of events in American culture;
articulates relationship of other perspectives to understanding of self.
3 EFFECTIVE
Recognizes differing perspectives on contemporary issues within the United States; is aware of
limits of own perspective; understands several sources of diversity and the possible differences
in values and behaviors and interpretations of events in American culture; articulates relationship
of other perspectives to understanding of self.
2 ADEQUATE
Recognizes at least one differing perspective on contemporary issues within the United States; is
aware of limits of own perspective; understands sources of this difference and the diversity in
values and behaviors and interpretations of events which result; articulates relationship of other
perspectives to understanding of self.
1 INEFFECTIVE
Avoids recognition of differing perspectives on contemporary issues within the United States; is
unaware of limits of own perspective; considers events from own point of view; devalues
differences in behavior or cultures and interpretations of events which result; sees no relationship
of other perspectives to understanding of self.
Goal 3
Students will communicate orally (with the exception of Latin and Ancient Greek) and in
writing in another language.
Objective A. Students will demonstrate the ability to read in one foreign language and
comprehend the topic and main ideas in written texts.
Rubrics - 28
Objective B. Students will demonstrate the ability to understand spoken discourse and
converse in a foreign language on familiar subjects.
4 OUTSTANDING
See explanations of foreign language proficiency placement and testing program in the
University Bulletin.
3 EFFECTIVE
2 ADEQUATE
1 INEFFECTIVE
Rubric Examples
Goal 4
Students will demonstrate an understanding of the contribution of the literary, visual or
performing arts and their cultural context and express informed personal responses to
artistic creations.
Objective A. Students will demonstrate the ability to develop an aesthetic response to at

least one of the arts.
4 OUTSTANDING
Knows the major forms of several of the arts and articulates an aesthetic response to artistic
works using appropriate concepts and relevant information; carefully observes and accurately
describes the elements of the work and their relationship to its overall design or structure;
articulates the understanding of aesthetic uses of its medium.
3 EFFECTIVE
Knows the major forms of one of the arts and articulates an aesthetic response to artistic works
using appropriate concepts and relevant information; carefully observes and accurately describes
the elements of the work and their relationship to its overall design or structure; articulates the
understanding of aesthetic uses of its medium.
2 ADEQUATE
Knows several forms of one of the arts and articulates an aesthetic response to an artistic works
using appropriate concepts and relevant information; observes and describes the main elements
of the work and their relationship to its overall design or structure.
1 INEFFECTIVE
Knows several forms of one of the arts; knows some relevant information but neither observes
and describes the main elements of the work nor sees their relationship to its overall design or
structure.
Goal 5
artistic creations.
Objective B. Student expresses a personal response to works of art using appropriate

concepts and relevant information.
4 OUTSTANDING
Responds to the expressive qualities of the arts and recognizes particular elements of the work
and reactions to them; expresses an informed personal response to artistic works using relevant
information and relating personal responses to the work(s) to understanding of self or others.
Rubrics - 29
3 EFFECTIVE
Responds to the expressive qualities of the arts; expresses an informed personal response to of
the arts using relevant information and relating, the personal responses to the work(s) to
understanding of self or others.
2 ADEQUATE
Responds to works of art and expresses a personal response to the work(s) using relevant
information and personal observations.
1 INEFFECTIVE
Rubric Examples
Does not express a personal response to artistic works.
Goal 6
artistic creations.
Objective C. Students can relate art to the wider cultural context from which it emerges.
4 OUTSTANDING
Understands the interaction of cultural context, artists' lives, and their works, including
conditions which contribute to perceptions of what is art, and the historical development of the
philosophy and techniques of the arts; interprets the contribution of artist(s) or art works in
relation to values and assumptions of place, time, and the broader culture from which the arts
emerge.
3 EFFECTIVE
Understands the interaction of cultural context, artists' lives, and their works; including
conditions which contribute to perceptions of what is art and historical patterns of artistic
techniques; interprets the contribution of artist(s) or art works in relation to values and
assumptions of place, time, and the broader culture from which the arts emerge.
2 ADEQUATE
Understands the interaction of cultural contexts, artists' lives and their works; interprets artistic
creations in relation to values and assumptions of particular place, time and culture from a work
of art emerges.
1 INEFFECTIVE
Understands that there is an interaction of art and cultural context but cannot interpret arts in
their broader cultural context.
Goal 7
Students will integrate insights from several disciplines and apply them to value choices
and ethical decisions.
Objective A. Students will demonstrate the ability to identify ethical dilemmas in a variety
of contexts.
4 OUTSTANDING
Identifies and accurately describes complex ethical dilemmas from life situations and theoretical
scenarios.
Rubrics - 30
3 EFFECTIVE
Identifies and describes complex ethical dilemmas in scenarios derived from everyday life
situations.
2 ADEQUATE
Identifies and describes simple ethical dilemmas in scenarios derived from everyday life
situations and from theoretical works.
1 INEFFECTIVE
Has difficulty in identifying and describing even simple ethical dilemmas in scenarios derived
Rubric Examples
from everyday life situations; and from theoretical works.
Objective B. Student can apply understandings from several disciplines to clarify ethical
conflicts; articulate reasoned personal responses based on expressed values.
4 OUTSTANDING
Uses appropriate insights from several disciplines to make connections and elucidate ethical
dilemma; articulates sources of insights and relation to understanding of self; recognizes and
articulates personal values in reasoned response.
3 EFFECTIVE
Uses insights from more than one discipline to make connections and elucidate ethical dilemmas;
articulates sources of insights and relation to understanding of self; incorporates personal values
into response.
2 ADEQUATE
Uses insights from more than one discipline to clarify ethical dilemmas; articulates connections
to personal values as related to dilemma.
1 INEFFECTIVE
Clarifies response to ethical dilemma solely in terms of rules or personal values
Rubrics - 31
General Education Assessment Criteria—Math
http://ipr.sc.edu/effectiveness/assessment/criteria/math.htm
Goal
Students will perform basic mathematical manipulations, display facility with the use of
mathematics in framing concepts for mathematical analysis and interpret data
Rubric Examples
intelligently.
Objective A. Students will demonstrate their understanding of the role of quantitative

reasoning and its application.
4 OUTSTANDING
Regards quantitative reasoning as essential in understanding both multiple academic areas and
domains beyond the academic and career related; can articulate and advocate appropriate
applications of quantitative reasoning in various settings.
3 EFFECTIVE
Regards quantitative reasoning as very useful and important to domains beyond the academic;
demonstrates and articulates an understanding of its uses and can choose appropriate
applications.
2 ADEQUATE
Regards quantitative reasoning as useful and important although primarily academic; recognizes
appropriate applications and understands explanations.
1 INEFFECTIVE
Regards quantitative reasoning as irrelevant beyond academic applications.
Objective B. Students will demonstrate an understanding of the language of mathematics

and basic mathematical concepts and operations.
4 OUTSTANDING
Demonstrates superior knowledge of the language of mathematics and basic mathematical
concepts and operations. Has the ability to teach and explain basic mathematical concepts and
operations to others.
3 EFFECTIVE
Demonstrates the appropriate use of the language of mathematics and basic mathematical
concepts and operations. Can initiate or contribute to discussions about mathematical concepts
and operations.
2 ADEQUATE
Understands the basic language of mathematics and basic mathematical concepts. Can participate
in discussions about mathematical concepts and operations and can demonstrate adequate
knowledge.
1 INEFFECTIVE
Cannot demonstrate knowledge of the language of mathematics and basic mathematical
concepts. Avoids participation in discussions about mathematical concepts and operations.
Objective C. Students will demonstrate the ability to apply basic mathematical operations
to problem solving in one's personal and working life. This criterion demonstrates ability
Rubrics - 32
to apply basic mathematical concepts and operations to situations which will be
encountered beyond the university and in. the "real world".
4 OUTSTANDING
Understands the quantitative frameworks of broad scope, real-world problems; recognizes
advantages and disadvantages of several quantitative approaches to a problem and chooses
appropriate concepts to describe the problem, accurately performs needed mathematical
operations, and articulates the meaning of the solution in terms of the original problem.
3 EFFECTIVE
Rubric Examples
Once the quantitative framework of real-world problems are clarified, chooses appropriate
concepts to describe the problem and accurately performs needed mathematical operations and
articulates the meanings of the solution in terms of the original problem.
2 ADEQUATE
Recognizes, -the quantitative framework of real-world problems of limited scope, and
independently chooses appropriate concepts to describe the problem; accurately performs basic
mathematical operations on problems of personal or work life and applies the solution to the
original problem.
1 INEFFECTIVE
Does not see problems in a quantitative framework unassisted; inability to choose appropriate
concepts and/or to perform basic mathematical operations on problems in personal or work life
limits options to developing solutions..
Objective D. Students will accurately comprehend and draw appropriate Inferences from
numeric data assembled in a variety of forms (e.g., graphs, charts, summary statistics, etc.)
and in other disciplines.
4 OUTSTANDING
Comprehends complex and sophisticated displays of data and makes inferences consistent with
the data. Can construct data displays from a set of data; explains clearly in everyday language the
meaning of the data, and relates it to appropriate context.
3 EFFECTIVE
Comprehends some complex and sophisticated displays of data and makes inferences consistent
with simple displays of data; explains the meaning of the data in everyday language; relates to
appropriate context.
2 ADEQUATE
Comprehends simple displays of data, makes inferences consistent with the displays of data, and
explains the inferences within a limited context.
1 INEFFECTIVE
Inconsistently comprehends some simple displays of data; makes inferences inconsistent with
simple displays of data or with its context.
Rubrics - 33
General Education Assessment Criteria—Oral Communication
http://ipr.sc.edu/effectiveness/assessment/criteria/oral.htm
Goal
Students will communicate orally in a manner that unites theory, criticism, and practice to
produce an effective communicator.
Rubric Examples
Objective A. Students' effective speaking will demonstrate knowledge of the subject. This
criterion describes the accuracy, extensiveness, and perspective of the knowledge which the
speaker exhibits. This criterion also assesses the degree to which the speaker's information
meets the content requirements of a specific assignment. (NOTE: For speaking assessments,
which are integrated with assessments in Critical Thinking or one or more Perspective
Outcomes, those appropriate criteria whole or in part may be substituted for Speaking
Criterion #1.)
4 OUTSTANDING
Appropriateness: The speaker fulfills or exceeds all of the assigned content requirements.
Accuracy: The speaker's knowledge of the subject is accurate throughout.
Extensiveness: The speaker exhibits convincing range and quality of knowledge, having done
appropriate research, if applicable.
Perspective: The information presented reveals the speaker's assimilation and understanding of the
material. When appropriate, the speaker is convincingly aware of alternative points of view
AND of implications beyond the immediate subject.
3 EFFECTIVE
Appropriateness: The speaker fulfills the important content requirements of the assignment.
Accuracy: The speaker's knowledge of the subject is accurate throughout except in minor details.
Extensiveness: The speaker seems informed on the subject, having done appropriate research, if
applicable.
Perspective: The information presented reveals the speaker's assimilation and understanding of
view OR of implications beyond the immediate subject.
2 ADEQUATE
Appropriateness: The speaker fulfills some of the important content requirements of the
assignment.
Accuracy: The speaker's knowledge of the subject is generally accurate, though flawed.
Extensiveness: The speaker exhibits limited range or quality of knowledge, having done minimal
Perspective: The information presented reveals that the speaker has only partially assimilated or
understood the material. When appropriate, the speaker shows some awareness of alternative
points of view OR of implications beyond the immediate subject.
1 INEFFECTIVE
Appropriateness: The speaker fails to address the important content requirements of the
assignment.
Accuracy: The speaker's knowledge of the subject is generally inaccurate.
Extensiveness: The speaker's knowledge of the subject lacks range or quality.
Rubrics - 34
Perspective: The information presented reveals the speaker's failure to assimilate or to understand
the material.
Objective B. Students' effective speaking will demonstrate an awareness of the
audience/group. This criterion concerns the speaker's awareness of the audience. In
demonstrating this awareness, the speaker must accommodate the listeners' attitudes toward
or familiarity with the subject, as well as the listeners' comprehension levels. Depending on
the characteristics of the audience, then, the speakers development, language, and emphasis
will vary and will reflect the degree to which the speaker has identified and is addressing
Rubric Examples
those listeners.
4 OUTSTANDING
Development: The speaker's explanations and uses of evidence, illustrations, or other definitive
details are highly appropriate for the listeners.
Language: The speakers word choices clearly demonstrate an awareness of the listeners. The
language seems deliberately chosen to aid the listeners' understanding of the subject (including
definitions where appropriate).
Emphasis: The speaker's discussion or argumentation is consistently clear and appropriate to the
listeners and to the purpose. In emphasizing important points, the speaker uses evidence
logically and carefully.
Feedback-- Monitoring: The speaker monitors the audience's/group's responses and adapts the
presentation accordingly.
3 EFFECTIVE
Development: The speaker's explanations and uses of evidence, illustrations, or other definitive
details are highly appropriate for the listeners.
Language: The speaker's word choices demonstrate an awareness of the listeners. The language is
consistent and seems generally appropriate to the listeners' understanding of the subject
(including definitions where appropriate).
Emphasis: The speaker's discussion or argumentation is generally clear and appropriate to the
listeners and to the purpose. In emphasizing important points, the speaker generally uses
evidence logically and carefully.
Feedback-- Monitoring: The speaker monitors the audience's/group's responses and adapts the
presentation accordingly.
2 ADEQUATE
Development: The speaker makes some attempt to provide evidence, illustrations, or other
definitive details for the listeners, but some information is either extraneous or insufficient.
Language: The speaker's word choices indicate an awareness of the listeners, but the identity of the
listeners is either unclear or inappropriate in some respects. Although the vocabulary seems
fairly consistent, the language seems chosen more for the speaker's convenience than for the
listeners' understanding.
Emphasis: The speaker's discussion or argumentation is generally clear or appropriate to the
listeners and to the purpose, but may be lacking in some aspect of the use of logic or evidence.
Feedback-- Monitoring: The speaker's interaction with the audience/group is limited.
1 INEFFECTIVE
Development: The speaker generally lacks an awareness of the listeners, for the discussion lacks
evidence, illustrations, or other definitive details.
Language: The speaker's word choices fail to reflect an awareness of the listeners, because either
the vocabulary or the reference to the listeners is inconsistent or inappropriate.
Rubrics - 35
Emphasis: The speaker's discussion or argumentation is generally unclear or inappropriate to the
listeners and to the purpose. The presentation lacks emphasis, or is seriously defective in the
use of logic or evidence.
Feedback-- Monitoring: The speaker fails to monitor the audience's/group's responses.
Objective C. Students' effective speaking will demonstrate organization appropriate to the
purpose and to the interaction between speaker and audience. This criterion considers the
structure and the coherence of the presentation. Structure refers to the way the speaker
achieves unity by focusing and ordering the information. Coherence refers to the way the
Rubric Examples
speaker connects the ideas to provide continuity from point to point and throughout the
presentation. These aspects of organization should be appropriate to the audience and the
purpose for speaking.
4 OUTSTANDING
Structure: The speaker focuses and orders the material to convey a unified point or effect.
Coherence: The speaker provides clear and consistent movement within and between major
points and from beginning to end.
Introductory Comments: The speaker's opening comments attempt to reveal the purpose and major
points of the presentation and motivate the audience to listen.
Concluding Comments: The speaker's concluding comments are strong both in reemphasizing the
purpose and major points of the presentation and in leaving the audience with an appropriate
closing statement.
3 EFFECTIVE
Structure: The speaker focuses and orders the material to convey a generally unified point or effect.
Coherence: The speaker provides movement within and between major points and from
beginning to end.
Introductory Comments: The speakers opening comments attempt to reveal the purpose and major
points of the presentation and motivate the audience to listen.
Concluding Comments: The speaker's concluding comments are appropriately related to the
purpose and major points of the presentation, but they are not very strong or emphatic.
2 ADEQUATE
Structure: The speaker provides some focus or order to the material, but this structure is somewhat
unclear.
Coherence: The speaker provides movement within and between major points and from beginning
to end, but this movement is at times either unclear or awkward.
Introductory Comments: The speaker's opening comments attempt to reveal the purpose and
major points of the presentation and motivate the audience to listen, but in doing so the
approach seems somewhat artificial, weak, or unimaginative.
Concluding Comments: The speaker's concluding comments are related to the purpose and major
points of the presentation, but they either bring in extraneous information or are unnecessarily
redundant.
1 INEFFECTIVE
Structure: The speaker provides little or no focus or order to the material.
Coherence: The speaker provides little movement within and between the major points and
from beginning to end.
Introductory Comments: The speaker's opening comments are either inappropriate to the
presentation, or they are unlikely to motivate the audience to listen.
Rubrics - 36
Concluding Comments: The speaker closes the presentation either abruptly with no apparent
concluding statement or with inappropriate remarks.
Objective D. Students' effective speaking will demonstrate vocal delivery which encourages
listening. This criterion is concerned with those aspects of the speaker's delivery which either
encourage or discourage listening: volume, pitch, enunciation, pronunciation pace, and tone
of voice. These aspects of oral projection should be appropriate to the content, the occasion,
the setting, and the purpose for which the comments are made. Empty vocalizations/verbal
fillers (such as *you know," "uh," and," "uhm," etc.) affect the vocal delivery.
Rubric Examples
4 OUTSTANDING
Clear enunciation: Appropriate pronunciation, volume, pitch, inflection, and pace throughout. The
speaker sounds genuinely interested in the topic. Delivery appears spontaneous throughout; notes
may assist but do not interrupt or control delivery.
3 EFFECTIVE
Clear enunciation: Appropriate pronunciation, volume, pitch, inflection, and pace are generally
maintained, but occasionally the speaker's voice is lacking somewhat in the appropriate enthusiasm
or energy level. Delivery appears spontaneous throughout; notes may assist but do not interrupt or
control delivery. A few empty vocalizations are noticeable but are not distracting.
2 ADEQUATE
Enunciation is hampered by occasional lazy articulation (such as slurring or run-together words);
some inappropriateness of pronunciation, volume, pitch, inflection, or pace may be noticeable, but
such instances do not seriously hinder the speaker's audibility. Delivery generally appears
spontaneous, but some moments of apparent recitation, reading of notes, or reference to notes
occasionally interrupt. Empty vocalizations are somewhat distracting.
1 INEFFECTIVE
Inappropriate or ineffective enunciation, pronunciation, volume, pitch, inflection, or pace seriously
hinder the speaker's audibility or obstruct communication with the audience. Reading of or
reference to notes, recitation, inappropriate display or lack of energy level, or empty vocalizations
adversely affect the vocal delivery.
Objective E. Students' effective speaking will demonstrate physical presentation appropriate
to the speaking situation. This criterion includes all aspects of what is commonly known as
body language: facial expressions, eye contact, and body movement. Physical presentation
helps reflect the speaker's poise and confidence.
4 OUTSTANDING
The speaker looks genuinely interested; facial expressions are consistently compatible with spoken
content; physical presentation is appropriate and purposeful in enhancing the speakers comments;
body movements and gestures are natural, appropriate, and relaxed; eye contact with the audience
consistently maintained.
3 EFFECTIVE
The speaker appears interested; facial expressions are consistently compatible with spoken content.
Body movements and gestures are usually natural, appropriate, and relaxed. Any nervous
movements do not interfere with the presentation. Any lack of eye contact is only momentary.
2 ADEQUATE
The speakers facial expressions seem either limited or occasionally incompatible with the spoken
content. Inappropriate body movements or gestures are occasionally noticeable but do not obstruct
Rubrics - 37
communication. For the most part, the speaker maintains eye contact with the audience, but the
inconsistency in eye contact is somewhat distracting.
1 INEFFECTIVE
The speaker's facial expressions seem either limited or incompatible with the spoken content. Poor
posture, distracting or inappropriate body movements or gestures, or lack of eye contact interferes
with the delivery.
Objective F. Students' effective speaking will demonstrate appropriate structure and word
choice. This criterion focuses on the speaker's ability to use standard English grammar and to
Rubric Examples
control language to achieve verbal precision, economy, variety, and emphasis.
4 OUTSTANDING
The speaker chooses words and expressions for both maximum clarity and variety; the speaker
manifests no grammatical errors; the speaker's sentence structure manifests stylistic strengths -- that
is, the sentence structures distinctively create emphasis, dramatic impact, or more effective
listening.
3 EFFECTIVE
The speaker's word choices and expressions achieve both clarity and at least some distinctiveness;
the speaker manifests no grammatical errors.
2 ADEQUATE
The speaker's expressions are accurate and clear, but rarely distinctive. An occasional sentence
structure or grammatical error is noticeable.
1 INEFFECTIVE
The speaker's expressions are, for the most part, accurate and clear but rarely distinctive. The
speaker's meaning is often muddled or his/her credibility undercut by distracting faults in sentence
structure or usage.
Objective G. Students' listening skills as audience or co-communicators in group discourse
will promote accurate extraction of information and meaning.
4 OUTSTANDING
The student's evident active attention to oral communications of others encourages further
communication; student recognizes responsibilities for listening and for gaining clarification of
incomplete communication. The student demonstrates an accurate and thorough understanding of
communication content through oral and written responses.
3 EFFECTIVE
The student' s active attention to oral communications of others provides visual feedback to the
other of respect and interest; the student's responses indicate understanding of information,
opinions and ideas presented orally.
2 ADEQUATE
The student listens with physical and mental attention to oral presentation of others and
demonstrates the understanding of the major points or threads of an argument through appropriate
oral or written response.
1 INEFFECTIVE
The student's attention lacks focus and is reflected in written or oral responses where meanings and
information are incomplete or inaccurately understood.
Rubrics - 38
General Education Assessment Criteria—Science
http://ipr.sc.edu/effectiveness/assessment/criteria/science.htm
Goal
Students will understand physical and/or life science phenomena and the uses of scientific
methods and theories.
Rubric Examples
Objective A. Students will understand the role, nature and value of scientific inquiry.
4 OUTSTANDING
Understands in depth the role and limitations of science in addressing contemporary quality of
life issues (i.e., improved health, a better environment, increased food production, population
control, etc.), articulates multiple aspects of the issues, perceives the relationship of sell to issues
and seeks additional scientific understanding as a guide to action.
3 EFFECTIVE
Understands the role and limitations of science in addressing contemporary quality of life issues,
articulates several aspects of the issues, perceives the relationship of self to issues, acts on basis
of understanding.
2 ADEQUATE
Understands in general the role of science in addressing some contemporary quality of life
issues; articulates several aspects of at least one issue; perceives the relationship of self to issues,
occasionally acts on basis of scientific understanding.
1 INEFFECTIVE
Understands minimally the role of science in contemporary quality of life issues; does not
perceive the relationship of self to issues; does not understand the nature of scientific work.
Objective B. Students will demonstrate their understanding of scientific theories and
perspectives
4 OUTSTANDING
Uses deep understanding of theoretical frameworks, concepts, terms, and important thinkers and
ideas from several science disciplines to explain contemporary scientific phenomena; makes
connections between science disciplines and identifies separate contributions of disciplines to
understanding.
3 EFFECTIVE
Uses knowledge of theoretical frameworks, concepts, terms, and important thinkers and ideas
from two sciences to discuss contemporary scientific phenomena; identifies perspectives of each
discipline in explaining a particular process or phenomenon.
2 ADEQUATE
Uses basic understanding of concepts, descriptive terms, and important thinkers and ideas from
at least one of the sciences to explain contemporary scientific phenomena; recognizes
perspectives of other disciplines.
1 INEFFECTIVE
Lacks understanding of relationship of concepts, terms and important ideas to each other or to a
science perspective; uses beliefs, applies ideas inaccurately, or uses irrelevant facts to explain
scientific phenomena.
Rubrics - 39
Objective C. Students will critically evaluate various approaches to research by Identifying
sound and unsound reasoning in scientific and lay contexts.
4 OUTSTANDING
Is discerning in judging the validity of findings as warranted or not by evidence and research
design. Can articulate the basic implications of identified strengths and weaknesses of methods.
3 EFFECTIVE
Can differentiate sound from flawed research methods and evaluate the validity of inferences
based on available evidence.
Rubric Examples
2 ADEQUATE
Recognizes major flaws in research. Critical judgment exercised only when pressed, elicited, or
when prior (closely held) assumptions are challenged.
1 INEFFECTIVE
Unable to recognize inappropriate research methods or invalid inferences from evidence. Likely
to accept results more on basis of preconceived notions, prejudice or style of presentation than on
the basis of a critical assessment of the evidence, concepts, and methods.
Objective D. Students understand the applications of different research designs and
approaches.
4 OUTSTANDING
Clearly appreciates the advantages and disadvantages of various approaches, understands the
underlying assumptions of various research methods, and readily matches the appropriate design
to the problem at hand.
3 EFFECTIVE
Able to assess the appropriateness of research designs for a variety of situations, settings, or
problems. Can apply or use simple research methods in uncomplicated cases.
2 ADEQUATE
Recognizes conspicuously inappropriate design applications. Understands that different
problems or settings require different approaches, but requires guidance in discerning most
appropriate methods for a given situation without considerable guidance.
1 INEFFECTIVE
Assumes all research is alike or that one method is as good as another. Avoids solving problems,
seeks easy answers if possible. Has no interest in or understanding of the advantages and
disadvantages of various approaches, the assumptions required, or how the nature of the problem
affects the choice of approach.
Objective E. Students will formulate research questions and test hypotheses as part of
using the scientific process.
4 OUTSTANDING
Can generate and appropriately state research questions/hypotheses about simple or complex
relationships that are logically consistent with existing information (e.g., literature review).
3 EFFECTIVE
Can generate research questions/hypotheses for simple relationships. Can appropriately interpret
and critique stated hypotheses.
2 ADEQUATE
Can appropriately interpret and critique stated hypotheses. Has difficulty generating research
questions/hypotheses.
Rubrics - 40
1 INEFFECTIVE
Has difficulty generating hypotheses and interpreting stated hypotheses.
Objective F. Students use systematic, empirical approaches to address questions as part of
the scientific process.
4 OUTSTANDING
For a given research question, the student can correctly identify independent, dependent, and
extraneous variables, describe a research design to control the extraneous variable(s), or identify
why extraneous variables cannot be controlled for a given research question.
Rubric Examples
3 EFFECTIVE
extraneous variables, and describe a research design to control the extraneous variable(s).
2 ADEQUATE
extraneous variables.
1 INEFFECTIVE
For a given research question, the student cannot correctly identify independent, dependent, and
extraneous variables.
Objective G. Students will identify and collect appropriate information as part of the
scientific process.
4 OUTSTANDING
For a given research situation, the student can correctly identify and describe appropriate and
realistic measures for the independent, dependent, and extraneous variables, and describe
strengths and weaknesses for each measure.
3 EFFECTIVE
For a given research situation, the student can correctly identify and describe appropriate and
realistic measures for the independent, dependent, and extraneous variables.
2 ADEQUATE
For a given research situation, the student can correctly identify appropriate and realistic
measures for the independent, dependent, and extraneous variables.
1 INEFFECTIVE
For a given research situation, the student cannot correctly identify appropriate measures for the
independent, dependent, and extraneous variables.
Objective H. Students will draw appropriate conclusions from empirical results in
quantitative and qualitative formats.
4 OUTSTANDING
Can express empirical findings in "plain English" (own words) and identify the impact of
findings on theory development and/or practical application.
3 EFFECTIVE
Can express most empirical findings but limited in ability to identify practical or theoretical
implications.
2 ADEQUATE
Can express empirical findings reported in simple numerical, graphical or prose but has difficulty
identifying implications.
1 INEFFECTIVE
Has difficulty expressing empirical findings of any form.
Rubrics - 41
General Education Assessment Criteria—Social/Behavioral Sciences
Downloaded 3/20/05 from http://ipr.sc.edu/effectiveness/assessment/criteria/socibeh.htm
Goal
Students will demonstrate their understanding of the processes of human behavior and
Rubric Examples
social interaction and use social and behavioral science perspectives to interpret them.
Objective A. Students will demonstrate their understanding of behavioral and social

science theories and perspectives.
4 OUTSTANDING
Uses deep understanding of theoretical frameworks, concepts, terms, and important thinkers and
ideas from several social/behavioral science disciplines to explain contemporary social
phenomena; makes connections between disciplines and identifies separate contributions of
disciplines to understanding.
3 EFFECTIVE
Uses knowledge of theoretical frameworks, concepts, terms, and important thinkers and ideas
from two social sciences to discuss contemporary social phenomena; identifies perspectives of
each discipline in explaining a particular event or scenario.
2 ADEQUATE
Uses basic understanding of concepts, descriptive terms, and important thinkers and ideas from
at least one of the social/behavioral sciences to explain contemporary social phenomena;
recognizes perspectives of other disciplines.
1 INEFFECTIVE
Lacks understanding of relationship of concepts, terms and important ideas to each other or to a
social/behavioral science perspective; uses beliefs, applies ideas inaccurately, or uses irrelevant
facts to explain social phenomena.
Objective B. Students will understand the cultural, social and political structures and
processes and their effects on individual, group and societal behaviors.
4 OUTSTANDING
Accurately describes cultural, social and political structures and processes in depth and can use
several as frameworks for analysis; applies knowledge and appropriate terminology to
understanding cultures and in explaining the interactions of political and social structures and
processes and their effects on individuals and groups.
3 EFFECTIVE
Describes cultural, social and political structures and processes and applies knowledge to
understanding and explaining their effects on human behavior; understands terms used to discuss
these phenomena and the interactions of structures and processes and uses them to explain
specific social problems and their effects on individuals.
2 ADEQUATE
Describes basic cultural, social and political structures and processes and accurately uses basic
terminology; recognizes them in contemporary issues and can use structures and processes as
Rubrics - 42
analytical frameworks; understands the effects of these structures and processes on cultural,
social or political groups and individuals within them.
1 INEFFECTIVE
Cannot accurately differentiate cultural, social and political phenomena; understands that they
effect the behaviors of groups and individuals, but cannot use accurately to discuss or analyze a
given situation or phenomenon.
Objective C. Students will critically evaluate, interpret, and make inferences from
Rubric Examples
social/behavioral science data.
4 OUTSTANDING
Recognizes points of view and value assumptions in formulation of social science questions and
their effects on the nature and interpretation of data collected, and articulates the point of view in
a given situation. Identifies distortions in the presentation of qualitative and quantitative data and
the logical and empirical fallacies in inferences drawn from data; recognizes the consequences of
inaccurate data interpretation and articulates appropriate alterative presentations or inferences.
Independently extracts complex data from a variety of sources - qualitative and quantitative,
presents that data in summary form, makes appropriate connections and inferences consistent
with the data and relates it to a larger context.
3 EFFECTIVE
In the work of others, recognizes the contribution of point of view to social science data
collection and analysis. Identifies distortions in the presentation of qualitative and quantitative
data and some of logical and empirical fallacies in inferences drawn from data; recognizes
consequences of inaccurate data interpretation. In her own work, extracts complex data from a
variety of sources -- qualitative and quantitative, presents data in summary form, and makes
connections and inferences consistent with the data.
2 ADEQUATE
In the work of others, recognizes the contribution of point of view to formulating social science
questions. Identifies distortions in the presentation of qualitative and quantitative data. Ability to
identify some logical and empirical fallacies in inferences drawn from data. In the student's own
work, extracts basic data from a variety of sources - qualitative and quantitative, presents that
data in summary form, and makes inferences consistent with the data.
1 INEFFECTIVE
Perceives social science research as isolated from context, or lacks conceptual framework for
evaluation of social science data; identifies very obvious logical errors or distortions within the
immediate context. Extracts some simple data from a variety of sources -- qualitative and
quantitative, but has difficulty presenting that data in summary form, or making inferences
consistent with the data.
Rubrics - 43
General Education Assessment Criteria—Written Communication
http://ipr.sc.edu/effectiveness/assessment/criteria/written.htm
Goal
Students will communicate clearly in written English, demonstrating their comprehension,
Rubric Examples
analysis, and critical interrogation of a variety of written texts.
Objective A. Students' writing will demonstrate knowledge of the subject. This criterion
describes the accuracy, extensiveness, and perspective of the knowledge which the writer
exhibits. This criterion also assesses the degree to which the writer's information meets the
content requirements of a specific assignment
4 OUTSTANDING
Appropriateness: The writer fulfills or exceeds all of the assigned content requirements.
Accuracy: The writer's knowledge of the subject is accurate throughout.
Extensiveness: The writer exhibits convincing range and quality of knowledge, having done
Perspective: The information presented reveals the writer's assimilation and understanding of the
material. The writer is convincingly aware of alternative points of view AND of implications
beyond the immediate subject.
3 EFFECTIVE
Appropriateness: The writer fulfills the important content requirements of the assignment.
Accuracy: The writer's knowledge of the subject is accurate throughout except in minor details.
Extensiveness: The writer seems informed on the subject, having done appropriate research, if
applicable.
Perspective: The information presented reveals the writer's assimilation and understanding of the
material. The writer seems aware of alternative points of view OR of implications beyond the
immediate subject.
2 ADEQUATE
Appropriateness: The writer fulfills some of the important content requirements of the
assignment.
Accuracy: The writer's knowledge of the subject is generally accurate, though flawed.
Extensiveness: The writer exhibits limited range or quality of knowledge, having done minimal
Perspective: The information presented reveals that the writer has only partially assimilated or
understood the material. The writer shows some awareness of alternative points of view OR
of implications beyond the immediate subject.
1 INEFFECTIVE
Appropriateness: The writer fails to address the important requirements of the assignment.
Accuracy: The writer's knowledge of the subject is generally inaccurate.
Extensiveness: The writer's knowledge of the subject lacks range or quality.
Perspective: The information presented reveals the writer's failure to assimilate or to understand
the material. The writer's assertions lack awareness of alternative points of view AND of
implications beyond the immediate subject.
Rubrics - 44
Objective B. Students' writing will demonstrate awareness of the reader. This criterion
concerns the writer's awareness of a known, assumed, or likely reading audience. In
demonstrating this awareness, the writer must accommodate the reader's attitudes toward
or familiarity with the subject, as well as the reader's comprehension level. The writer's
development, diction, and emphasis will reflect the degree to which the writer has
identified and is addressing those readers.
4 OUTSTANDING
Rubric Examples
Development: The writer's explanations and uses of evidence, illustrations, or other definitive
details are highly appropriate for the reader.
Diction: The writer's word choices clearly demonstrate an awareness of the reader. The language
seems deliberately chosen to aid the reader's understanding of the subject (including
definitions where appropriate).
Emphasis: The writer's discussion or argumentation is consistently clear and appropriate to the
reader and to the purpose. In emphasizing important points, the writer uses evidence logically
and carefully.
3 EFFECTIVE
Development: The writer's explanations and uses of evidence, illustrations, or other definitive
details are generally appropriate for the reader
Diction: The writer's word choices demonstrate an awareness of the reader. The language is
consistent and seems generally appropriate to the reader's understanding of the subject
(including definitions where appropriate).
Emphasis: The writer's discussion or argumentation is generally clear and appropriate to the
reader and to the purpose. In emphasizing important points, the writer generally uses
evidence logically and carefully.
2 ADEQUATE
Development: The writer makes some attempt to provide evidence, illustrations, or other
definitive details for the reader, but some information is either extraneous or insufficient.
Diction: The writer's word choices indicate an awareness of the reader, but the identity of the
reader is either unclear or inappropriate in some respects. Although the vocabulary seems
fairly consistent, the language seems chosen more for the writer's convenience than for the
reader's understanding.
Emphasis: The writer's discussion or argumentation is generally clear or appropriate to the reader
and to the purpose, but may be lacking in some aspect of the use of logic or evidence.
1 INEFFECTIVE
Development: The writer generally lacks an awareness of the reader, for the discussion lacks
evidence, illustrations, or other definitive details.
Diction: The writer's word choices fail to reflect an awareness of the reader because either the
vocabulary or the reference to the reader is inconsistent or inappropriate.
Emphasis: The writer's discussion or argumentation is generally unclear or inappropriate to the
reader and to the purpose. The writing lacks emphasis, or is seriously defective in the use of
logic or evidence.
Objective C. Student's writing will reflect organization appropriate to the purpose and to
the interaction between writer and reader. This criterion considers the structure and the
coherence of the presentation. Structure refers to the way the writer achieves unity by
Rubrics - 45
focusing and ordering the paragraphs or sections of the material. Coherence refers to the
way the writer connects the ideas to provide continuity from point to point and throughout
the text. These aspects of organization might vary according to the intended reader and the
purpose for writing.
4 OUTSTANDING
Structure: Writer focuses and orders the material to convey a unified point or effect (either stated
or implied).
Coherence: The writer provides clear and consistent movement within and between paragraphs
Rubric Examples
and from beginning to end.
3 EFFECTIVE
Structure: The writer focuses and orders the material to convey a generally unified point or effect
(either stated or implied).
Coherence: The writer provides movement within and between paragraphs and from beginning
to end.
2 ADEQUATE
Structure: The writer provides some focus or order (either stated or implied) to the material, but
the structure is somewhat unclear.
Coherence: The writer provides movement within and between paragraphs and from beginning
to end, but this movement is at times either unclear or awkward.
1 INEFFECTIVE
Structure: The writer provides little or no focus or order (either stated or implied) to the material.
Coherence: The writer provides little movement within and between the paragraphs and from
beginning to end.
Objective D. Student's writing will reflect format appropriate to the writing situation.
Students' writing will demonstrate the use of a written or printed format appropriate to the
writing situation. Format may include spelling, capitalization, footnoting/bibliography
forms, graphics, or any other elements of typography or appearance.
4 OUTSTANDING
The text is clearly legible. The format is both appropriate and attractive. The writer misspells no
words (or makes only a rare misspelling in a long or complex text).
3 EFFECTIVE
The text is clearly legible. The format is appropriate. The writer's misspellings are few in
proportion to the length and complexity of the text.
2 ADEQUATE
The text is generally legible. The format is acceptable. The writer makes several misspellings in
proportion to the length and complexity of the text.
1 INEFFECTIVE
The text is generally illegible. The format is unacceptable. The writers misspellings are frequent
enough to be distracting, regardless of the length or complexity of the text.
Objective E. The student's writing will demonstrate the ability to use punctuation to
establish and clarify meaning. This criterion considers the writer's use of punctuation
marks as means of establishing, clarifying, and reinforcing the meaning of the sentences.
All aspects of punctuation are included here, ranging from misuse and omission to more
sophisticated uses which exhibit the writer's command of punctuation to convey meaning.
Rubrics - 46
4 OUTSTANDING
The writer's punctuation is clear, appropriate, and purposeful. The writer consistently exhibits a
command of punctuation, as indicated by the appropriate use of sophisticated or varied
punctuation.
3 EFFECTIVE
The writer's punctuation is clear, appropriate, and purposeful. An occasional misuse or omission
does not interfere with meaning.
2 ADEQUATE
Rubric Examples
The writer's punctuation is generally clear, appropriate, and purposeful, although misuses or
omissions occasionally interfere with meaning.
1 INEFFECTIVE
The writer's misuses or omissions of punctuation frequently interfere with meaning.
Objective F. Students' writing will demonstrate the use of sentence structure to establish
and clarify meaning. This criterion describes the writer's control of the elements of
sentence construction to establish, clarify, and reinforce the meaning of the sentences.
Concerns here include the writer's use not only of appropriate conventions of grammar
and usage (e.g., subject-verb agreement, pronoun-antecedent agreement, verb forms, etc.)
but also of sentence patterns to establish relationships among ideas (e.g., coordination,
subordination, parallelism).
4 OUTSTANDING
Syntax: The writer's use of clauses to establish sentence patterns consistently reinforces or
emphasizes relationships among ideas.
Clarity: All parts of the sentence agree clearly and logically. The writer demonstrates a
consistently good grasp of appropriate usage, grammar, and idiom. The sentences contain no
misplaced words or phrases. The word order also seems deliberately and appropriately
chosen for emphasis or for reinforcing the intended meaning.
Completeness: All sentences are grammatically complete.
3 EFFECTIVE
Syntax: For the most part, the writer's use of clauses to establish sentence pattern generally
reinforces or emphasizes relationships among ideas.
Clarity: An isolated grammar or usage error does not obstruct clear and immediate understanding
of the intended meaning. An isolated sentence contains a misplaced word or phrase, but such
phrasing does not confuse the meaning.
Completeness: All sentences are grammatically complete.
2 ADEQUATE
Syntax: The writer's use of clauses to establish sentence patterns reflects relationships among
idea, but connections might sometimes be inappropriate or weak.
Clarity: Grammar or usage errors may appear, but they do not seriously confuse the intended
meaning. An occasional sentence contains a misplaced word or phrase, which confuses the
meaning.
Completeness: Except for an isolated error, all sentences are grammatically complete.
1 INEFFECTIVE
Syntax: Few, if any, sentence patterns reflect appropriate relationships among ideas.
Clarity: Grammar or usage errors frequently confuse the intended meaning. More than an
occasional sentence contain misplaced words or phrases which confuse the meaning.
Rubrics - 47
Completeness: The writing exhibits more than an isolated failure to recognize the grammatical
completeness of the sentence.
Objective G. Students' writing will demonstrate style, personal voice, and coherence as a
communicator. Students' writing will demonstrate the writer's personal stance or voice as a
communicator, which includes tone, point of view, attitude or personality. It also assesses
the originality of the overall presentation, including the writer's ability to control the
elements of writing to please, convince, or otherwise affect the reader.
Rubric Examples
4 OUTSTANDING
The writer's tone or general control of language consistently reflects a confident or authoritative
central "voice" or "personality." Word choice is consistently precise, varied, economical or
inventive. The writing clearly shows stylistic talent.
3 EFFECTIVE
The writer's tone or control of language generally reflects a confident or authoritative central
"voice" or "personality ." Word choice is generally precise, varied, economical, or inventive. The
writing exhibits some success at style.
2 ADEQUATE
A central "voice" or "personality" is evident, though inconsistent in minor ways. Word choice is
occasionally precise, varied, economical, or inventive. Stylistic awkwardness may be evident,
but is not seriously distracting.
1 INEFFECTIVE
The writer's tone or general control of language is so lacking in consistency that little central
"voice" or personality" is evident. Word choice generally lacks precision, variety, economy, or
inventiveness. Severe stylistic awkwardness is evident.
Objective H. Student's writing will reflect comprehension of other written texts and
description, analysis, and synthesis of information and ideas appropriate to the assignment
at any level.
4 OUTSTANDING
Identifies the subject very thoroughly; reflects highly developed observational skills; makes
appropriate and reasonable inferences from the observations; sees relationships and relates to
existing knowledge, skills or larger context.
3 EFFECTIVE
Identifies the subject well; reflects good observational skills; makes inferences which are, for the
most part, reasonable and appropriate; sees relationships and relates to existing knowledge.
2 ADEQUATE
Identifies the subject clearly; shows reasonable observational skills; makes several reasonable
inferences and relates to existing knowledge.
1 INEFFECTIVE
Identifies the subject somewhat; shows undeveloped observational skills; makes unreasonable or
inappropriate inferences; sees most obvious relationship but does not relate to existing
knowledge.
Rubrics - 48
University of Arkansas, Fort Smith General Education Rubrics
Analytical Skills
http://www.uafortsmith.edu/Learning/AnalyticalSkills
Definition
Analytical / critical thinking skills include the ability to identify a concept or problem, to dissect
Rubric Examples
or isolate its components, to organize information for decision making, to establish criteria for
evaluation, and to draw appropriate conclusions.
Rationale
Analytical / critical thinking skills are vital for successful problem solving.
Overarching Outcome
The student will use analytical / critical thinking skills to draw conclusions and/or solve
problems.
Student Behavior One

The student will identify the concept or problem with its various components.
Levels of Behavior One:
1. Exemplary Behavior
o Formulate (through writing or illustration) a clear description of the problem or
concept and specify its major components to be examined.
2. Accomplished Behavior
o Describe (or sketch out) the problem and its components.
3. Developing Behavior
o List or recognize a variety of components related to the concept or problem.
4. Beginning Behavior
o Recognize that there is a problem or concept that needs to be solved.
Student Behavior Two

The student will research, organize, and prioritize information.
Levels of Behavior Two:
o Select and prioritize information appropriate to solving the problem or concept.
o Examine, categorize, and organize research information.
o Gather research information.
o List areas to be researched.
Student Behavior Three

The student will establish criteria and propose solutions.
o Construct several proposed solutions consistent with the proposed criteria.
Rubrics - 49
oPrioritize the criteria and propose at least one possible solution consistent with the
proposed criteria.
o Evaluate the criteria and propose a solution.
o Develop a criteria list.
Student Behavior Four
Rubric Examples
The student will implement and evaluate solutions.
o Select and justify the final solution to the problem.
o Analyze and evaluate all assessment information.
o Gather assessment information about the implemented proposed solution(s).
o Implement at least one proposed solution.
Creativity
http://www.uafortsmith.edu/Learning/Creativity
Definition
Creativity is the ability to identify and analyze creative works and processes and to synthesize
ideas and materials to reach creative solutions to problems.
Rationale
The study and application of creativity facilitates learning how humans express ideas and solve
problems to enhance life.
Overarching Outcome One

Students will solve real-world problems in a way that demonstrates imagination and invention.
Student Behavior 1.1
The student will define the problem.
Levels of Behavior 1.1:
o Consistently defines problem accurately.
o Usually defines problem accurately.
o Defines problem with minor omissions or errors.
o Defines problem inaccurately and/or incompletely.

The student will analyze components of the problem.
Rubrics - 50
oConsistently analyzes components of the problem accurately.
o Usually analyzes components of the problem accurately.
o Analyzes components of the problem with minor omissions or errors.
o Analyzes components of the problem inaccurately and/or incompletely.
Rubric Examples
The student will brainstorm ideas and alternatives.
o Consistently able to brainstorm and identify related and realistic alternatives.
o Able to brainstorm; can usually identify related and realistic alternatives.
o Able to brainstorm; alternatives identified are unrelated and unrealistic.
o Unable to brainstorm ideas and alternatives.

The student can formulate possible solution; implement test; analyze results; and synthesize
results into a form of creative expression.
o Consistently able to formulate possible solutions and correctly implement,
analyze, and synthesize test/results.
o Able to formulate possible solutions; usually able to correctly implement, analyze,
and synthesize test/results.
o Able to formulate possible solutions; able to implement, analyze, and synthesize
test/results with minor omissions or errors.
o Able to formulate possible solutions; unable to implement, analyze, and
synthesize tests/results.
Overarching Outcome Two

The student will interpret the meaning of creative work(s) and effectively communicate that
meaning to an appropriate audience.
The student will identify and define creative work(s).
o Consistently able to identify and define creative work(s).
Rubrics - 51
oUsually able to identify and define creative work(s).
o Occasionally able to identify and define creative work(s).
o Unable to identify and define creative work(s).

The student will analyze component parts and processes.
Rubric Examples
o Consistently analyzes component parts and processes.
o Usually analyzes component parts and processes.
o Occasionally analyzes component parts and processes.
o Inaccurately analyzes component parts and processes.

The student will interpret and synthesize the elements of the creative work(s).
o Consistently able to interpret and thoroughly synthesize elements of the creative
work(s).
o Able to interpret and accurately synthesize elements of the creative work(s) with
few omissions.
o Interpretation is attempted but may be unclear; therefore, unable to synthesize
elements of the creative work(s).
o Unable to interpret and synthesize elements of the creative work(s).

The student, using a medium, will communicate the interpretation of creative works to an
appropriate audience.
o Consistently and clearly communicates the interpretation of creative works
choosing an appropriate medium and audience.
o Usually able to communicate the interpretation of creative works choosing an
appropriate medium and audience.
o Able to communicate the interpretation of creative works in broad terms; choice
of audience and medium may be inappropriate.
Rubrics - 52
o Unable to communicate the interpretation of creative works to an appropriate
audience without major omissions or errors.
Social Interaction
http://www.uafortsmith.edu/Learning/SocialInteraction
Definition
Rubric Examples
Social interaction is the ability to work effectively with individuals and groups.
Rationale
Teamwork and social skills are vital to success in school, work, and the community.
Outcome
Students will work effectively with individuals and groups.
Student Behavior One

Student will display personal behavior and interpersonal skills.
Levels of Behavior One:
o Almost always displays empathy, self-control, friendliness, generosity,
cooperation, helpfulness, and respect.
o Usually displays empathy, self-control, friendliness, generosity, cooperation,
helpfulness, and respect.
o Sometimes displays empathy, self-control, friendliness, generosity, cooperation,
helpfulness, and respect.
o Rarely displays self-control, friendliness, cooperation, helpfulness, and respect.
Student Behavior Two

Student will accept and deliver criticism well.
Levels of Behavior Two:
o Accepts and delivers criticism with compassion and confidence.
o Delivers criticism with confidence, but doesn’t always accept it well.
o May deliver criticism if prompted, but doesn’t always accept it well.
o Delivers criticism with sarcasm and doesn’t accept it well.
Student Behavior Three

Student will read others’ body language.
Levels of Behavior Three:
o Can read others’ body language.
Rubrics - 53
o Can usually read others’ body language.
o Can sometimes read others’ body language.
o Usually ignores or fails to read others’ body language.
Student Behavior Four
Rubric Examples
Student will use conflict management techniques.
Levels of Behavior Four:
o Utilizes conflict management techniques in an individual, group, or professional
setting.
o Usually utilizes conflict management techniques in an individual, group, or
professional setting.
o Sometimes utilizes conflict management techniques in an individual, group, or
o Rarely uses conflict management techniques in an individual, group, or
Student Behavior Five

Student will take on task-maintenance roles.
Levels of Behavior Five:
o Willingly takes on task and/or maintenance roles in a group.
o Takes on task and/or maintenance roles in a group.
o Usually doesn’t take on task and/or maintenance roles in a group.
o Rarely participates in group activities.
Student Behavior Six

Student will use humor appropriately.
Levels of Behavior Six:
o Almost always uses humor in an appropriate manner.
o Usually uses humor in an appropriate manner.
o Sometimes uses humor, but not always in an appropriate manner.
o Rarely uses humor in an appropriate manner.
Rubrics - 54
Northeastern Illinois University General Education Critical Thinking Rubric
Downloaded 3/2/05 from http://www.neiu.edu/~neassess/gened.htm#rubric
Quality No/Limited Proficiency Some Proficiency (C) Proficiency (B) High Proficiency (A)
Macro Criteria (D&E)
Rubric Examples
1. Identifies & Explains Issues Fails to identify, summarize, or Identifies main issues but does Successfully identifies and Clearly identifies and
explain the main problem or not summarize or explain them summarizes the main issues, but summarizes main issues and
question. clearly or sufficiently does not explain why/how they successfully explains why/how
Represents the issues are problems or create questions they are problems or questions;
inaccurately or inappropriately. and identifies embedded or
implicit issues, addressing their
relationships to each other.
2. Distinguishes Types of Fails to label correctly any of the Successfully identifies some, but Successfully separates and labels Clearly and accurately labels not
Claims factual, conceptual and value not all of the factual, conceptual, all the factual, conceptual, and only all the factual, conceptual,
dimensions of the problems and and value aspects of the value claims and value, but also those implicit
proposed solutions. questions and answers. in the assumptions and the
implications of positions and
arguments.
3. Recognizes Stakeholders and Fails accurately to identify and Shows some general Correctly identifies all the Not only correctly identifies all
Contexts explain any empirical or understanding of the influences empirical and most of theoretical the empirical and theoretical
theoretical contexts for the of empirical and theoretical contexts relevant to all the main contexts relevant to all the main
issues. contexts on stakeholders, but stakeholders in the situation. stakeholders, but also finds
Presents problems as having no does not identify many specific minor stakeholders and contexts
connections to other conditions ones relevant to situation at and shows the tension or
or contexts. hand. conflicts of interests among
them.
4. Considers Methodology Fails to explain how/why/which Identifies some but not all Successfully explains In addition to explaining
specific methods of research are methods required for dealing how/why/which methods are how/why/which methods are
relevant to the kind of issue at with the issue; does not explain most relevant to the problem. typically used, also describes
hand. why they are relevant or embedded methods and possible
effective. alternative methods of working
on the problem.
5. Frames Personal Responses Fails to formulate and clearly Formulates a vague and Formulates a clear and precise Not only formulates a clear and
and Acknowledges Other express own point of view, (or) indecisive point of view, or personal point of view precise personal point of view,
Perspectives fails to anticipate objections to anticipates minor but not major concerning the issue, and but also acknowledges
his/her point of view, (or) fails to objections to his/her point of seriously discusses its objections and rival positions
consider other perspectives and view, or considers weak but not weaknesses as well as its and provides convincing replies
position. strong alternative positions. strengths. to these.
Allen - 55
California State University, Fresno General Education Scoring Guide for Critical Thinking
Downloaded 3/2/05 from http://www.csufresno.edu/cetl/assessment/CTScoring.doc
Rubric Examples
Scoring Level Interpretation Analysis & Evaluation Presentation
Analyzes insightful questions Examines conclusions Argues succinctly

Refutes bias Uses reasonable judgment Discusses issues thoroughly
Critiques content Discriminates rationally Shows intellectual honesty
4 - Accomplished
Examines inconsistencies Synthesizes data Justifies decisions
Values information Views information critically Assimilates information
Asks insightful questions Formulates conclusions Argues clearly

Detects bias. Recognizes arguments Identifies issues
Categorizes content. Notices differences Attributes sources naturally
3 - Competent
Identifies inconsistencies Evaluates data Suggests solutions
Recognizes context Seeks out information Incorporates information
Identifies some questions Identifies some conclusions Misconstructs arguments

Notes some bias Sees some arguments Generalizes issues
Recognizes basic content Identifies some differences Cites sources
2 - Developing
States some inconsistencies Paraphrases data Presents few options
Selects sources adequately Assumes information valid Overlooks some information
Fails to question data Fails to draw conclusions Omits argument

Ignores bias Sees no arguments Misrepresents issues
1 - Beginning Misses major content areas Overlooks differences Excludes data
Detects no inconsistencies Repeats data Draws faulty conclusions
Chooses biased sources Omits research Shows intellectual dishonesty
Allen - 56
Rubrics for Assessing Information Competence in the California State University
ACRL Standard Beginning Proficient Advanced
1. Determine the Student is unable to effectively formulate a Student can formulate a question that is Question is focused, clear, and complete. Key
Extent of the research question based on an information focused and clear. Student identifies concepts and terms are identified. Extensive
Information need. concepts related to the topic, and can find information sources are identified in numerous
Needed a sufficient number of information potential formats.
Rubric Examples
resources to meet the information need.
2. Access the Student is unfocused and unclear about search Student executes an appropriate search Student is aware and able to analyze search
Needed strategy. strategy within a reasonable amount of results, and evaluate the appropriateness of the
Information Time is not used effectively and efficiently. time. Student can solve problems by variety of (or) multiple relevant sources of
Effectively and Information gathered lacks relevance, quality, finding a variety of relevant information information that directly fulfill an information
Efficiently and balance. resources, and can evaluate search need for the particular discipline,
effectiveness.
3. Evaluate Student is unaware of criteria that might be Student examines information using Multiple and diverse sources and viewpoints of
Information and used to judge information quality. Little effort criteria such as authority, credibility, information are compared and evaluated
its Sources is made to examine the information located relevance, timeliness, and accuracy, and according to specific criteria appropriate for
Critically is able to make judgments about the discipline. Student is able to match criteria
what to keep and what to discard. to a specific information need, and can
articulate how identified sources relate to the
context of the discipline.
4. Use Student is not Student uses appropriate information to Student is aware of the breadth and depth of
Information aware of the information necessary to research solve a problem, answer a question, write research on a topic, and is able to reflect on
Effectively to a topic, and the types of data that would be a paper, or other purposes search strategy, synthesize and integrate
Accomplish a useful in formulating a convincing argument. information from a variety of sources, draw
Specific Purpose Information is incomplete and does not support appropriate conclusions, and is able to clearly
the intended purpose. communicate ideas to others
5. Understand the Student is unclear regarding proper citation Student gives credit for works used by Student understands and recognizes the concept
Economic, Legal, format, and/or copies and paraphrases the quoting and listing references. Student is of intellectual property, can defend him/herself
and Social Issues information and ideas of others without giving an ethical consumer and producer of if challenged, and
surrounding the credit to authors. Student does not know how information, and understands how free can properly incorporate the ideas/published
Use of to distinguish between information that is access to information, and free works of others into their own work building
Information, and objective and biased, and does not know the expression, contribute to a democratic upon them. Student can articulate the value of
Access and Use role that free access to information plays in a society. information to a free and democratic society,
Information democratic society. and can use specific criteria to discern
Ethically and objectivity/fact from bias/propaganda.
Legally
*Prepared by the CSU Information Competence Initiative, October 2002, based on the 2000 ACRL Information Literacy Competency Standards For Higher
Education. For more information, see http://www.calstate.edu/LS/1_rubric.doc.
Allen - 57
A Rubric for Rubrics: A Tool for Assessing the Quality and Use of Rubrics in Education
Downloaded July 9, 2005 from http://its.monmouth.edu/facultyresourcecenter/Rubrics/A%20Rubric%20for%20Rubrics.htm
Criteria 1 Unacceptable 2 Acceptable 3 Good/Solid 4 Exemplary
Criteria being assessed can be
Rubric Examples
Criteria being assessed are Each criteria is distinct, clearly
identified, but are not clearly Criteria being assessed are clear,
Clarity of criteria unclear, inappropriate and/or
differentiated or are appropriate and distinct
delineated and fully appropriate
have significant overlap for the assignment(s)/course
inappropriate
Little/no distinction can be Some distinction between levels Each level is distinct and
Distinction between Distinction between levels is
made between levels of is made, but is not totally clear progresses in a clear and logical
Levels apparent
achievement how well order
There is general agreement
Cross-scoring among faculty Cross-scoring by faculty and/or between different scorers when Cross-scoring of assignments
Reliability of Scoring and/or students often results in students occasionally produces using the rubric (e.g. differs by using rubric results in consistent
significant differences inconsistent results less than 5-10% or less than ½ agreement among scorers
level)
Rubric serves as primary
Clarity of Rubric is shared and provides Rubric is referenced - used to reference point for discussion
Rubric is not shared with
Expectations/ learners
some idea of the assignment/ introduce an assignment/guide and guidance for assignments as
Guidance to Learners expectations learners well as evaluation of
assignment(s),
Rubric is regularly referenced
Rubric is shared but not Rubric is shared and identified
and used to help learners
Support of Rubric is not shared with
discussed/ referenced with as a tool for helping learners to
identify the skills and
Metacognition respect to what is being learned understand what they are
learners knowledge they are developing
(Awareness of Learning) through the learning through the
throughout the course/
assignment(s)/course assignment/ in the course
assignment(s)
Learners discuss the design of
Faculty and learners are jointly
Engagement of Learners are not engaged in Learners offered the rubric and the rubric and offer
responsible for design of rubrics
Learners in Rubric either development or use of the may choose to use it for self feedback/input and are
and learners use them in peer
Development/ Use * rubrics assessment responsible for use of rubrics in
and/or self-evaluation
peer and/or self-evaluation
*Considered optional by some educators and a critical component by others
Scoring: 0 - 10 = needs improvement 11 - 15 = workable 16 – 20 = solid/good 21 – 24 = exemplary
Dr. Bonnie B. Mullinix © Monmouth University December 2003
Allen - 58
Writing Rubric ♦ College of Agriculture ♦ Purdue University
Student name: _____________________________________________________ Course/Context: ______________________________________
Evaluator: ________________________________________________________ Date: _______________________________________________

Level Raw Weight
Row
Beginning
Developing
Proficient

Mastery Pts. Factor Value
Criteria
1
Rubric Examples
1 2 3 4
(1-4) (Var.)
A. Content Report topic lacks focus or Topic would benefit from more Topic is adequately focused; Report topic is tightly focused;
Importance of topic, rel- relevance; text contains mul- focus; text contains some fact information is generally rel- text contains relevant informa-
evance, accuracy of facts, tiple fact errors or omissions. errors or omissions. evant and accurate. tion with no fact errors.
overall treatment of topic
B. Appropriateness1 Text does not follow report Text does not follow report Most text is presented in Text is written in appropri-
Tone, style and word style; poor phrasing or word style throughout; phrasing appropriate tone and style; ate tone and style; proper
selection are targeted to selection. or word selection could be adequate word selection and word selection and phrasing
audience improved. phrasing throughout. throughout.
C. Organization/Clarity Ideas are not presented in Some ideas not presented Most ideas are in logical order Ideas are presented in logical
Logical ordering of ideas, proper order; text lacks transi- in proper order; paragraph with adequate transitions order with effective transitions
transitions between para- tions between major ideas; transitions needed in places; between most paragraphs; text between paragraphs; text is
graphs, coherent, concise text is wordy or unclear. some text is wordy or unclear. is generally clear and readable. clear and concise.
D. Completeness Text does not provide adequate Additional depth needed in Text provides adequate depth; Text provides good depth and
Level of detail, depth, depth; important details or ideas places; important details or ideas few needed details or ideas are detail; ideas well developed; facts
development of ideas, are omitted; unclear or undevel- sometimes omitted or not fully omitted; major ideas adequately have adequate backgrounding;
appropriate length oped; report is too short. developed; report may be short. developed; report is proper length. report is within specified length.
E. Grammar/Mechanics Text contains several spell- Text may contain some spell- Text has no serious spelling, Text contains no spelling,
Correct usage, spelling, ing, grammar or punctuation ing, grammar, punctuation or grammar or punctuation errors; grammar or punctuation er-
proper sentence/paragraph errors; sentences are incom- sentence errors; report con- sentences are mostly com- rors; sentences are readable
structure, follows accepted plete; report does not contain tains most required sections. plete; report contains required and complete; report contains
format conventions required sections. sections. required sections.
F. Documentation Little or no support provided for Some major ideas need ad- Most major ideas are support- Major ideas are supported by
Proper use of citations, major ideas; citations and/or ditional support; visual aids
ed by citations and adequate citations and effective visual
support for major ideas, visual aids are missing, old or and/or some citations contain
visual aids; most citations are aids; citations are current and
use of visual aids inadequate. errors or need work. current and used properly. used properly.
G. Creativity Report provides no new or Report contains some original Report may address a unique Report addresses a unique
Original topic, unique or original ideas; approach lacks ideas or attempts to use or original topic; creative effort or original topic; innovative
original presentation of creativity. an original or innovative is evident and could be suc- approach is used in introduc-
ideas approach. cessful with minimal editing. tion or other sections.
1
Evaluation standards may be based on disciplinary frameworks and defined at program level.
Totals
Oral Presentation Rubric ♦ College of Agriculture ♦ Purdue University
Student name: _________________________________________ Course/Context: _______________________________________________
Evaluator: ____________________________________________ Date: _______________________________________________________
Level Raw Weight Row

Beginning Developing Proficient Mastery Pts. Factor Value
Criteria1 1 2 3 4 (1 - 4) (Var.)
Rubric Examples
A. Content Topic lacks relevance or focus; Topic would benefit from more Topic is adequately focused and Topic is tightly focused and
Importance of topic, relevance, presentation contains multiple focus; presentation contains relevant; major facts are accu- relevant; presentation contains
accuracy of facts, overall treat- fact errors or omissions. some fact errors or omissions. rate and generally complete. accurate information with no
ment of topic fact errors.
B. Organization/Clarity Ideas are not presented in Some ideas not presented in Most ideas are in logical Ideas are presented in logical
Appropriate introduction, body, proper order; transitions are proper order; transitions are order with adequate transitions order with effective transitions
conclusions; logical ordering lacking between major ideas; needed between some ideas; between most major ideas; between major ideas; presen-
of ideas; transitions between several parts of presentation are some parts of presentation may presentation is generally clear tation is clear and concise.
major points wordy or unclear. be wordy or unclear. and understandable.
C. Completeness Presentation does not provide Additional depth needed in Presentation provides adequate Presentation provides good
Level of detail, depth, appropri- adequate depth; key details are places; important information depth; few needed details are depth and detail; ideas well de-
ate length, adequate back- omitted or undeveloped; presen- or details sometimes omitted or omitted; major ideas adequately veloped; facts have adequate
grounding of information tation is too short or long. not fully developed; presenta- developed; presentation is backgrounding; presentation is
tion may be short or long. within specified length. within specified length.
D. Grammar/Vocabulary Presentation contains several Presentation may contain some Presentation has no serious Presentation contains no
Correct grammar and us- major grammar or usage errors; grammar or sentence errors; grammar errors; sentences are grammar errors; sentences are
age that is appropriate for sentences are long, incomplete sentences may contain jargon mostly jargon-free, complete free of jargon, complete and
audience(s) or contain excessive jargon. or are too long or hard to follow. and understandable. easy to understand.
E. Documentation Little or no message support Some message support pro- Adequate message support Effective message support pro-
Proper support and sourcing for provided for major ideas; visual vided by facts and visual aids; provided for key concepts by vided in the form of facts and
major ideas, inclusion of visual aids are missing or inadequate; sourcing may be outdated or facts and visual aids; sourcing is visual aids; sourcing is current
aids that support message little or no sourcing provided. thin; visual aids need work. generally adequate and current. and supports major ideas.
F. Delivery Low volume or energy; pace More volume/energy needed Adequate volume and energy; Good volume and energy;
Adequate volume, appropriate too slow or fast; poor diction; at times; pace too slow or fast; generally good pace and dic- proper pace and diction; avoid-
pace, diction, personal appear- distracting gestures or posture; some distracting gestures or tion; few or no distracting ges- ance of distracting gestures;
ance, enthusiasm/energy, posture, unprofessional appearance; posture; adequate appearance; tures; professional appearance; professional appearance;
effective use of visual aids visual aids poorly used. visual aids could be improved. visual aids used adequately. visual aids used effectively.
G. Interaction Little or no eye contact with Additional eye contact needed Fairly good eye contact with au- Good eye contact with audi-
Adequate eye contact with audience; poor listening skills; at times; better listening skills dience; displays ability to listen; ence; excellent listening skills;
audience, ability to listen and/or uneasiness or inability to an- needed; some difficulty answer- provides adequate answers to answers audience questions
answer questions swer audience questions. ing audience questions. audience questions. with authority and accuracy.
1
Evaluation standards may be based on disciplinary frameworks and defined at program level.
Totals
Internship Presentation Rubric
Agricultural Leadership, Education and Communication
Category Pts. Comments
Introduction  5 pts.
Company, agency or organization  15 pts.

$ Describe and/or explain what your
Rubric Examples
organization does, its structure, etc.
$ Your assigned duties and responsibilities
$ The training and supervision you received
$ An overview of your experience
Leadership activities  30 pts.

$Discussion of achievement of internship
objectives
$ Demonstrated use of leadership skills in
interpersonal, group and team, and the
organization
$ Diagnosis, development and delivery of
training programs
$ Ethical decision making of which you were a
part
Growth in Employability  20 pts.

$ Professional work habits demonstrated
$ Professional networks established
$ Development of technical expertise in
agricultural and/or natural resource sciences
$ identification of ongoing professional and
personal development needs
$ Assessment of your career objectives
Summary  10 pts.
$ A reflection on the entire experience
$ Application of academic instruction to real-
world situations
$ Facilitation of the transition from college
student to full-time employment
Use of Technology  10 pts.

$ Demonstrated command of technology to
deliver message
$ Well developed slides
Delivery  15 pts.
$ Poised
$ Straightforward responses to questions
$ Demonstrated respect for the audience
opinions, time, etc.
Total points
/casREV:11-06-02
http://www.enge.vt.edu/paretti/MSE2884/Assignments/ProfSkills_Reflection.htm
Ethics
Rubric Examples
Novice Be aware of Intermediate Interpret and Advanced Evaluate and select
professional and ethical apply professional and ethical responses to professional and
responsibilities in relation to codes. ethical dilemmas.
actual scenarios.
Professional -Interpret professional code of -Distinguish between professional -Evaluate alternatives to

Responsibility ethics for your discipline. and personal codes of ethics. professional issues and prioritize
them according to your discipline's
Learn -Describe situations in which -Explain professional codes of ethics code of ethics.
professional engineering professional codes in relation to engineering activities.
codes of ethics were not followed.
and workplace
responsibility.
Ethical -Describe situations in which -Apply ethical reasoning to an actual -Evaluate alternatives to ethical
Responsibility engineers acted unethically. scenario. issues and prioritize them
according to a personal code of
Appreciate the -Describe your own code of ethics ethics.
potential impact in relation to actual scenarios.
that engineering
decisions can
have on society.
EVALUATION RUBRIC: THESIS (M.S.) DEFENSE EXAM
(Draft)
Candidate Name: _________________________ Date: __________________
Title of Thesis: ______________________________________________________
Does not meet Meets Exemplary

Evaluation/Guidance
Rubric Examples
Expectations Expectations Performance
1. Problem Definition: Has stated the research problem

clearly, providing motivation for undertaking the
research
2. Literature and Previous Work: Demonstrated sound
knowledge of literature in the area, and of prior work on
the specific research problem
3. Impact of Proposed Research: Demonstrated the
potential value of solution to the research problem in
advancing knowledge within the area of study
4. Solution Approach: Has applied sound state-of-the-
field research methods/tools to solve the defined
problem and has described the methods/tools effectively
5. Results: Analyzed and interpreted research
results/data effectively
6. Quality of Written and Oral Communication: (a)
Communicates research results clearly and
professionally in both (a) written and (b) oral form (b)
7. Critical Thinking: Has demonstrated capability for
independent research in the area of study and expertise
in the area
8. Broader Impact: Demonstrated awareness of broader
implications of the concluded research. Broader
implications may include social, economic, technical,
ethical, business, etc. aspects.
9. Publications: Journal or conference publications have
resulted (or are anticipated) from this research
Overall Assessment: The assessment of the overall performance of the candidate based on the
evidence provided in items 1 – 9 above.
CRITERIA PERFORMANCE RATINGS

Does NOT PASS Passes THESIS Defense Exam
THESIS DEFENSE
Exam
OVERALL, My Does not meet Exemplary
Meets Expectations
Rating of the Thesis: Expectations Performance
Name of the Examining Committee Member: ___________________________________
Signature of the Examining Committee Member: ________________________________

EVALUATION RUBRIC: DISSERTATION (Ph.D.) DEFENSE EXAM
(Draft)
Title of Dissertation: ______________________________________________________
Evaluation/Guidance
Rubric Examples
1. Problem Definition: Stated the research problem

clearly, providing motivation for undertaking the research
2. Literature and Previous Work: Demonstrated sound
3. Impact of Proposed Research: Demonstrated the
4. Solution Approach: Has applied sound state-of-the-
field research methods/tools to solve the defined problem
and has described the methods/tools effectively
5. Results: Analyzed and interpreted research results/data
effectively
Communicates research proposal clearly and
7. Critical Thinking: Has demonstrated capability for
independent research in the area of study, significant
expertise in the area, and ability to make original
contributions to the field
8. Broader Impact: Demonstrates awareness of broader
implications of the concluded research. Broader
9. Publications: Journal or conference publications have
resulted (or are anticipated) from this research

Does NOT PASS Passes DISSERTATION Defense Exam
DISSERTATION
DEFENSE Exam
OVERALL, My Does not meet Exemplary
Meets Expectations
Rating of the Expectations Performance
Dissertation:

EVALUATION RUBRIC: PRELIMINARY EXAM - PROPOSAL PRESENTATION
(Draft)
Title of Dissertation: ______________________________________________________
Evaluation/Guidance
Rubric Examples
1. Problem Definition: States the research problem

clearly, providing motivation for undertaking the research
2. Literature and Previous Work: Demonstrates sound
3. Impact of Proposed Research: Demonstrates the
4. Solution Plan: Provides a sound plan for applying state-
of-the-field research methods/tools to solving the defined
problem and shows a good understanding of how to use
methods/tools effectively
5. Expected Results: Provides a sound plan for analyzing
and interpreting research results/data
Communicates research proposal clearly and
7. Critical Thinking: Demonstrates capability for
independent research in the area of study, preparedness in
core disciplines relevant to research, and ability to
complete the proposed research
8. Broader Impact: Demonstrates awareness of broader
implications of the proposed research. Broader

Does NOT PASS Passes PRELIMINARY Exam
PRELIMINARY
Exam
OVERALL, my Does not meet Exemplary
Meets Expectations
rating of the Expectations Performance
PERFORMANCE

Engineering Notebook Rubric
Phase 0 1 2 3 4
Name: _____________________________ Date: __________ Grade: _________
Rubric Examples
Category Points Grade
Organization
¡ All entries in permanent ink
¡ All pages are numbered
¡ All new entries are dated 35
¡ All new entries have a title
¡ Signatures are provided for all design concept-related entries
(Your signature and at least one witness)
Content
¡ Notebook is kept up-to-date to the time of each Phase Review
¡ Writing is clear enough for someone else to replicate project
¡ Notebook contains all information related to project 50
(contact info, prices, etc.)
¡ Names of all members present at a group meeting are recorded
¡ If only one member has taken notes in a group meeting, all
others should reference their notebook (name and page #’s)
Extras
¡ Draw a single line through incorrect data and initial and date
(Do Not erase, scratch out, or use correction fluid)
15
¡ Staple/tape relevant loose paper(s) onto a clean page; initial and
date edges (initials should cross from loose paper to notebook)
¡ “X” out or crosshatch all white space and initial and date
Notes:
− Notebooks will be taken by the instructor and/or TA at the end of each phase review and returned at the next
possible class
− Notebooks will be retained by the instructor at the end of Phase 4 and will be kept with the Design History File
BME 451/452 Senior Design Last Updated: 8/27/07

Quality Review Rubric
for engineering content
Reviewer: _______________________________________________ Date: _______________________
Unit/Lesson/Activity: ______________________________________ Grade Level: _________________
Author: _________________________________________________  Approved  Rejected
Category Assigned:  1: Relating Science to Engineering  2. Relating Math to Engineering
Rubric Examples
 3. Engineering Analysis/Partial Design  4. Engineering Design
Yes with No
Section A: Engineering Motivation Yes Modification (please
(please explain) explain)
a. Does this activity require students to relate the science concept to
an authentic problem in everyday life in the procedure or
assessment sections? (Relate might include asking for examples of
real-world applications or requiring that students solve a real-world
problem using the concept)
b. Does the author clearly convey in the engineering connection ways
in which students might relate the science or math concept to a real
world problem in the procedure or assessment sections?
Yes with No
Section B: Engineering Concepts Yes Modification (please
a. Does the activity include a systematic and detailed examination
that incorporates math skills to define problems, predict
performance, determine economic feasibility, evaluate alternatives,
analyze mathematical models, and/or investigate failures?
b. Does the activity require students to identify appropriate materials
and tools for their design based on specific properties and
characteristics?
c. Does the activity require students to determine the best possible
solution to a technical problem while balancing competing or
conflicting factors (specifications and constraints) and trade-offs?
d. Does the activity require students to examine the more abstract
impacts of engineering products or processes on individuals,
society and the environment? (May also include environmental,
ethical, economical, social, and political realities and impacts.)
Yes with No
Section C: Engineering Design Process Yes Modification (please
a. Does the activity require students to define the problem and
describe the performance standards by which a design is evaluated?
(May include quantitative and qualitative requirements such as
size, weight, time, cost, life cycle, function, vs. safety, color, etc.)
b. Does the activity require students to gather and research
information to solve the problem? (May include web/library
research, conducting experiments, examining scientific or math
concepts to understand how to apply them, etc.)
c. Does the activity require students to evaluate each proposed
solution to determine which solution best meets the needs and
satisfies the criteria?
d. Does the activity require students to build and test a prototype of
all or part of the design? (May include a graphical, physical, or
mathematical representation of the essential features of the design.)
Rubric Examples
e. Does the activity enable students to revise and improve their design
based on the results of testing and analysis?
f. Does the activity require students to report (oral or written) the
process and results of their engineering design activity?
MCSBT Exemplary Level Accomplished Level Developing Level Beginning Level Total
Rubric 4 Points 3 Points 2 Points 1 Point Points
CJ105
Rubric Examples
Focus/Topic/Thesis Students exhibit a defined and clear Establishes a good comprehension of Student exhibits a basic Exhibits a limited understanding of the
understanding of the assignment. topic and in the building of the thesis. understanding of the intended assignment. Reader is unable to follow
Thesis is clearly defined and well Student demonstrates an effective assignment, but the thesis is not the logic used for the thesis and
constructed to help guide the reader presentation of thesis, with most fully supported throughout the development of key themes.
throughout the assignment. support statements helping to support assignment. While thesis helps Introduction of thesis is not clearly
Student builds upon the thesis of the key focus of assignment. guide the development of the evident, and reader must look deeper to
the assignment with well assignment, the reader may have discover the focus of the writer.
documented and exceptional some difficulty in seeing linkages Student's writing is weak in the inclusion
supporting facts, figures, and/or between thoughts. While student of supporting facts or statements.
statements. has included a few supporting facts
and statements, this has limited the
quality of the assignment.
Content/Subject Student demonstrates proficient Student exhibits above average usage The assignment reveals that the Student tries to explain some concepts,
command of the subject matter in of subject matter in assignment. student has a general, fundamental but overlooks critical details.
Knowledge the assignment. Assignment shows Student provides above average understanding of the course Assignment appears vague or incomplete
an impressive level of depth of ability in relating course content in material. Whereas, there are areas in various segments. Student presents
student's ability to relate course examples given. Details and facts of some concerning in the linkages concepts in isolation, and does not
content to practical examples and presented provide an adequate provided between facts and perceive to have a logical sequencing of
applications. Student provides presentation of student's current level supporting statements. Student ideas.
comprehensive analysis of details, of subject matter knowledge. generally explains concepts, but
facts, and concepts in logical only meets the minimum
sequence. requirements in this area.
Critical Thinking Student demonstrates a higher-level Student exhibits a good command of Student takes a common Student demonstrates beginning
of critical thinking necessary for critical thinking skills in the conventional approach in guiding understanding of key concepts, but
Skills the level work. Learner provides a presentation of material and the reader through various linkages overlooks critical details. Learner is
strategic approach in presenting supporting statements. Assignment and connections presented in unable to apply information in a
examples of problem solving or demonstrates the student's above assignment. However, student problem-solving fashion. Student
critical thinking, while drawing average use of relating concepts by presents a limited perspective on presents confusing statements and facts
logical conclusions which are not using a variety of factors. Overall, key concepts throughout in assignment. No evidence or little
immediately obvious. Student student provides adequate assignment. Student appears to semblance of critical thinking skills.
provides well-supported ideas and conclusions, with 2 or fewer errors. have problems applying
reflection with a variety of current information in a problem-solving
and/or world views in the manner.
assignment. Student presents a
genuine intellectual development of
ideas throughout assignment.
Organization of Student thoroughly understands Student explains the majority of Learner applies some points and Assignment reveals formatting errors and
and excels in explaining all major points and concepts in the assignment. concepts incorrectly. Student uses a lack of organization. Student presents
Ideas/Format points. An original, unique, and/or Learner demonstrates a good skill a variety of formatting styles, with an incomplete attempt to provide
imaginative approach to overall level in formatting and organizing some inconsistencies throughout linkages or explanation of key terms.
ideas, concepts, and findings is material in assignment. Student the paper. Assignment does not The lack of appropriate references or
presented. Overall formal of presents an above average level of have a continuous pattern of logical source materials demonstrates the
Rubric Examples
assignment includes an appropriate preparedness, with a few formatting sequencing. Student uses less than student's need for additional help or
introduction (or abstract), well- errors. Assignment contains less than 2 sources or references. training in this area.
developed paragraphs, and 3 resources (less than 1 internet
conclusion. Finished assignment sources).
demonstrates student's ability to
plan and organize research in a
logical sequence. Student uses 3 or
more references in assignment
(minimum of 1 internet references).
Writing Student demonstrates an excellent Student provides an effective display Assignment reflects basic writing Topics, concepts, and ideas are not
command of grammar, as well as of good writing and grammar. and grammar, but more than 5 coherently discussed or expressed in
Conventions presents research in a clear and Assignment reflects student's ability to errors. Key terms and concepts are assignments. Student's writing style is
(Grammar & concise writing style. Presents a select appropriate word usage and somewhat vague and not weak and needs improvement, along
thorough, extensive understanding presents an above average completely explained by student. with numerous proofreading errors.
Mechanics) of word usage. Student excels in presentation of a given topic or issue. Student uses a basic vocabulary in Assignment lacks clarity, consistency,
the selection and development of a Assignment appears to be well written assignment. Student's writing and correctness.
well-planned research assignment. with no more than 3-5 errors. Student ability is average but demonstrates
Assignment is error-free and provides a final written product that a basic understanding of the subject
reflects students' ability to prepare covers the above-minimal matter.
a high-quality academic requirements.
assignment.
Creation of basic Plan was very detailed and Plan was detailed but was missing a Plan was not very detailed but Plan was of very poor quality and did not
included all necessary elements of few security elements. contained some elements of a provide a clear picture of the security for
security plan a security plan. security plan. the facility.
Use of Computer Student provides a high caliber, Assignment presents an above- Student demonstrates a basic Student needs to develop better
formatted assignment. Learner average use of formatting skills, with knowledge of computer formatting skills. The student may need
Technology/Applic exhibits excellent use of computer less than 3 errors. Student has a good applications. Appearance of final to take additional training or help when
ations technology in the development of command of computer applications to assignment demonstrates the preparing an assignment. Student needs
assignment. Quality and format information and figures or student's limited ability to format to become familiar with the use of more
appropriateness of stated references graphs in the appropriate format. and present data. computer related technology for the
demonstrate the student's ability to Student uses at least two types of presentation of material. The number of
use technology to conduct computer applications to produce a lack of use in proper formatting is not
applicable research. Given high quality assignment. acceptable.
assignment includes appropriate
word processing, spreadsheet, and
or use of graphs and other
computer applications as part of the
final product.
Presentation Student presented material in a Student presented material in a clear Student demonstrated a basic Student had no visual aids and failed to
clear and concise manner. Student and concise manner. Student made knowledge of the use of visual aids use proper eye communication. Student
made excellent use of computer use of computer technology but lacked and had very minimal use of eye failed to properly present material
technology and was creative in the creativity in the use of visual aids. contact. Student presented some of contained in research paper.
use of aids for presentation of the Student used some eye the material contained in research
material. Student presented communication but could have relied paper.
Rubric Examples
material in a well–organized and less on notes during the presentation.
comprehensive manner. It is clear Student presented most of the material
the student has a good knowledge contained in the research paper.
of the material presented. Student
used excellent verbal and eye
communication during
presentation. Student presented all
of the material contained in the
research paper.
Total Points
Department of Criminology & Criminal Justice
Assessment Rubric
Student demonstrates inaccurate or no understanding of material.

1
Total Points on assessment: TBD
Rubric Examples
Student demonstrates basic understanding of material/character virtue,
including basic concepts and minimal detail.
2
Student demonstrates thorough understanding of material, including

basic concepts and sufficient detail.
3
Student demonstrates in depth understanding of material, including

concepts and detail.
4
UNDERGRADUATE PROGRAM ASSESSMENT
SOC 353 Assessment Rubric – Version A
Rubric for qualitative research project
Exemplary Acceptable Unacceptable
RESEARCH DESIGN clearly defines the research question; clearly defines the research question; fails to define the research question; p
provides rich social context and fully provides some social context and context and little or no discussion of th
discusses the sociological some discussion of the sociological topic; chooses method(s) in appropriat
significance of the topic; chooses significance of the topic; chooses develop appropriate plan for data colle
method(s) highly appropriate to the method(s) appropriate to the
Rubric Examples
research question; research question; develops
develops highly appropriate plan for appropriate plan for data collection
data collection
GATHERS conducts adequate number of high- conducts adequate number of good conducts observations and interviews i
APPROPRIATE/ quality observations and interviews; quality observations and interviews; fails to focus later observations and int
ADEQUATE DATA focuses later observations and focuses later observations and concepts; takes brief, sketchy field an
interviews on highly appropriate interviews on appropriate themes
themes and concepts; takes very rich, and concepts; takes rich, detailed,
detailed, accurate field and interview accurate field and interview notes
notes
codes data extremely well (quantity codes data well (quantity and codes data poorly (quantity and/or qua
DATA ANALYSIS and quality), in successive stages; quality), in successive stages; concepts appropriate to the research qu
develops a good number of concepts develops adequate number of analysis and synthesis; does not create
highly appropriate to the research concepts appropriate to the research schema; fails to develop plausible answ
question; develops concepts by question; develops concepts by develop testable hypothesis and/or new
analysis and synthesis; creates good analysis and synthesis; may create
typologies or other analytic schema; good typologies or other analytic
develops highly plausible answers to schema; develops plausible answers
the research question; develops to the research question; develops
testable hypothesis and/or new testable hypothesis and/or new
research questions research questions
5
UNDERGRADUATE PROGRAM ASSESSMENT
SOC 353 Assessment Rubric – Version B
Objective: Exemplary Acceptable Unacceptable

1. RESEARCH clearly defines the research clearly defines the research fails to define the research
DESIGN question; provides rich social question; provides some social question; does not know how
context and fully discusses the context and some discussion to develop testable
sociological significance of the of sociological significance of hypotheses;
Rubric Examples
topic; clearly states testable the topic; clearly states
hypotheses, which are testable hypotheses, which are
adequately developed through not adequately developed;
logical reasoning and relevant
literature review
2.APPROPRIATE/ sources/data allow complete sources/data allow complete data source is not suitable to
ADEQUATE DATA assessment of the hypotheses; assessment of the hypotheses; address hypotheses; variables
specifically states how variables states how variables are are not clearly defined;
are defined; reports the original defined; reports the attributes
attributes of each variable, and of each variable; but the
states clearly how variables are overall description is
recoded, if any incomplete
3. DATA ANALYSIS able to correctly generate able to correctly generate unable to correctly generate
univariate and bivariate tables; univariate and bivariate tables; univariate and bivariate tables
able to interpret the results able to interpret the results or to interpret the results
correctly; able to link empirical correctly; able to draw correctly; conclusions are not
results with developed generally accurate based on empirical analysis
hypotheses; draws accurate conclusions; fails to
conclusions; discusses the social adequately discusses the
significance of the findings and social significance of the
limitations of the study findings
6
Criminology Project Grading Rubric
Excellent Project: All components for every project option must be completed
thoroughly as directed in project outline. Special attention should be made to
following:
• In terms of the two research options (Option one and two), the MLA method
must be used and the paper must be 5-7 pages in length. Additionally, four
resources must be used including one book. All resources must be
documented in the paper.
Rubric Examples
• In terms of the structured interview, the interview must be in MLA form and
presented verbatim.
• In terms of the book report, in addition to summarizing the book, questions
specific to either a non-fiction or fiction must be completed thoroughly.
• In terms of the internship, a journal must be keep according to the outline
and a minimum of 20 hours must be logged and signed off by a supervisor.
Additionally the project must be typed and the writing should be clear, grammatically
correct, devoid of spelling and punctuation errors, and is easy to read. (87-100)
Above Average Project: As with Excellent project, all components for every project
option should be completed thoroughly as directed in project outline. There may be
minor omissions in terms of the specifics of each project option and/or the MLA format.
Additionally, the project may not be typed or it may have some issues in terms of clarity,
punctuation, spelling, grammar, and/or readability. (77-86)
Average Project: As with Excellent project, all components for every project option
should be completed thoroughly as directed in project outline. There may be significant
omissions in terms of the specifics of each project option and/or the MLA format.
Additionally, the project may not be typed or it may have significant issues in terms of
clarity, punctuation, spelling, grammar, and/or readability. (70-76)
Below Average Project: As with Excellent project, all components for every project
option should be completed thoroughly as directed in project outline. There may be
major omissions in terms of the specifics of each project option and/or the MLA format.
Additionally, the project may not be typed or it may have major issues in terms of clarity,
punctuation, spelling, grammar, and/or readability. (40-69)
Incomplete Portfolio: Zeros (0) will be given to those who do not complete a project.
Grade________
Comments_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
Research Project- Criminology
Each student is required to complete one of the following project options per quarter. Dates are
set aside to discuss questions that you may have about your project twice a quarter and any
additional questions will be dealt with after school. I must approve all topics before you can
continue. Five points a day will be deducted for late projects.
Option One: Straight Research- Research a topic relevant to Criminology (Ex. Fingerprinting,
search and seizure, death penalty) and write a 5-7-page paper. Your must follow the MLA
method for quoting, citing, and referencing sources. At least one book must be used as a
reference with a total of four.
Rubric Examples
Option Two: Famous Crime/Court case- Research a famous crime and court case (OJ, Ted
Bundy, Lindbergh Baby, Miranda, Gideon, etc) and write a 5-7-page paper. You must include a
description of the crime (s), pre-trial events, trial, and sentence. Please also discuss the
ramifications that the trial had on the US as well as your impressions. Your must follow the MLA
method for quoting, citing, and referencing sources. At least one book must be used as a
reference with a total of four.
Option Three: Interview- Conduct a structured interview with someone involved in the criminal
justice field (investigator, medical examiner, probation officer, etc). It cannot be a close relative
or someone who has spoken in our classroom. Once the interview has been set up and taken
place, you will need to type it up verbatim. You must also include your impressions about the
person/field that you interviewed as well as some research relevant to the job itself. Your must
follow the MLA method for quoting, citing, and referencing sources.
Option Four: Fiction/Nonfiction Book- Read a book (one that you haven't already read)
relevant to Criminology (There are tons and I've read most of them) and summarize it. In your
summary, in addition to an overview of the book, you must make connections with the class.
What things could have happened or not (fiction)? What facts tie directly to information learned
in class (nonfiction)? You must include five direct quotes from the book to illustrate your point
(s). Finally, give your overall impression of the book as well as why or why not you would
recommend it to another?
Option Five: Internship- Prior approval is necessary. Establish an internship with someone in
the criminal justice field. (I have plenty of options/ideas if you need them.) Keep a journal
detailing your experiences, personal interpretations, and future outlooks in terms of the
profession. You need to log at least 20 hours per semester and have that signed off by the
supervising professional. This can be carried over from one semester to the next. Juniors may
want to consider this since it may be dovetailed with a more extensive internship in your senior
year for credit and/or an option for a senior project.
Standards-Based Probability and Statistics Rubric
This discipline is an introduction to the study of probability, interpretation of data, and

fundamental statistical problem solving. Mastery of this academic content will provide
students with a solid foundation in probability and facility in processing statistical
information.
Rubric Examples
____________1.0 Students know the definition of the notion of independent events and
can use the rules for addition, multiplication, and complementation to solve for
probabilities of particular events in finite sample spaces.
____________2.0 Students know the definition of conditional probability and use it to

solve for probabilities in finite sample spaces.
____________3.0 Students demonstrate an understanding of the notion of discrete

random variables by using them to solve for the probabilities of outcomes, such as the
probability of the occurrence of five heads in 14 coin tosses.
____________4.0 Students are familiar with the standard distributions (normal, binomial,
and exponential) and can use them to solve for events in problems in which the
distribution belongs to those families.
____________5.0 Students determine the mean and the standard deviation of a normally
distributed random variable.
____________6.0 Students know the definitions of the mean, median, and mode of a
distribution of data and can compute each in particular situations.
____________7.0 Students compute the variance and the standard deviation of a

distribution of data.
____________8.0 Students organize and describe distributions of data by using a number

of different methods, including frequency tables, histograms, standard line and bar
graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.
Rubric for Statistics Journal
Math 119 (Fall, 2007)
Name:
Rubric Examples
Please print out a copy of this rubric and use it as the cover page of your assignment.
Your score for the statistics journal will be calculated using this rubric. You will be evaluated on a scale
of 1 to 5 on the criteria below. The following table indicates the meaning of each of these scores:
1 2 3 4 5
Poor Fair Good Very good Excellent
Minimal or no effort. Needs improvement. OK, but with problems. Only minor problems. No problems.
1. The project is comprehensive.

Are there 10–15 entries? Do they represent a wide variety of subjects and sources? Do the entries include
substantiating materials? Is each explained in sufficient detail?
1 2 3 4 5
2. The entries are well-written.

Is the grammar correct? Is the analysis cogent? Are all entries properly sourced?
1 2 3 4 5
3. The analysis is correct and insightful.

Is the content mathematically correct? Are technical terms used properly? Is the analysis consistent with
principles discussed in the textbook and in class? Do you bring insight to each entry?
1 2 3 4 5
Final Grade: /15

MATH 2 – STATISTICS
PROJECT RUBRIC SCORING SHEET
SPRING 2009 – SMITHERS, SECTION Y8208
NAME:
TOTAL POINTS: /40
PERCENT:
Rubric Examples
1. MLA Formatting (2 pts)
a. 8 ½ X 11 Paper, 1X1 Inch margins (1pt)

b. Double Spaced Lines & Page Numbering (1pt)

2. Scientific Paper, Sections Clearly Marked (3 pts)
a. Abstract & Introduction (1 pt)

b. Materials & Methods (1 pt)

c. Conclusion (1 pt)

3. Project Guidelines (30 pts)
a. Question of interest clearly stated (5 pts)

b. Precise Hypothesis in terms of correct population parameter (5 pts)

c. Data Collection & Sampling Process clearly discussed (5 pts)

d. Correct Test Statistics for hypothesis (5 pts)

e. Accurate data analysis (5 pts)

f. Correct Conclusion (5 pts)

4. On Time (5 pts)
PROBABILITY AND STATISTICS INTERVIEW RUBRIC
Points
Category 4 3 2 1
Personal Bio Age, education, Two out of One out of None of the
and past three are three are three are
employment, included. included. included.
are all included.
Present Job Name of One out of two Neither of the
Description employer and are included. two is
Rubric Examples
number of years included.
employed are
included.
Description of Job Description is Description is Description is Description is
Responsibilities, detailed and clear. a little difficult difficult to
Duties, and clear. to understand. understand and
Functions is missing
several
components
OR none is
written.
Examples of the Use There are more There are three There are two There is one
of Statistics than three specific specific specific
specific examples of examples of example of
examples of how statistics how statistics how statistics
how statistics is is used. is used. is used OR
used. none is
written.
Usage of Statistical Explanation Explanation Explanation Explanation
Measures, Charts, shows complete shows shows some shows very
and Tables. understanding substantial understanding limited
of how understanding ofhow understanding
statistical ofhow statistical ofhow
measures, statistical measures, statistical
charts, and measures, charts, and measures,
tables are used. charts, and tables are charts and
tables are used. tables are used
used. OR is not
written.
Grammar and Paper has no„ Paper has no Paper has three Paper has four
Spelling misspellings or more than two misspellings or more
grammatical misspellings and/or spelling errors
errors. and/or grammatical and/or
grammatical errors. grammatical
errors. errors.
Neatness and The paper has The paper has The paper has The paper is
Organization two double- two double- two double- not typed and
spaced typed spaced typed spaced pages unorganized.
pages and is pages and is and is often It is hard to
presented in a presented in a unclear OR know what
neat, clear, neat and has one typed information
organized organized page and is goes together
fashion. fashion that is presented in a OR it has one
sometimes neat, clear, typed page and
unclear. organized is unorganized
fashion. and unclear.
Points Points
Rubric for Statistics Projects Possible Earned
Introduction/Title: 8
Title is clear and in the form of a question 2
Introduction clearly describes the question that is being investigated 3
Introduction clearly states the hypotheses for the question of interest 3
Data Collection: 15
The method of data collection is clearly described 4
The method of data collection includes appropriate randomization 4
Rubric Examples
The method of data collection includes measures to reduce 4
bias/confounding/variability
The quantity of data collected is appropriate 3
Graphs and Summary Statistics: 15

Appropriate graphs are used (help answer the overall question of interest) 3
Graphs are accurate and neat 3
Graphs are easy to compare (same scale, colors, etc.) 3
Appropriate summary statistics are calculated (help answer the overall 3
question of interest)
Summary statistics are calculated correctly (raw data is included) 3
Discussion and Conclusions: 16

Conclusion clearly and correctly addresses the question of interest 4
Conclusion is supported by the appropriate inferential procedure 4
Appropriate generalizations are made with supporting evidence 4
Shortcomings and/or suggestions for improvement are discussed 4
Overall Impression: 16
Includes live action pictures of data collection 3
Poster is organized to answer the question of interest 3
Poster is visually appealing and shows effort 5
Question of interest is non-trivial and well-formed 5
Oral Presentation: 10
Presentation is well organized 4
Presentation is thorough 4
Questions are handled appropriately 2
Statistics 770: Rubric for a Seminar Report http://www.math.mcmaster.ca/peter/s770/s770rubric.html
Statistics 770: Rubric for a Seminar Report
Score: 2 3 4 5
Weights Categories Level 1 Level 2 Level 3 Level 4
Reasoning The student:
6 - understanding of the - shows limited - shows some - shows general - shows

main ideas understanding of understanding of understanding of thorough
the main ideas the main ideas the main ideas understanding
of the main
Rubric Examples
ideas
4 - number and relevance - retells few of - retells some of - summarizes - summarizes

of supporting facts and the main ideas the main ideas most of the main and interprets
details accurately and ideas accurately all the main
includes and includes ideas
supporting supporting accurately and
details details includes
supporting
details
2 - critical evaluation of - gives no - gives some - gives a good - gives an

the main ideas (e.g. discussion of the discussion of the discussion of the insightful
elegance, ingenuity; main ideas main ideas main ideas discussion of
relation to the student's the main ideas,
background and clearly showing
experience; possible their relevance
applications, and importance
extensions, or future in a broader
directions) context
Communication The student's report:
1 - purpose: to - shows limited - communicates - communicates -

summarize and evidence of the the purpose the purpose communicates
evaluate a seminar purpose in the somewhat clearly in the the purpose
introduction clearly in the introduction clearly in an
introduction effective and
interesting
introduction
1 - voice (use of the - contains words - contains some - contains - contains ideas
author's own words) taken directly words from the appropriate expressed
from the seminar seminar notes as words from the concisely in the
notes well as the seminar notes as student's own
student's own well as the words, which
words student's own expand on the
words concepts
2 - writing style - expresses - expresses - expresses most - expresses all

ideas poorly and some ideas ideas concisely ideas concisely
includes many poorly and and contains a and contains
ineffective words includes some good variety of an extensive
ineffective words vocabulary vocabulary
used correctly
and effectively
Organization The student's report:
1 - overall structure - is presented in - shows some - contains an - contains an

(introduction, body, a disorganized organization, introduction, a introduction, a
conclusion) way including an body, and a body, and a
introduction, conclusion, with conclusion that
body and the conclusion are effectively
1 of 2 1/19/2009 10:59 AM
Statistics 770: Rubric for a Seminar Report http://www.math.mcmaster.ca/peter/s770/s770rubric.html
conclusion linked to the linked to each

introduction other
Conventions In the student's report:
1 - grammar, spelling, - there are - there are - there are only a - there are
punctuation several major several minor few minor errors practically no
errors or errors or or omissions errors or
omissions omissions omissions
2 - visual presentation - few aspects of - some aspects - most aspects of - all aspects of
(e.g. indentations, the expected of the expected the expected the expected
spacing, margins, title, visual visual visual visual
formulas) presentation are presentation are presentation are presentation
Rubric Examples
evident evident evident are evident
Statistics 770
Last modified 2001-09-20
2 of 2 1/19/2009 10:59 AM
Statistics Essay Grading Rubric
Score Essential Question Math Content Narrative Paper Length
Rubric Examples
4 The student gives several relevant There are at least two The math is connected The paper is at least two
examples of how statistics could mathematical examples with to the essential question full pages in length, double
help somebody make a decision correct solutions relevant to in a logical manner. spaced, 12 point font, 1
about their professional and/or the essential question There are few spelling inch margins.
personal lives. examples. Specific numbers and grammar errors.
are used.
3 The student gives several There is one well thought out There is one logical The paper is slightly less
moderately relevant examples of mathematical example and error in connecting the than two pages or the
how statistics can help people make solution, and at least one math to the essential margins are bigger than 1
decisions, or only one relevant other example with a mistake question. There are a inch or the font is bigger
example. or misconception. Specific few spelling and than 12.
numbers are used. grammar errors.
2 The student gives a couple mildly There are a couple examples There are a couple The paper is less than one
relevant examples or one moderately with faulty math or only logical errors connecting and a half pages, or the
relevant example of how statistics moderately relevant to the the math to the essential font, margins and spacing
can help people make decisions. given examples. Specific question, or there is no are much too large.
numbers are used very little. connection made. There
are more than a few
grammatical errors.
1 The student gives one mildly Mathematical terms are only There is no connection The paper is less than 1
relevant example of how statistics referred to and not explored between the math page in length.
can help people make decisions or solved in a specific examples and the
about their lives. problem. essential question. There
are many spellings and
grammatical errors.
0 There is no reference to the essential There is no reference to The paper is very poorly There is no paper or only a
question whatsoever. mathematics. written with no paragraph.
connections.
Research/Internship Poster Rubric
Environmental Science
Name _______________________________________________________ Date _________________
Topic __________________________________________________________________________________
Evaluator name _______________________________________________
SKILL EXCELLENT ACCEPTABLE NEEDS SCORE

IMPROVEMENT
Rubric Examples
(3) (2) (1)
1. ORGANIZATION Information presented Information presented on Little or no evidence of
on the poster is in the poster is in generally logical sequence of
logical sequence that an logical sequence, with a information on the poster.
evaluator can easily little jumping around, The evaluator easily _____
follow and understand. searching for place or becomes lost trying to
All information is going off on a tangent or follow the information.
relevant to the stated two.
topic.
2. ENGAGEMENT Presenter maintains eye Presenter often maintains Presenter does not make
contact with the eye contact with the eye contact with the
evaluator when asked evaluator. Presenter evaluator. Presenter _____
questions. Presenter appears somewhat shows little interest in the
appears very interested interested in the research research topic.
in the research topic. topic.
3. VISUAL Poster explains and Poster is related to the Poster is poorly related to
APPEAL reinforces research topic research topic. There are a the research topic. Many
well. Misspellings, few misspellings, grammar misspellings, grammar
grammar or terminology or terminology errors but errors or errors in
errors are absent or rare. they are not a major terminology provide a
Poster is pleasing to the distraction. Poster is significant distraction. _____
eye. generally neat. Poster may be quite
sloppy, disorganized or
cluttered. Poster holds no
attractiveness except,
perhaps, in the way of a
train wreck.
4. UNDERSTANDING Presenter’s Some understanding of Presenter seems to have
OF MODERN understanding of modern scientific concepts little or no understanding
SCIENTIFIC modern scientific and issues related to of modern scientific
CONCEPTS AND concepts and issues environmental science is concepts and issues related _____
ISSUES related to environmental evident throughout the to environmental science
science is evident poster presentation of the in the poster presentation
throughout the poster research study. of the research study.
presentation of the
research study.
Rubric Examples
5. ANALYSIS AND Presenter has Presenter has Presenter seems to have
INTERPRETATION demonstrated all the demonstrated some skills little or no skills necessary
OF DATA skills necessary for the necessary for the analysis for the analysis and
analysis and and interpretation of interpretation of
interpretation of environmental science data environmental science data
environmental science obtained in this research obtained in this research _____
data obtained in this study. Some information study.
research study. All is confusing, incorrect or
information is clear, incomplete.
appropriate, and correct.
6. DEPTH OF Presenter answers Presenter answers most Presenter is unable to

KNOWLEDGE questions about the questions about the answer questions or is
research study correctly, research study correctly, obviously making it up.
in depth and with though may be unable to The evaluator is unable to _____
elaboration. answer a few questions. learn anything of
Elaboration is limited or significant value from the
absent. research study.
AVERAGE SCORE _____
Comments
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
ENVIRONMENTAL SCIENCE TEAM:____ PERIOD:_____
ECOCOLUMN LAB GRADING RUBRIC
LAB REPORT SECTIONAL DESCRIPTIONS POINTS POINTS

AVAILABLE EARNED
OVERALL FORMAT; TITLE AND 5
CONTRIBUTION PAGES
ABSTRACT: Was the abstract a clear and accurate 5
synopsis of the entire lab report?
PURPOSE: Was the overall purpose of the laboratory 5
investigation effectively communicated?
BACKGROUND INFORMATION: Was there a wide
Rubric Examples
variety of background information from several different
sources? Did the background information lay a solid 10
foundation for further research and investigation?
HYPOTHESIS: Were legitimate hypotheses presented 5
for each of the ecocolumn’s three environments?
MATERIALS: Was a complete and accurate list of 5
materials used during the lab presented?
PROCEDURE: Was there a clear description of what
was done so that other investigators could repeat and
verify your work? 5
DATA COLLECTION: Was there a thorough
presentation of the data that was collected during the
investigation? Were there drawings, charts, and graphs 15
that helped with the understanding and interpretation of
the data and the overall investigation?
ANALYSIS: Was the team able to identify
biogeochemical cycles, food chains, food webs,
ecosystem roles, and limiting factors? Was the team
able to make cause and effect, and correlational 25
connections between abiotic factors such as dissolved
oxygen levels, temperature, and pH, and the living
organisms in the ecocolumn? (See Analysis List for
detailed Analysis section grading)
CONCLUSION: Was the team able to make
meaningful overall conclusions based on their analysis?
Did their data and analysis support their hypotheses? 15
SOURCES OF ERROR: Did the lab report include a 5
comprehensive discussion of possible errors?
SUBTOTAL OF POINTS EARNED 100
TIMES NUMBER OF PEOPLE ON THE TEAM X
TOTAL TEAM POINTS EARNED
POINTS EARNED BY:

POINTS EARNED BY:
POINTS EARNED BY:
POINTS EARNED BY:
3
Rubric #1
Environmental Concerns Interview Rubric
Name: __________________________________ Date: ________________________
Class: __________________________________
Rubric Examples
Interview Criteria Possible Points Earned Points
Identified issues discussed in class 10
Written interview questions from class 20
Interview from three community members 30
Categorize answers from small groups 10
Summary of group findings 30
Total Possible Points 100
Grade Scale:
100 – 98 A+
97 – 93 A
92 – 90 A-
89 – 88 B+
87 – 83 B
82 – 80 B-
79 – 78 C+
77 – 73 C
72 – 70 C-
69 – 68 D+
67 – 63 D
62 – 60 D-
59 – 50 E
< 50 F
Teacher Comments:
4
Rubric #2 Group Activity

“What Will the Land Support” (Carrying Capacity)
Name: __________________________________ Date: _________________
Class: ___________________________________
5 Read and follow game rules
Rubric Examples
Fulfilled team role
Summary Questions answered in complete sentences and at least 8
answered correctly.
Data sheet completed

Fulfilled team role
Summary questions answered in complete sentences and at least 6 answered
correctly

Fulfilled team role
Summary questions in complete sentences and at least 5 answered correctly.

Did not fulfill team role
Summary questions not in complete sentences and at least 4 answered
correctly
1 Did not read and follow game rules

Did not fulfill team role
Summary questions not in complete sentences and less than 4 answered
correctly
Did not complete data sheet
Grade Scale:
A=5
B=4
C=3
D=2
F=1
Teacher Comments:
5
Rubric #3
Poster of Natural Resources Rubrics
Name: _________________________________ Date: ____________________
Class: __________________________________
Rubric Examples
POSTER CRITERIA POSSIBLE EARNED
POINTS POINTS
Attractiveness, neatness and organization 20
Natural Resource identified and categorized 20
Human benefit/use stated 20
Quality of Poster 20
Imagination and creativity of work 20
TOTAL POINTS 100
Grade Scale:
100 – 98 A+
97 – 93 A
92 – 90 A-
89 – 88 B+
87 – 83 B
82 – 80 B-
79 – 78 C+
77 – 73 C
72 – 70 C-
69 – 68 D+
67 – 63 D
62 – 60 D-
59 – 50 E
< 50 F
Teacher Comments:
6
Rubric #4
Article Review Rubric
Name: ______________________________ Date: ________________
Class: ______________________________
NEEDS
EXCELLENT GOOD UNACCEPTABLE
Rubric Examples
THE STUDENT HAS… IMPROVEMENT
4 3 2 1
Described five important
points/events of the
article
Summarize in proper
outline form
Identified the
person/article as a
conservationist or
preservationist?
Provided supporting
statements for id of
conservationist or
preservationist
Participated in group
discussion
Graded according to the following scale:
18 – 20 = Excellent 11 – 14 = Needs Improvement

14 – 16 = Good 10 – 0 = Unacceptable
Teacher Comments:
7
Rubric #5
Journal
Name: _____________________________ Date: ___________________
Class: _____________________________
5 Journal up-to-date (every week has an entry)
Rubric Examples
Entries relevant and realistic
Journal neat and organized
Pictures/news articles/sketches/maps (or other “extras”) included

Journal neat and organized
No pictures/news articles/sketches/maps (or other “extras”) included

Journal not neat and organized
No pictures/new articles/sketches/map (or other “extras) included

Entries not relevant and realistic
1 Journal not up-to-date (every week has an entry)

Entries not relevant and realistic
Grade Scale:
A=5
B=4
C=3
D=2
F=1
Teacher Comments:
California State University, Sacramento
Department of Physical Therapy
PORTFOLIO RUBRIC (Attachment “B”)
Rubric Examples
Goal l: Demonstrate Professional Competence DEMONSTRATED NOT
DEMONSTRATED
a. Evaluation of an individual with a
musculoskeletal disorder from a case study or an
actual patient contact.
1.2. Determine the physical therapy needs of an
individual with a musculoskeletal disorder seeking
services
1.2.3. Evaluate and interpret the results of
examinations to arrive at a physical therapy
diagnosis
1.3. Develop a plan of care that considers the
person’s individual needs and goals, the
pathophysiology involved, the biological mechanisms
of human function, the environment where care is
being rendered, accurate interpretation of the results of
examinations, careful analysis of all gathered data, and
resource constraints.
1.3.1. Prioritize patient/client problems taking
into consideration the patient/client’s needs and goals,
pathophysiology, and biological mechanisms within
the constraints of the environment and resources.
1.3.2. Determine the patient/client’s
prognosis or the expected level of optimal
improvement with implementation of the care plan.
1.3.3. Select appropriate physical therapy
interventions that consider pt/client’s needs and goals.
DEMONSTRATED NOT
DEMONSTRATED
1.3.4. Determine the amount of time required
to achieve optimal function with the implementation
Rubric Examples
of the care plan.
1.5. Demonstrate effective verbal and written
communication skills with patients, families, other
health professionals, and the public, to facilitate
therapeutic interventions and interdisciplinary
interactions and cooperation.
1.5.1. Determine the appropriate
documentation for the recording of patient/client
information consistent with the fiscal intermediary and
the treatment setting.
1.5.2. Demonstrate thorough, yet concise,
documentation that meets the requirements of
professional documentation.
1.7. Provide rationales (evidence base) for all
decisions made in patient/client care.
b. Evaluation of an individual with a neurological
disorder from a case study or actual patient
contact.
1.2. Determine the physical therapy needs of an
individual with a neurological disorder seeking
services
1.2.3. Evaluate and interpret the results of
examinations to arrive at a physical therapy diagnosis
DEMONSTRATED NOT
DEMONSTRATED
1.3. Develop a plan of care that considers the
Rubric Examples
person’s individual needs and goals, the
pathophysiology involved, the biological mechanisms
of human function, the environment where care is
being rendered, accurate interpretation of the results of
examinations, careful analysis of all gathered data, and
resource constraints.
1.3.1. Prioritize patient/client problems taking
into consideration the patient/client’s needs and goals,
pathophysiology, and biological mechanisms within
the constraints of the environment and resources.
1.3.2. Determine the patient/client’s
prognosis or the expected level of optimal
improvement with implementation of the care plan.
1.3.3. Select appropriate physical therapy
interventions that consider the patient/client’s needs
and goals.
1.3.4. Determine the amount of time required
to achieve optimal function with the implementation
of the care plan.
1.5. Demonstrate effective verbal and written
communication skills with patients, families, other
health professionals, and the public, to facilitate
therapeutic interventions and interdisciplinary
interactions and cooperation.
DEMONSTRATED NOT
DEMONSTRATED
1.5.1. Determine the appropriate
Rubric Examples
documentation for the recording of patient/client
information consistent with the fiscal intermediary and
the treatment setting.
1.5.2. Demonstrate thorough, yet concise,
documentation that meets the requirements of
professional documentation.
1.7. Provide rationales (evidence base) for all
decisions made in patient/client care.
c. Two completed Clinical Performance Completed CPI from CI Completed CPI from
Instruments at the end of the student’s final student
clinical education experience—one by the Clinical
Instructor and one a self-assessment by the
student.
d. Reflection piece on portfolio process—why did Demonstrates insight Demonstrates some Demonstrates no
student select certain items for inclusion into value of portfolio insight into own work insight or reflection of
and future application and value of portfolio own work or portfolio.
Goal 2: Demonstrate Professional Behaviors DEMONSTRATED NOT
DEMONSTRATED
a. Teaching presentation using PowerPoint
Rubric Examples
2.2. Communicate effectively for varied audiences and purposes.
2.2.4. Utilize communication technology efficiently and effectively, when
appropriate.
b. Values clarification exercise
2.4. Recognize the need for personal and professional growth through self-
assessment, self-correction, and self-direction, and exhibit a commitment to lifelong
learning.
2.4.4. Recognize own biases and suspend judgments based on biases.
Goal 4: Demonstrate Scholarship DEMONSTRATED NOT
DEMONSTRATED
a. Written report of collaborative research with faculty per prescribed
Rubric Examples
format from PT 222 (Abstract and Reflection).
4.2. Contribute to the body of knowledge of physical therapy
4.2.1. Participate in, plan, and/or conduct clinical, basic, or applied
research.
b. An example of a critical review of the literature of any required article
critique.
4.1. Apply basic principles of statistics and research methodologies within the
practice of physical therapy.
4.1.4. Read, critique, and interpret professional literature.
Goal 3: Practice in an Ethical and Legal Manner DEMONSTRATED NOT
DEMONSTRATED
a. Written response to a case study utilizing ethical decision-making in
Rubric Examples
physical therapy per prescribed format.
3.2. Abide by the APTA Code of Ethics
3.2.1. Demonstrate knowledge of and apply ethical decision-making
b. National Institute of Health (NIH) certificate from tutorial on human
subjects safety.
3.2. Abide by the APTA Code of Ethics
3.2.1. Demonstrate knowledge of and apply ethical decision-making
Writing Rubric
(adapted from: Barbara Walvoord, Winthrop Univ., Virginia Community College System, Univ. of Washington)
Quality No/Limited Proficiency Some Proficiency Proficiency High Proficiency
Rubric Examples
Criteria (Rating)
Thesis is missing Thesis may be obvious or Thesis is somewhat Develops fresh insight that
1.Thesis/Focus: unimaginative original challenges the reader’s
(a) Originality thinking;
Reader cannot determine Thesis and purpose are Thesis and purpose are Thesis and purpose are clear
2. Thesis/Focus: thesis & purpose OR somewhat vague OR only fairly clear and match the to the reader; closely match
(b) Clarity thesis has no relation to loosely related to the writing task the writing task
the writing task writing task
Unclear organization OR Some signs of logical Organization supports Fully & imaginatively
3. Organization organizational plan is organization. May have thesis and purpose. supports thesis & purpose.
inappropriate to thesis. abrupt or illogical shifts Transitions are mostly Sequence of ideas is
No transitions & ineffective flow of appropriate. Sequence of effective. Transitions are
ideas ideas could be improved effective
Offers simplistic, Offers somewhat obvious Offers solid but less Substantial, logical, &
4. Support/ undeveloped, or cryptic support that may be too original reasoning. concrete development of
Reasoning support for the ideas. broad. Details are too Assumptions are not ideas. Assumptions are made
(a) Ideas Inappropriate or off-topic general, not interpreted, always recognized or made explicit. Details are germane,
(b) Details generalizations, faulty irrelevant to thesis, or explicit. Contains some original, and convincingly
assumptions, errors of inappropriately repetitive appropriate details or interpreted
fact examples
Neglects important Uses relevant sources but Uses sources to support, Uses sources to support,
5. Use of sources. Overuse of lacks in variety of sources extend, and inform, but not extend, and inform, but not
sources/ quotations or paraphrase and/or the skillful substitute writer’s own substitute writer’s own
Documentation to substitute writer’s own combination of sources. development of idea. development of idea.
ideas. (Possibly uses Quotations & paraphrases Doesn’t overuse quotes, Combines material from a
source material without may be too long and/or but may not always variety of sources, incl. pers.
acknowledgement.) inconsistently referenced conform to required style observation, scientific data,
manual authoritative testimony.
Doesn’t overuse quotes.
Little or no awareness of Stance is that of a novice Stance is somewhat Stance is that of an expert
Rubric Examples
6. Audience audience or form’s attempting to please an tentative and meets who consistently and
awareness requirements. Egocentric. expert. reader’s needs with some skillfully anticipates reader’s
A written form of speech skill, but is not as needs. Rhetorically
for one’s self. consistently successful. sophisticated.
Superficial and Sentences show little Sentences show some Sentences are varied,
7. Style stereotypical language. variety, simplistic. variety & complexity. complex, & employed for
(a) Sentences Oral rather than written Diction is somewhat Uneven control. Diction is effect. Diction is precise,
(b) language patterns immature; relies on accurate, generally appropriate, using advanced
Diction/Syntax predominate clichés. Tone may have appropriate, less advanced. vocabulary. Tone is mature,
(c) Tone/Voice some inconsistencies in Tone is usually appropriate consistent, suitable for topic
tense and person and audience
Mechanical & usage Repeated weaknesses in Mechanical and usage Essentially error free.
8. Writing errors so severe that mechanics and usage. errors that do not interfere Evidence of superior control
Conventions: writer’s ideas are hidden Pattern of flaws with meaning of diction
Grammar/Spelling/
Usage/Punctuation
Essay looks untidy and Essay looks fairly neat Essay looks neat but Essay looks neat, crisp, and
9. Presentation does not follow does not but violates some violates one or two professional
follow basic formatting formatting rules formatting rules
rules (e.g., margins,
headers & subheaders)
(Total Points)
Example of a Grading Rubric For a Term Paper in Any Discipline
Modeled after rubric used in the UC Davis English Department Composition Program
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment. A solid paper, responding Adequate but weaker and less Does not have a clear central idea or Does not respond to the assignment,
Interesting, demonstrates appropriately to assignment. Clearly effective, possibly responding less does not respond appropriately to the lacks a thesis or central idea, and
sophistication of thought. Central states a thesis/central idea, but may well to assignment. Presents central assignment. Thesis may be too vague may neglect to use sources where
idea/thesis is clearly communicated, have minor lapses in development. idea in general terms, often or obvious to be developed necessary.
worth developing; limited enough to Begins to acknowledge the depending on platitudes or cliches. effectively. Paper may
be manageable. Paper recognizes complexity of central idea and the Usually does not acknowledge other misunderstand sources.
Rubric Examples
some complexity of its thesis: may possibility of other points of view. views. Shows basic comprehension
acknowledge its contradictions, Shows careful reading of sources, of sources, perhaps with lapses in
qualifications, or limits and follow but may not evaluate them critically. understanding. If it defines terms,
out their logical implications. Attempts to define terms, not always often depends on dictionary
Understands and critically evaluates successfully. definitions.
its sources, appropriately limits and
defines terms.
Organization & Uses a logical structure appropriate Shows a logical progression of ideas May list ideas or arrange them May have random organization, No appreciable organization; lacks
coherence to paper's subject, purpose, audience, and uses fairly sophisticated randomly rather than using any lacking internal paragraph coherence transitions and coherence.
thesis, and disciplinary field. transitional devices; e.g., may move evident logical structure. May use and using few or inappropriate
Sophisticated transitional sentences from least to more important idea. transitions, but they are likely to be transitions. Paragraphs may lack
often develop one idea from the Some logical links may be faulty, sequential (first, second, third) rather topic sentences or main ideas, or
previous one or identify their logical but each paragraph clearly relates to than logic-based. While each may be too general or too specific to
relations. It guides the reader paper's central idea. paragraph may relate to central idea, be effective. Paragraphs may not all
through the chain of reasoning or logic is not always clear. Paragraphs relate to paper's thesis.
progression of ideas. have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
Support Uses evidence appropriately and Begins to offer reasons to support its Often uses generalizations to support Depends on cliches or Uses irrelevant details or lacks
effectively, providing sufficient points, perhaps using varied kinds of its points. May use examples, but overgeneralizations for support, or supporting evidence entirely. May be
evidence and explanation to evidence. Begins to interpret the they may be obvious or not relevant. offers little evidence of any kind. unduly brief.
convince. evidence and explain connections Often depends on unsupported May be personal narrative rather
between evidence and main ideas. Its opinion or personal experience, or than essay, or summary rather than
examples bear some relevance. assumes that evidence speaks for analysis.
itself and needs no application to the
point being discussed. Often has
lapses in logic.
Style Chooses words for their precise Generally uses words accurately and Uses relatively vague and general May be too vague and abstract, or Usually contains many awkward
meaning and uses an appropriate effectively, but may sometimes be words, may use some inappropriate very personal and specific. Usually sentences, misuses words, employs
level of specificity. Sentence style too general. Sentences generally language. Sentence structure contains several awkward or inappropriate language.
fits paper's audience and purpose. clear, well structured, and focused, generally correct, but sentences may ungrammatical sentences; sentence
Sentences are varied, yet clearly though some may be awkward or be wordy, unfocused, repetitive, or structure is simple or monotonous.
structured and carefully focused, not ineffective. confusing.
long and rambling.
Mechanics Almost entirely free of spelling, May contain a few errors, which may Usually contains several mechanical Usually contains either many Usually contains so many
punctuation, and grammatical errors. annoy the reader but not impede errors, which may temporarily mechanical errors or a few important mechanical errors that it is
understanding. confuse the reader but not impede errors that block the reader's impossible for the reader to follow
the overall understanding. understanding and ability to see the thinking from sentence to
connections between thoughts. sentence.
Grading Rubric for Writing
Letter Development
Conceptual Rhetorical Thesis Structuring Language
Grades and Support
commands attention well-chosen

with a convincing examples; uses
has cogent argument with a persuasive
well-
analysis, shows compelling purpose; reasoning to
constructed
command of highly responsive to develop and
paragraphs;
interpretive the demands of a essay support thesis uses sophisticated
appropriate,
Rubric Examples
and conceptual specific writing controlled consistently; sentences effectively;
clear, and
tasks required situation; by clear, uses specific usually chooses words
smooth
by assignment sophisticated use precise, quotations, aptly; observes
transitions;
A and course of conventions of well-defined statistics, professional conventions
arrangement
materials: ideas academic discipline thesis; is aesthetic details, of written English and
of
original, often and genre; anticipates sophisticated or citations of manuscript format;
organizational
insightful, the reader's needs for in both scholarly makes few minor or
elements
going beyond information, statement sources technical errors
seems
ideas discussed explanation, and and insight effectively;
particularly
in lecture and context logical
apt
class connections
between ideas
are evident
addresses audience distinct units

with a thoughtful of thought in
a few mechanical
shows a good argument with a clear pursues paragraphs
difficulties or stylistic
understanding purpose; responds explanation and controlled by
clear, problems (split
of the texts, directly to the proof of thesis specific,
specific, infinitives, dangling
ideas and demands of a specific consistently; detailed, and
arguable modifiers, etc.); may
methods of the writing situation; develops a main arguable topic
thesis make occasional
assignment; competent use of the argument with sentences;
B central to the problematic word
goes beyond conventions of explicit major clear
essay; may choices or syntax errors;
the obvious; academic discipline points with transitions
have left a few spelling or
may have one and genre; addresses appropriate between
minor terms punctuation errors or a
minor factual the reader's needs for textual evidence developed,
undefined cliché; usually presents
or conceptual information, and supporting cohering, and
quotations effectively,
inconsistency explanation, context detail logically
using appropriate format
arranged
paragraphs
presents an adequate some

only partially
response to the essay awkward more frequent wordiness;
develops the
shows an prompt; pays attention transitions; unclear or awkward
argument;
understanding to the basic elements some brief, sentences; imprecise use
shallow analysis;
of the basic of the writing weakly of words or over-reliance
general some ideas and
ideas and situation; shows unified or on passive voice; some
thesis or generalizations
information sufficient competence undeveloped distracting grammatical
controlling undeveloped or
involved in the in the conventions of paragraphs; errors (wrong verb tense,
C idea; may unsupported;
assignment; academic discipline arrangement pronoun agreement,
not define makes limited
may have some and genre; signals the may not apostrophe errors,
several use of textual
factual, importance of the appear singular/plural errors,
central terms evidence; fails to
interpretive, or reader's needs for entirely article use, preposition
integrate
conceptual information, natural; use, comma splice, etc.);
quotations
errors explanation, and contains makes effort to present
appropriately;
context extraneous quotations accurately
warrants missing
information
Uci.edu
Grading Rubric for Writing
Letter Development
Conceptual Rhetorical Thesis Structuring Language
Grades and Support
frequently only
shows shows serious narrates;
simplistic, some major grammatical
inadequate weaknesses in digresses from
tends to or proofreading errors
command of addressing an thesis one topic to
narrate or (subject-verb agreement,
course audience; vague or another without
merely sentence fragments, word
materials or has unresponsive to the not central developing ideas
summarize; form errors, etc.);
Rubric Examples
significant specific writing to or terms; makes
D wanders from language frequently
factual and situation; poor argument; insufficient or
one topic to weakened by clichés,
conceptual articulation of purpose central awkward use of
another; colloquialisms, repeated
errors; confuses in academic writing; terms not textual evidence;
illogical inexact word choices;
some often states the defined relies on too
arrangement incorrect quotation or
significant obvious or the few or the
of ideas citation format
ideas inappropriate wrong type of
sources.
little or no
development;
writer lacks may list no transitions; numerous grammatical
critical shows severe disjointed facts incoherent errors and stylistic
understanding difficulties no or paragraphs; problems seriously
F of lectures, communicating discernible misinformation; suggests poor detract from the
readings, through academic thesis uses no planning or no argument; does not meet
discussions, or writing quotations or serious Standard Written English
assignments fails to cite revision requirement
sources or
plagiarizes
Rubric for Scoring Rhetorically-Effective Writing*
(1, 2, or 3)
Score
Writing Conventions 1—Developing Outcome 2—Competent Outcome 3—Proficient Outcome
The written text vaguely expresses the The written text expresses the student’s The written text effectively expresses the
Rubric Examples
Rhetorical Negotiation of student’s purpose and/or gives little purpose and addresses some audience student’s purpose and effectively
PURPOSE AND AUDIENCE attention to audience. Readers are concerns. Readers are probably persuaded addresses audience concerns. Readers are
Given the purpose and audience… confused and/or insulted and are not to consider the text’s ideas. definitely persuaded to consider the text’s
persuaded to consider the text’s ideas. ideas.
The written text demonstrates a confusing The written text demonstrates a The written text demonstrates a logical
arrangement of paragraphs, a formulaic generally clear arrangement of arrangement of paragraphs, a logical use
use of (or lack of) transitions between paragraphs, a generally clear use of of transitions between paragraphs, and a
ORGANIZATION/LOGIC paragraphs, or a confusing arrangement of transitions between paragraphs, and a logical organization of ideas within
ideas within paragraphs. The generally clear organization of ideas paragraphs. The organizational logic
Given the purpose and audience… disorganization makes it difficult for a enhances a reader’s understanding of the
within paragraphs. The organizational
reader to understand the text’s ideas. text’s ideas.
logic assists a reader’s understanding
of the text’s ideas.
The written text employs some faulty The written text adequately employs The written text effectively employs
DEVELOPMENT reasons or inappropriate supporting reasons and evidence—i.e., most reasons reasons and evidence—i.e., all reasons
evidence—i.e., most reasons do not support the text’s purpose, and specific support the text’s purpose, and specific
Given the purpose and audience… support the text’s purpose, and/or specific evidence supports most reasons. evidence supports all reasons.
evidence is not provided for most reasons.
The writer’s voice in the text demonstrates The writer’s voice in the text demonstrates The writer’s voice in the text demonstrates
neither understanding of the content nor a general understanding of the content and a comprehensive understanding of the
WRITER’S AUTHORITY personal engagement with the content. some personal engagement with the content and a personal engagement with
Given the purpose and audience…
Readers perceive this textual voice as content. Readers perceive this textual the content (via the writer’s ideas, values,
untrustworthy voice as mostly trustworthy. beliefs). Readers perceive this textual
voice as trustworthy.
The written text contains numerous errors The written text contains some errors in The written text contains few or no errors
in spelling, grammar, punctuation, or spelling, grammar, punctuation, or in spelling, grammar, punctuation or
READABILITY sentence structure that interfere with sentence structure, but these errors do not sentence structure. Style is effective.
Given the purpose and audience…
comprehension. Style is inappropriate. interfere with comprehension. Style is Documentation is thorough and effective.
Documentation is incomplete, ineffective, appropriate. Documentation is thorough
or incompetent. and competent.
OTHER
*Because good writing is context-specific, this rubric should be adapted to disciplinary conventions in the following ways: (1) conventions in the left-hand column may need to be added
or substituted, and (2) different definitions of the conventions may need to be written (for example, strategies of organization will differ for chemistry lab reports, English essays, and
business proposals). July 2005 www.marquette.edu
rubrictermpapers http://faculty.css.edu/dswenson/web/Gradingrubrics/rubrictermpapers.html
Rubric for Term Papers

Term papers and related written projects are evaluated based on the following criteria:
MGT 6207 Crisis Management

MGT 6450 Marketing
MGT 6430 Organization Development: Your paper should include the following components:
Rubric Examples
Introduction (e.g., the purpose of this paper is to...) & concise problem statement
Brief description of the scenario using mundane terms
Detailed technical/theoretical explanation of the situation. Include consideration of feasibility to change and potential
intervention points
Recommendations and action plans
References
Unacceptable Acceptable Good Exellent

Components
0 Points 1 Point 2 Points 3 Points
minimal use of terms
but in isolation or use of fluency, sequencing, &
little or no use of terms good use and linking
jargon; name dropping of appropriateness of terms,
Content & vocabulary or incorrect use; cliche's, of terms but still lacking
authors or terms but concepts, practices, &
idiom's and colloquialisms insufficient context or fluency
authors
explanation
little or no use of
concepts or practices; may
clear presentation of integrating or
show previous knowledge integrated concepts
Conceptualization sequenced concepts or synthesizing concepts in
from career, but does not or practices
demonstrate learning practices original and innovative way
related to course
clear statement or
clear statement, well
unclear or no purpose concise overview, well previous criteria plus
organized, thesis
statement or overview, organized, but with few attractive layout and
Organization sentences, good cues;
few organizational cues, cues (e.g., headers, bullets, design; publishable format
good transitions and
disorganized presentation indentation); unclear in APA style
sequencing
transitions and sequencing
presentation of opinion support by argument clearly sequenced clear statement,
Argument or statement without and evidence but with steps leading to clear examples, sequencing,
evidentiary or logical weak sources conclusion, logical logical and multiple
1 of 2 1/21/2009 10:41 AM
rubrictermpapers http://faculty.css.edu/dswenson/web/Gradingrubrics/rubrictermpapers.html
argument with authorities, evidentiary

support; illogical
authoritative sources support, current journal
argument
(not necessarily current) sources
predominance of sound
personal
primary authorities, recent
communication or popular Use of secondary
no resources journals, in-text citations
Resources sources predominate; sources, accessible
referenced match references, good
variable citation references, 3-5 sources citations, accessible
Rubric Examples
permanence
references, 5+ sources
figures, tables and
graphics available but graphics add value to
text match and are
no graphics (may be poor quality and content text by summarizing or
Graphics explained in text; titles
appropriate in some cases) (e.g., faint, mized font, simplifying key ideas;
& numbering of
unimportant content, etc.) original graphics
graphics
several errors in
spelling, punctuation, few or no errors, but no errors and excellent
Mechanics capitalization, and/or a few overlooked errors sentence structure could sentence structure and
sentence structure improve fluency
showing carelessness
APA style but several
errors in cover page
content, page enumeration, APA style with a few
APA Style not in APA style publishable in style
format (margins & errors
indentation), headers,
citation & reference format
2 of 2 1/21/2009 10:41 AM
http://www.fordham.edu/halsall/med/rubric.html
GENERAL EVALUATION RUBRIC FOR PAPERS

Students sometimes do not understand how a paper is graded. The explanation of grading here derives from standards for Advanced
Placement exams, and is called a "grading rubric". Note that this is the standard expected of good pre-college students. It outlines basic elements of
a good paper, and attaches grades to them. The basic grade of a paper derives from its content. The difference between the higher and lower grades
here may depend on issues such as presentation.
The Superior Paper (A/A-)

Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
Rubric Examples
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini-thesis and fit within
paragraph. Excellent integration of quoted material into sentences.
Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and
successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no
run-on sentences or comma splices.
The Good Paper (B+/B)

Thesis: Promising, but may be slightly unclear, or lacking in insight or originality.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong
topic sentences.
Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well
integrated into sentences.
Analysis: Evidence often related to mini-thesis, though links perhaps not very clear.
Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged,
though perhaps not addressed. Occasional insightful connections to outside material made.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor)
spelling errors; may have one run-on sentence or comma splice.
The Borderline Paper (B-/C+)

Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the
paper.
Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences.
Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because
there may be no clear point). Quotes may be poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to mini-thesis (or there is a weak mini-thesis to support), or analysis offers nothing beyond
the quote.
Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside
connections.
Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have
several run-on sentences or comma splices.
The "Needs Help" Paper (C/C-)

Thesis: Difficult to identify at all, may be bland restatement of obvious point.
Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not
integrated into sentences; "plopped in" in improper manner.
Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to.
Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp
possible alternative views.
Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many
run-on sentences and comma splices.
The Failing Paper

Shows obviously minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics,
structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis.
Source: Adapted from a internet post by Patrick Rael <prael@polar.Bowdoin.EDU>, " Re: what to say to students", [H-Teach@msu.net], 2 April 1996
MKTG 489 Grading Rubric for Written Assignments
Criteria: Very Poor (0) Poor (1) Average (2) Good (3) Excellent (4) Score
C Misses two or Misses one Handles case Handles all Handles all
CONTENT/ CASE: more major material elements of the elements of the
clarity, elements of element of competently; case with skill; case
completeness the case; the case; includes develops and professionally;
major factual leaves out essential supports ideas in develops and
errors; essential information; a better-than- supports ideas
misinterprets information; factually average way. using well-
case some minor correct. chosen
assignment. factual errors. examples and
Rubric Examples
creative details.
L1 Makes Makes Writes generally Proofreads well Makes virtually
LITERACY: repeated disruptive correct prose; enough to no grammatical
grammar, grammatical grammatical/ occasionally eliminate most or syntactical
spelling, or syntactical syntactical fails to catch grammatical errors.
punctuation errors. errors such as minor errors; may have Establishes
Frequently run-ons, grammatical minor problems credibility with
misspells fragments, errors. with the audience.
homonyms. unintelligible punctuation or
sentences. usage.
A Lacks Writer- Is polite; does Is courteous; Reader-focused;

AUDIENCE: "you" audience focused; lacks not slight the addresses addresses
attitude; awareness. Is you attitude, reader. Uses readers' needs readers'
awareness of rude, hostile, positive positive and/or questions
reader's needs discourteous, emphasis, emphasis. concerns; and/or
or insulting to audience makes no objections;
the reader. awareness. unreasonable creates
demands. goodwill.
S Presents a Is unclear Is clear; Employs good Adopts strategy
STRATEGY: disorganized, about correctly uses strategy; finds a to achieve
purpose, unprofessional purpose; the "checklist" fresh way of desired
effectiveness of document. unclear topic approach; solving the outcome;
approach, Projects a sentences, makes no problem; clearly defines
professionalism, negative arrangement serious false effective purpose and
means used. image of the of ideas, and step; gets the sequencing of uses logical
writer and of transitions. job done. ideas. and/or
the emotional
organization. appeal
effectively.
S a) Uses a) Writes in a a) Writes a) Writes clearly, a) Demonstrates
STYLE: garbled style. notably serviceable concisely, and a sophisticated
a) tone, word Plagiarizes. awkward prose; uses coherently; grasp of the
choice manner: active voice, employs language; writes
misuses words strong, action syntactical in a fluid
and idioms; verbs; rarely uses variety with manner; varies
uses slang; jargon or general success. syntax and
wordy; uses clichés. Creates a vocabulary; uses
some friendly, original
borrowed business-like, language.
language. positive style.
_______ _______ _______ _______ _______ _______ _______
b) document b) Format b) b) Readable b) Design helps b) Design helps
design interferes with Imbalanced format. readers find the readers
readability. or cluttered information they understand and
design. need. remember
information.
1Literacy is a threshold category, and you can be marked down significantly if your report does not meet a minimum
standard.
Fullerton.edu
Comments:
®
6+1 Trait Writing
Scoring Continuum
Rubric Examples
WOW! i IDEAS
Exceeds expectations
i ORGANIZATION
i VOICE
i WORD CHOICE
i SENTENCE FLUENCY
5 STRONG: i CONVENTIONS
shows control and skill in this trait; i PRESENTATION
many strengths present
4 EFFECTIVE:
on balance, the strengths outweigh the
weaknesses; a small amount of revision
is needed
3 DEVELOPING:
strengths and need for revision are
about equal; about half-way home
2 EMERGING:
need for revision outweighs strengths;
isolated moments hint at what the
writer has in mind
1 NOT YET:
a bare beginning; writer not yet
showing any control
1
©Northwest Regional Educational Laboratory
IDEAS
This paper is clear and focused. It holds the reader's attention. Relevant
5 anecdotes and details enrich the central theme.
A. The topic is narrow and manageable.
B. Relevant, telling, quality details give the reader important information that goes beyond the obvious
Rubric Examples
or predictable.
C. Reasonably accurate details are present to support the main ideas.
D. The writer seems to be writing from knowledge or experience; the ideas are fresh and original.
E. The reader’s questions are anticipated and answered.
F. Insight—an understanding of life and a knack for picking out what is significant—is an indicator of
high level performance, though not required.
3 The writer is beginning to define the topic, even though development is

still basic or general.
A. The topic is fairly broad; however, you can see where the writer is headed.
B. Support is attempted, but doesn't go far enough yet in fleshing out the key issues or story line.
C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded
enough to show indepth understanding or a strong sense of purpose.
D. The writer seems to be drawing on knowledge or experience, but has difficulty going from general
observations to specifics.
E. The reader is left with questions. More information is needed to "fill in the blanks."
F. The writer generally stays on the topic but does not develop a clear theme. The writer has not yet
focused the topic past the obvious.
As yet, the paper has no clear sense of purpose or central theme. To

1 extract meaning from the text, the reader must make inferences based on
sketchy or missing details. The writing reflects more than one of these
problems:
A. The writer is still in search of a topic, brainstorming, or has not yet decided what the main idea of the
piece will be.
B. Information is limited or unclear or the length is not adequate for development.
C. The idea is a simple restatement of the topic or an answer to the question with little or no attention to
detail.
D. The writer has not begun to define the topic in a meaningful, personal way.
E. Everything seems as important as everything else; the reader has a hard time sifting out what is
important.
F. The text may be repetitious, or may read like a collection of disconnected, random thoughts with no
discernable point.
2
ORGANIZATION
The organization enhances and showcases the central idea or theme. The
5 order, structure, or presentation of information is compelling and moves
the reader through the text.
Rubric Examples
A. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense
of closure and resolution.
B. Thoughtful transitions clearly show how ideas connect.
C. Details seem to fit where they're placed; sequencing is logical and effective.
D. Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up
the pace and move on.
E. The title, if desired, is original and captures the central theme of the piece.
F. The choice of structure matches the purpose and audience, with effective paragraph breaks.
3 The organizational structure is strong enough to move the reader through

the text without too much confusion.
A. The paper has a recognizable introduction and conclusion. The introduction may not create a strong
sense of anticipation; the conclusion may not tie-up all loose ends.
B. Transitions sometimes work; at other times, connections between ideas are unclear.
C. Sequencing shows some logic, but not under control enough that it consistently supports the
development of ideas. The structure may be predictable and taking attention away from the content.
D. Pacing is fairly well controlled, though the writer sometimes lunges ahead too quickly or spends too
much time on details that do not matter.
E. A title (if desired) is present, although it may be uninspired or an obvious restatement of the prompt
or topic.
F. The organization sometimes supports the main point or story line, with an attempt at paragraphing.
The writing lacks a clear sense of direction. Ideas, details, or events seem
1 strung together in a loose or random fashion; there is no identifiable
internal structure. The writing reflects more than one of these problems:
A. There is no real lead to set-up what follows, no real conclusion to wrap things up.
B. Connections between ideas are confusing or absent.
C. Sequencing is random and needs lots of work.
D. Pacing feels awkward; the writer slows to a crawl when the reader wants to move on, and vice versa.
E. No title is present (if requested) or, if present, does not reflect the content.
F. Problems with organization make it hard for the reader to understand the main point or story line,
with little or no attempt at paragraph breaks.
3
VOICE
The writer speaks directly to the reader in a way that is individual,
5 compelling, and engaging. The writer crafts the writing with an awareness
and respect for the audience and the purpose for writing.
Rubric Examples
A. The writer connects strongly with the audience through the intriguing focus of the topic, selection of
relevant details, and the use of natural, engaging language.
B. The purpose of the writing is accurately reflected in the writer’s choice of individual and compelling
content, and the arrangement of ideas.
C. The writer takes a risk by the inclusion of personal details that reveal the person behind the words.
D. Expository or persuasive writing reflects a strong commitment to the topic by the careful selection of
ideas that show why the reader needs to know this.
E. Narrative writing is personal and engaging, and makes you think about the author’s ideas or point of
view.
3 The writer seems sincere, but not fully engaged or involved. The writing
has discernable purpose, but is not compelling.
A. The writing attempts to connect with the audience in an earnest, pleasing, but impersonal manner
B. The writer seems aware of a purpose, and attempts to select content and structures that reflect it.
C. The writer occasionally reveals personal details, but primarily avoids risk.
D. Expository or persuasive writing lacks consistent engagement with the topic, and fails to use ideas to
build credibility.
E. Narrative writing is sincere, but does not reflect a unique or individual perspective on the topic.
The writer seems indifferent to the topic and the content. The writing
1 lacks purpose and audience engagement.
A. The writer’s ideas and language fail to connect with the audience.
B. The writer has no clear purpose, and the chosen style does not match the content or ideas.
C. The writing is risk free, and reveals nothing about the author.
D. Expository or persuasive writing is lifeless and mechanical, or lacks accurate information.
E. Narrative: The development of the topic is so limited that no point of view is discernable.
4
WORD CHOICE
Words convey the intended message in a precise, interesting, and natural
5 way. The words are powerful and engaging.
A. Words are specific and accurate. It is easy to understand just what the writer means.
B. Striking words and phrases often catch the reader's eye and linger in the reader's mind.
C. Language and phrasing are natural, effective, and appropriate for the audience.
Rubric Examples
D. Lively verbs add energy while specific nouns and modifiers add depth.
E. Choices in language enhance the meaning and clarify understanding.
F. Precision is obvious. The writer has taken care to put just the right word or phrase in just the right
spot.
The language is functional, even if it lacks much energy. It is easy to

3 figure out the writer's meaning on a general level.
A. Words are adequate and correct in a general sense, and they support the meaning by not getting in
the way.
B. Familiar words and phrases communicate but rarely capture the reader's imagination.
C. Attempts at colorful language show a willingness to stretch and grow but sometimes reach beyond
the audience (thesaurus overload!).
D. Despite a few successes, the writing is marked by passive verbs, everyday nouns, and mundane
modifiers.
E. The words and phrases are functional with only one or two fine moments.
F. The words may be refined in a couple of places, but the language looks more like the first thing that
popped into the writer’s mind.
The writer demonstrates a limited vocabulary or has not searched for

1 words to convey specific meaning.
A. Words are so nonspecific and distracting that only a very limited meaning comes through.
B. Problems with language leave the reader wondering. Many of the words just don’t work in this
piece.
C. Audience has not been considered. Language is used incorrectly making the message secondary to
the misfires with the words.
D. Limited vocabulary and/or misused parts of speech seriously impair understanding.
E. Words and phrases are so unimaginative and lifeless that they detract from the meaning.
F. Jargon or clichés distract or mislead. Redundancy may distract the reader.
5
SENTENCE FLUENCY
The writing has an easy flow, rhythm, and cadence. Sentences are well
5 built, with strong and varied structure that invites expressive oral reading.
A. Sentences are constructed in a way that underscores and enhances the meaning.
B. Sentences vary in length as well as structure. Fragments, if used, add style. Dialogue, if present,
sounds natural.
Rubric Examples
C. Purposeful and varied sentence beginnings add variety and energy.
D. The use of creative and appropriate connectives between sentences and thoughts shows how each
relates to, and builds upon, the one before it.
E. The writing has cadence; the writer has thought about the sound of the words as well as the meaning.
The first time you read it aloud is a breeze.
3 The text hums along with a steady beat, but tends to be more pleasant or
businesslike than musical, more mechanical than fluid.
A. Although sentences may not seem artfully crafted or musical, they get the job done in a routine
fashion.
B. Sentences are usually constructed correctly; they hang together; they are sound.
C. Sentence beginnings are not ALL alike; some variety is attempted.
D. The reader sometimes has to hunt for clues (e.g., connecting words and phrases like however,
therefore, naturally, after a while, on the other hand, to be specific, for example, next, first of all, later,
but as it turned out, although, etc.) that show how sentences interrelate.
E. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly.
The reader has to practice quite a bit in order to give this paper a fair
1 interpretive reading. The writing reflects more than one of the following
problems:
A. Sentences are choppy, incomplete, rambling or awkward; they need work. Phrasing does not
sound natural. The patterns may create a sing-song rhythm, or a chop-chop cadence that lulls the
reader to sleep.
B. There is little to no “sentence sense” present. Even if this piece was flawlessly edited, the sentences
would not hang together.
C. Many sentences begin the same way—and may follow the same patterns (e.g., subject-verb-object) in
a monotonous pattern.
D. Endless connectives (and, and so, but then, because, and then, etc.) or a complete lack of
connectives create a massive jumble of language.
E. The text does not invite expressive oral reading.
6
CONVENTIONS
5 The writer demonstrates a good grasp of standard writing conventions (e.g.,
spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses
conventions effectively to enhance readability. Errors tend to be so few that just
minor touch-ups would get this piece ready to publish.
Rubric Examples
A. Spelling is generally correct, even on more difficult words.
B. The punctuation is accurate, even creative, and guides the reader through the text.
C. A thorough understanding and consistent application of capitalization skills are present.
D. Grammar and usage are correct and contribute to clarity and style.
E. Paragraphing tends to be sound and reinforces the organizational structure.
F. The writer may manipulate conventions for stylistic effect—and it works! The piece is very close to
being ready to publish.
GRADES 7 AND UP ONLY: The writing is sufficiently complex to allow the writer to show skill in
using a wide range of conventions. For writers at younger ages, the writing shows control over those
conventions that are grade/age appropriate.
The writer shows reasonable control over a limited range of standard writing
3 conventions. Conventions are sometimes handled well and enhance readability;
at other times, errors are distracting and impair readability.
A. Spelling is usually correct or reasonably phonetic on common words, but more difficult words are
problematic.
B. End punctuation is usually correct; internal punctuation (commas, apostrophes, semicolons, dashes,
colons, parentheses) is sometimes missing/wrong.
C. Most words are capitalized correctly; control over more sophisticated capitalization skills may be
spotty.
D. Problems with grammar or usage are not serious enough to distort meaning but may not be correct
or accurately applied all of the time.
E. Paragraphing is attempted but may run together or begin in the wrong places.
F. Moderate editing (a little of this, a little of that) would be required to polish the text for publication.
Errors in spelling, punctuation, capitalization, usage, and grammar and/or

paragraphing repeatedly distract the reader and make the text difficult to read.
1 The writing reflects more than one of these problems:
A. Spelling errors are frequent, even on common words.
B. Punctuation (including terminal punctuation) is often missing or incorrect.
C. Capitalization is random and only the easiest rules show awareness of correct use.
D. Errors in grammar or usage are very noticeable, frequent, and affect meaning.
E. Paragraphing is missing, irregular, or so frequent (every sentence) that it has no relationship to the
organizational structure of the text.
F. The reader must read once to decode, then again for meaning. Extensive editing (virtually every
line) would be required to polish the text for publication.
7
PRESENTATION
(optional)
The form and presentation of the text enhances the ability for the reader to
5 understand and connect with the message. It is pleasing to the eye.
Rubric Examples
A. If handwritten (either cursive or printed), the slant is consistent, letters are clearly formed, spacing is
uniform between words, and the text is easy to read.
B. If word-processed, there is appropriate use of fonts and font sizes which invites the reader into the text.
C. The use of white space on the page (spacing, margins, etc.) allows the intended audience to easily focus on
the text and message without distractions. There is just the right amount of balance of white space and text
on the page. The formatting suits the purpose for writing.
D. The use of a title, side heads, page numbering, bullets, and evidence of correct use of a style sheet (when
appropriate) makes it easy for the reader to access the desired information and text. These markers allow
the hierarchy of information to be clear to the reader.
E. When appropriate to the purpose and audience, there is effective integration of text and illustrations,
charts, graphs, maps, tables, etc. There is clear alignment between the text and visuals. The visuals
support and clarify important information or key points made in the text.
The writer’s message is understandable in this format.

3 A. Handwriting is readable, although there may be discrepancies in letter shape and form, slant, and
spacing that may make some words or passages easier to read than others.
B. Experimentation with fonts and font sizes is successful in some places, but begins to get fussy and
cluttered in others. The effect is not consistent throughout the text.
C. While margins may be present, some text may crowd the edges. Consistent spacing is applied, although a
different choice may make text more accessible (e.g., single, double, or triple spacing).
D. Although some markers are present (titles, numbering, bullets, side heads, etc.), they are not used to their
fullest potential as a guide for the reader to access the greatest meaning from the text.
E. An attempt is made to integrate visuals and the text although the connections may be limited.
The reader receives a garbled message due to problems relating to the presentation
1 of the text.
A. Because the letters are irregularly slanted, formed inconsistently, or incorrectly, and the spacing is
unbalanced or not even present, it is very difficult to read and understand the text.
B. The writer has gone wild with multiple fonts and font sizes. It is a major distraction to the reader.
C. The spacing is random and confusing to the reader. There may be little or no white space on the page.
D. Lack of markers (title, page numbering, bullets, side heads, etc.) leave the reader wondering how one
section connects to another and why the text is organized in this manner on the page.
E. The visuals do not support or further illustrate key ideas presented in the text. They may be misleading,
indecipherable, or too complex to be understood.
8
Rubric Examples
Holistic
Critical Thinking
Scoring Rubric
Dr. Peter A. Facione

Santa Clara University
Dr. Noreen C. Facione, R.N., FNP

University of California, San Francisco
(c) 1994, Peter A. Facione, Noreen C. Facione, and The California Academic Press. 217 La Cruz Ave., Millbrae, CA 94030.
Permission is hereby granted to students, faculty, staff, or administrators at public or nonprofit educational institutions for unlimited duplication of the
critical thinking scoring rubric, rating form, or instructions herein for local teaching, assessment, research, or other educational and noncommercial uses,
provided that no part of the scoring rubric is altered and that "Facione and Facione" are cited as authors.
(PAF49:R4.2:062694)
Facione and Facione
_______________________________________________________________________________________________________________________________
4 Consistently does all or almost all of the following:

Identifies the salient arguments (reasons and claims) pro and con.
Rubric Examples
Thoughtfully analyzes and evaluates major alternative points of view.
Draws warranted, judicious, non-fallacious conclusions.
Justifies key results and procedures, explains assumptions and reasons.
_______________________________________________________________________________________________________________________________
3 Does most or many of the following:

Identifies relevant arguments (reasons and claims) pro and con.
Offers analyses and evaluations of obvious alternative points of view.
Draws warranted, non-fallacious conclusions.
Justifies some results or procedures, explains reasons.
________________________________________________________________________________________________________________________________
2 Does most or many of the following:

Misinterprets evidence, statements, graphics, questions, etc.
Fails to identify strong, relevant counter-arguments.
Draws unwarranted or fallacious conclusions.
Justifies few results or procedures, seldom explains reasons.
Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.
_______________________________________________________________________________________________________________________________
1 Consistently does all or almost all of the following:

Offers biased interpretations of evidence, statements, graphics,
questions, information, or the points of view of others.
Fails to identify or hastily dismisses strong, relevant counter-arguments.
Argues using fallacious or irrelevant reasons, and unwarranted claims.
Does not justify results or procedures, nor explain reasons.
Regardless of the evidence or reasons, maintains or defends views
based on self-interest or preconceptions.
Exhibits close-mindedness or hostility to reason.
(c) 1994, Peter A. Facione, Noreen C. Facione, and The California Academic Press. (See cover page for conditional permission to duplicate.)
Holistic Critical Thinking Rating Form
Rater's Name: _____________________ Date: _____________
Project/Assignment/Activity Evaluated: _____________________________
Rubric Examples
ID or Name Score ID or Name Score
Instructions for Using the
1. Understand the construct.

This four level rubric treats critical thinking as a set of cognitive skills supported by
certain personal dispositions. To reach a judicious, purposive judgment a good criti-
Rubric Examples
cal thinker engages in analysis, interpretation, evaluation, inference, explanation, and
meta-cognitive self-regulation. The disposition to pursue fair-mindedly and open-mind-
edly the reasons and evidence wherever they lead is crucial to reaching sound, objec-
tive decisions and resolutions to complex, ill-structured problems. So are the other
critical thinking dispositions, such as systematicity, reasoning self-confidence, cogni-
tive maturity, analyticity, and inquisitiveness. [For details on the articulation of this
concept refer to Critical Thinking: A Statement of Expert Consensus for Purposes of
Educational Assessment and Instruction. ERIC Document Number: ED 315 423.]
2. Differentiate and Focus

Holistic scoring requires focus. In any essay, presentation, or clinical practice setting
many elements must come together for overall success: critical thinking, content
knowledge, and technical skill (craftsmanship). Deficits or strengths in any of these
can draw the attention of the rater. However, in scoring for any one of the three, one
must attempt to focus the evaluation on that element to the exclusion of the other two.
3. Practice, Coordinate and Reconcile.

Ideally, in a training session with other raters one will examine sample es-
says (videotaped presentations, etc.) which are paradigmatic of each of the four levels.
Without prior knowledge of their level, raters will be asked to evaluate and assign
ratings to these samples. After comparing these preliminary ratings, collaborative
analysis with the other raters and the trainer is used to achieve consistency of expec-
tations among those who will be involved in rating the actual cases. Training, prac-
tice, and inter-rater reliability are the keys to a high quality assessment.
Usually, two raters will evaluate each essay/assignment/project/performance.

If they disagree there are three possible ways that resolution can be achieved: (a) by
mutual conversation between the two raters, (b) by using an independent third rater,
or (c) by taking the average of the two initial ratings. The averaging strategy is strongly
discouraged. Discrepancies between raters of more than one level suggest that de-
tailed conversations about the CT construct and about project expectations are in or-
der. This rubric is a four level scale, half point scoring is inconsistent with its intent
and conceptual structure. Further, at this point in its history, the art and science of
holistic critical thinking evaluation cannot justify asserting half-level differentiations.
If working alone, or without paradigm samples, one can achieve a greater

level of internal consistency by not assigning final ratings until a number of essays/
projects/performances/assignments have been viewed and given preliminary ratings.
Frequently natural clusters or groupings of similar quality soon come to be discern-
ible. At that point one can be more confident in assigning a firmer critical thinking
score using this four level rubric. After assigning preliminary ratings, a review of
the entire set assures greater internal consistency and fairness in the final ratings.
General Education Critical Thinking Rubric
Quality No/Limited Proficiency Some Proficiency (C) Proficiency (B) High Proficiency (A) Rating
Macro Criteria (D&E) (a,b,c,d)
1. Identifies & Fails to identify, Identifies main issues Successfully identifies Clearly identifies and summarizes
Explains Issues summarize, or explain the but does not summarize and summarizes the main issues and successfully
Rubric Examples
main problem or question. or explain them clearly main issues, but does explains why/how they are problems
Represents the issues or sufficiently not explain why/how or questions; and identifies
inaccurately or they are problems or embedded or implicit issues,
inappropriately. create questions addressing their relationships to each
other.
2. Distinguishes Fails to label correctly any Successfully identifies Successfully separates Clearly and accurately labels not
Types of Claims of the factual, conceptual some, but not all of the and labels all the only all the factual, conceptual, and
and value dimensions of the factual, conceptual, and factual, conceptual, value, but also those implicit in the
problems and proposed value aspects of the and value claims assumptions and the implications of
solutions. questions and answers. positions and arguments.
3. Recognizes Fails accurately to identify Shows some general Correctly identifies all Not only correctly identifies all the
Stakeholders and and explain any empirical understanding of the the empirical and most empirical and theoretical contexts
Contexts or theoretical contexts for influences of empirical of theoretical contexts relevant to all the main stakeholders,
the issues. and theoretical contexts relevant to all the main but also finds minor stakeholders
Presents problems as on stakeholders, but stakeholders in the and contexts and shows the tension
having no connections to does not identify many situation. or conflicts of interests among them.
other conditions or specific ones relevant
contexts. to situation at hand.
4. Considers Fails to explain Identifies some but not Successfully explains In addition to explaining
Methodology how/why/which specific all methods required for how/why/which how/why/which methods are
methods of research are dealing with the issue; methods are most typically used, also describes
relevant to the kind of issue does not explain why relevant to the embedded methods and possible
at hand. they are relevant or problem. alternative methods of working on
effective. the problem.
5. Frames Personal Fails to formulate and Formulates a vague and Formulates a clear and Not only formulates a clear and
Responses and clearly express own point indecisive point of precise personal point precise personal point of view, but
Acknowledges Other of view, (or) fails to view, or anticipates of view concerning the also acknowledges objections and
Perspectives anticipate objections to minor but not major issue, and seriously rival positions and provides
his/her point of view, (or) objections to his/her discusses its convincing replies to these.
fails to consider other point of view, or weaknesses as well as
perspectives and position. considers weak but not its strengths.
strong alternative
positions.
General Education Critical Thinking Rubric
Quality No/Limited Proficiency Some Proficiency (C) Proficiency (B) High Proficiency (A) Rating
Micro Criteria (D&E) (a,b,c,d)
6. Reconstructs Fails to identify the Identifies a few of the Correctly analyzes the Not only correctly reconstructs
Arguments major components of the premises but confuses the arguments and theories; the main argument but does the
Rubric Examples
main arguments at stake conclusion of the main restates its component same for subsidiary arguments
and to show their logical argument in support of propositions and and theories, and correctly
relations. the position under reconstructs their identifies the kind or status of
consideration (his or her relationships correctly. each of them.
own, or that of others)
7. Interprets Fails to identify and Clarifies the meaning of Convincingly explains Offers fined-grainned and
Content choose between the a few but far from all of the meaning of all the original interpretations of a
possible meanings of the the key terms and key terms and main crucial term or proposition
key terms and propositions involved. propositions involved involved in the issue.
propositions included in in the arguments and
the arguments and theories involved.
theories in use.
8. Evaluates Fails to identify and Identifies some of the Identifies and evaluates Not only identifies and evaluates
Assumptions evaluate any of the most important all the important all the important assumptions,
important assumptions assumptions, but does not assumptions, but not but also some of the more
behind the claims and evaluate them for the ones deeper in the hidden, more abstract ones.
recommendations made. plausibility or clarity. background – the more
abstract ones.
9. Evaluates Fails to identify data and Successfully identifies Identified all important Not only identifies and
Evidence information that counts data and information that evidence and rigorously evaluates all
as evidence for truth- counts as evidence but rigorously evaluates it. important evidence offered, but
claims and fails to fails to thoroughly also provides new data or
evaluate its credibility. evaluate its credibility. information for consideration.
10. Evaluates Fails to identify and Successfully identifies Identifies and avoids all Not only identifies and avoids all
Inferences explain mistakes in the and avoids some mistakes of reasoning mistakes of reasoning but gives
reasoning of others and common mistakes of and explains some of clear explanations of why they
fails to avoid them in his reasoning but misses less them. are mistakes.
or her own reasoning. common ones, and does
not explain why or how
they are mistakes.
ECCS Department – Realistic Constraints Rubric
Course: _______________________________________ Date: _____________________
Student(s): _____________________________________________________________________________
3 - Expert 2 - Practitioner 1 - Apprentice 0 - Novice

For All • Analysis correctly • Analysis correctly • Analysis contains a • Analysis incorrectly
reasons how the design is reasons how the design is mixture of correct and reasons how the design is
Realistic constrained and provides constrained but provides incorrect reasoning as to constrained.
Constraints: sufficient, in-depth only a cursory discussion. how the design is
Rubric Examples
discussion in a clear and constrained.
easy to follow manner.
Constraint Pertinent Questions Applicable? Score

• What are the development costs?
Economic • What are the production costs? Yes No 3 2 1 0
• What are the operational costs?
• What valuable resources are being used?

Environmental • Is pollution being produced as a result of production and/or use of Yes No 3 2 1 0
the product?
• To what degree over time will the product be useful and viable?
Sustainability • Can the resources associated with the product be used effectively in Yes No 3 2 1 0
a sustainable economy?
• Can the product be built?

Manufacturability • How can the product be designed to eliminate manufacturing errors? Yes No 3 2 1 0
• How can the product be designed to minimize manufacturing costs?
• Are there any foreseen potential conflicts with a profession’s Code

Ethical of Ethics arising from the development or use of the product? Yes No 3 2 1 0
• Are there any laws that determine how safe this product has to be?
Health and Safety • Are there related ethical issues? Yes No 3 2 1 0
• Are there relevant health effects that are affected by this product?
Social • What anticipated impacts will the product have within a community? Yes No 3 2 1 0
• Is the project being conducted for a governmental entity?

Political • Is the project being regulated, or being proposed for regulation, by a Yes No 3 2 1 0
governmental entity?
Comments:
Evaluator Signature: __________________________________________________________

Rubric for Research Paper 1
Criteria Exemplary Good Acceptable Unacceptable

The writer's central purpose or The writing has a clear purpose or The central purpose or argument The purpose or argument is
argument is readily apparent to argument, but may sometimes is not consistently clear generally unclear.
the reader. digress from it. throughout the paper.
Purpose
Rubric Examples
Balanced presentation of Information provides reasonable Information supports a central Central purpose or argument is
relevant and legitimate support for a central purpose or purpose or argument at times. not clearly identified.
information that clearly argument and displays evidence of Analysis is basic or general. Analysis is vague or not
supports a central purpose or a basic analysis of a significant Reader gains few insights. evident. Reader is confused or
argument and shows a topic. Reader gains some insights. may be misinformed.
Content thoughtful, in-depth analysis of
a significant topic. Reader
gains important insights.
The ideas are arranged logically The ideas are arranged logically to In general, the writing is The writing is not logically
to support the purpose or support the central purpose or arranged logically, although organized. Frequently, ideas
argument. They flow smoothly argument. They are usually occasionally ideas fail to make fail to make sense together.
from one to another and are clearly linked to each other. For sense together. The reader is The reader cannot identify a
clearly linked to each other. the most part, the reader can fairly clear about what writer line of reasoning and loses
Organization The reader can follow the line follow the line of reasoning. intends. interest.
of reasoning.
The writing is compelling. It The writing is generally engaging, The writing is dull and The writing has little
hooks the reader and sustains but has some dry spots. In general, unengaging. Though the paper personality. The reader
interest throughout. it is focused and keeps the reader's has some interesting parts, the quickly loses interest and stops
Feel attention. reader finds it difficult to reading.
maintain interest.
Criteria Exemplary Good Acceptable Unacceptable 2
The tone is consistently The tone is generally professional. The tone is not consistent-ly The tone is unprofessional. It
professional and appropriate for For the most part, it is appropriate professional or appropriate for is not appropriate for an
an academic research paper. for an academic research paper. an academic research paper. academic research paper.
Tone
Rubric Examples
Sentences are well-phrased and Sentences are well-phrased and Some sentences are awkwardly Errors in sentence structure
varied in length and structure. there is some variety in length and constructed so that the reader is are frequent enough to be a
They flow smoothly from one structure. The flow from sentence occasionally distracted. major distraction to the reader.
Sentence to another. to sentence is generally smooth.
Structure
Word choice is consistently Word choice is generally good. Word choice is merely adequate, Many words are used
precise and accurate. The writer often goes beyond the and the range of words is inappropriately, confusing the
generic word to find one more limited. Some words are used reader.
Word Choice precise and effective. inappropriately.
The writing is free or almost There are occasional errors, but The writing has many errors, and There are so many errors that
free of errors. they don't represent a major the reader is distracted by them. meaning is obscured. The
Grammar, distraction or obscure meaning. reader is confused and stops
Spelling, reading.
Writing
Mechanics
(punctua-tion,
italics, capitali-
zation,etc.
Paper is the number of pages Paper has more or fewer pages

specified in the assignment. than specified in the
Length assignment.
Criteria Exemplary Good Acceptable Unacceptable 3
Compelling evidence from Professionally legitimate sources Although attributions are References are seldom cited to
professionally legitimate that support claims are generally occasionally given, many support statements.
sources is given to support present and attribution is, for the statements seem unsubstantiated.
Use of claims. Attribution is clear and most part, clear and fairly The reader is confused about the
References fairly represented. represented. source of information and ideas.
Rubric Examples
References are primarily peer- Although most of the references Most of the references are from There are virtually no sources
reviewed professional journals are professionally legitimate, a few sources that are not peer- that are professionally reliable.
or other approved sources (e.g., are questionable (e.g., trade books, reviewed and have uncertain The reader seriously doubts
government documents, agency internet sources, popular reliability. The reader doubts the value of the material and
manuals, …). The reader is magazines, …). The the accuracy of much of the stops reading.
Quality of confident that the information reader is uncertain of the material presented.
References and ideas can be trusted. reliability of some of the sources.
APA format is used accurately APA format is used with minor There are frequent errors in APA Format of the document is not
and consistently in the paper errors. format. recognizable as APA.
and on the "References" page.
Use of Most
Recent Edition
of the
Publication
Manual of the
American
Psycho-logical
Association
(APA)
Rubric for PowerPoint Presentation- Time Travels
CATEGORY 4 3 2 1
Background Background does not Background does not Background does not Background makes it
detract from text or detract from text or detract from text or difficult to see text or
other graphics. Choice other graphics. Choice other graphics. Choice competes with other
of background is of background could of background foes not graphics on the page.
appropriate for this have been better suited fit project.
project. for the project.
Rubric Examples
Text - Font Font formats (e.g., Font formats have been Font formatting has Font formatting makes it
Choice & color, bold, italic) have carefully planned to been carefully planned very difficult to read the
been carefully planned enhance readability. to complement the material.
Formatting to enhance readability content. It may be a
and content. little hard to read.
Content - All content throughout Most of the content is The content is generally Content is typically
the presentation is accurate but there is accurate, but one piece confusing or contains
Accuracy more than one factual
accurate. There are no one piece of of information is clearly
factual errors. information that might flawed or inaccurate. error. It is difficult to
be inaccurate. understand the time
period that was chosen.
Spelling and Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has more
Grammar misspellings or misspellings, but no grammatical errors but than 2 grammatical
grammatical errors. grammatical errors. no misspellings. and/or spelling errors.
Use of All graphics are A few graphics are not All graphics are Several graphics are
Graphics attractive (size and attractive but all attractive but a few do unattractive AND detract
colors) and support the support the not seem to support the from the content of the
theme/content of the theme/content of the theme/content of the presentation.
presentation. presentation. presentation.
Effectiveness Project includes all Project includes most Project is missing more Project is lacking
material needed to gain material needed to gain than two key elements. several key elements
a comfortable a comfortable and has inaccuracies
understanding of the understanding of the
time period chosen. time period chosen.
Presentation Student presented Student presented Student had many Student was unable to
the material with material but could have difficulties presenting complete presentation
confidence. been more confident. materials. before the class.
http://www.scholastic.com
MBA 1.1 Communication Skills (MBA 230):
Communicate with different levels of personnel effectively using oral and written formats for different purposes ranging from one-to-one
communication to addressing to a large audience.

MBA 1.1 4: Exceeds Expectation 3: Meets Expectation 2: Approaching 1: Below Expectation Points
Rubric Examples
MBA 230 Expectation
Writing: Topic, organizational issue, and The majority of competency About half of competency level None to only a few items of
Executive recommendations are included; short level 4. 4. competency level 4.
Summary and concise.
Writing: Catches readers' attention all the Catches readers' attention most Catches readers' attention about Catch none to very little of readers'
Introduction time. of the time. half of the time. attention.
Writing: Provides adequate overview and Provides most required Provides about half of the Provides none to very limited
Background background information of relevant background information. required background required background information.
literature. information.
Writing: Description of the chosen issue is Three of the four required Two of the four required None to one of the four required
Organizational specific, real, narrow, and related to qualities (specific, real, narrow, qualities (specific, real, narrow, qualities (specific, real, narrow, and
Issue topic. and related to topic). and related to topic). related to topic).
Writing: Thorough analysis of the chosen Provides most required OB Provides about half of the Provides none to very limited
Analysis of issue using appropriate OB concepts/theories. required OB concepts/theories. required OB concepts/theories.
Issue concepts/theories.
Writing: Recommendations are relevant, Four of the five required Three of the five required None to two of the five required
Recommendati feasible, and of high quality; qualities (relevant, feasible, and qualities (relevant, feasible, and qualities (relevant, feasible, and of
ons alternatives are provided; use course of high quality; alternatives are of high quality; alternatives are high quality; alternatives are
concepts to support them. provided; use course concepts to provided; use course concepts to provided; use course concepts to
support them). support them). support them).
Writing: Detailed, well-thought, and realistic Two of the three required One of the three required None of the three required qualities
Measuring plan. qualities (detailed, well-thought, qualities (detailed, well-thought, (detailed, well-thought, and
Outcomes and realistic plan). and realistic plan). realistic plan).
Writing: The conclusion shows the value The conclusion shows the value The conclusion shows only the None.
Conclusion added by the recommendations, and added by the recommendations value added by the
sells the recommendations but the selling of recommendations but no selling.
convincingly to readers. recommendations can be
improved.
Writing: Complete and accurate. Complete with some minor Incomplete with some errors. Incomplete with many errors.
References errors.
Writing: Structure is easy to follow and Structure is easy to follow and Structure is difficult to follow Structure is difficult to follow and
Presentation sentence formation supports intended sentence formation supports and sentence formation does not sentence formation does not
meaning; no spelling, typographical, intended meaning; there are support intended meaning in support intended meaning in many
and grammatical errors. some spelling, typographical, many situations; and there are situations; there are many spelling,
and grammatical errors. some spelling, typographical, typographical, and grammatical
and grammatical errors. errors.
Oral: All activities effectively encourage Most activities effectively About half of the activities None to a few activities effectively
Interactive student involvement and interaction. encourage student involvement effectively encourage student encourage student involvement and
activity and interaction. involvement and interaction. interaction.
Oral: Session The leader is well prepared, In most situations, the leader is In about half of the situations, In none to a few situations, the
Leader effectively uses time, and effectively well prepared, effectively uses the leader is well prepared, leader is well prepared, effectively
facilitates the post-activity time, and effectively facilitates effectively uses time, and uses time, and effectively facilitates
discussion. the post-activity discussion. effectively facilitates the post- the post-activity discussion.
Rubric Examples
activity discussion.
Oral: The summary of key concepts and Most of the key concepts and About half of the key concepts None to only a few key concepts
Summary issues are useful and related to the issues in the summary are useful and issues in the summary are and issues in the summary are
topic. and related to the topic. useful and related to the topic. useful and related to the topic.
Oral: Delivery The session is engaging and creative In most situations, the session is In about half of the situations, The session is not or rarely
that keeps people interested in the engaging and creative. the session is engaging and engaging and creative.
session from start to finish. creative.
Oral: Participants are enthusiastic and easy Most of the time, participants About half of the time, Participants are not or rarely
Participants to understand. are enthusiastic and easy to participants are enthusiastic and enthusiastic and easy to understand.
understand. easy to understand.
Oral: The session increases people's Most of the session increases About half of the session The session contributes none to
Information understanding of the topic, related people's understanding of the increases people's understanding very little to people's understanding
issues, and concepts from the topic, related issues, and of the topic, related issues, and of the topic, related issues, and
readings. concepts from the readings. concepts from the readings. concepts from the readings.
Oral: Overall The session is successful. The session is mostly About half of the session is None to a few portions of the
Impression successful. successful. session are successful.
MBA 1.2 Goal Setting (MBA 230):
Establish, validate, and secure support for organizational goals that satisfy and balance different stakeholders' requirements and interests.


Rubric Examples
Organizational Provides specific, real, Satisfies three of the required Satisfies two of the required Satisfies none to one of the
Issues narrow, and relevant qualities of the description qualities of the description required qualities of the
description of the chosen (specific, real, narrow, and (specific, real, narrow, and description (specific, real,
issues. relevant). relevant). narrow, and relevant).
Recommendations Provides relevant, feasible, Provides relevant, feasible, and Provides relevant, feasible, and None to irrelevant, infeasible,
& Goals and high quality high quality recommendations high quality recommendations or bad quality
recommendations and and goals; use course concepts and goals. recommendations and goals.
goals; alternatives are to support alternatives, goals,
provided; use course and recommendations.
concepts to support
alternatives, goals, and
recommendations.
Measuring The plans for measuring Satisfies two of the required Satisfies one of the required Satisfies none of the required
Outcomes outcomes for the best qualities of the plans (detailed, qualities of the plans (detailed, qualities of the plans (detailed,
recommendation are well-thought, and realistic). well-thought, and realistic). well-thought, and realistic).
detailed, well-thought, and
realistic.
Conclusion Describes the value added Describes the majority of the Describes about half of the Describes none to little of the
to the organization and value added to the organization value added to the organization value added to the organization
how goals balance and and how goals balance and and how goals balance and and how goals balance and
satisfy different satisfy different stakeholders' satisfy different stakeholders' satisfy different stakeholders'
stakeholders' interests. interests. interests. interests.
Presentation Structure is easy to follow Structure is mostly easy to Structure is easy to follow in Structure is difficult to follow
and there are no errors. follow and there are a few about half of the paper and and there are many errors.
errors. there are some errors.
MBA 1.3 Strategy Formulation (MBA 290):
Formulate strategies that are feasible, effective, and understandable to achieve organizational goals and social responsibilities.


Rubric Examples
Theoretical Use the most suitable Use a suitable theoretical Use a theoretical framework Do not use a theoretical
Framework theoretical framework framework that is relevant, but not very framework
suitable
Critical Incorporate all critical Incorporate most critical Incorporate some critical Incorporate no critical
Elements elements for strategy elements for strategy elements for strategy elements for strategy
formulation formulation formulation formulation
Feasibility Consider all major aspects Consider most major Consider some major Consider no aspects of
of implementation aspects of implementation aspects of implementation implementation
MBA 2.1 Integrative Models (MBA 290):
Integrate quantitative and qualitative techniques from business functional areas such as accounting, finance, marketing, human resources, operations,
and/or statistics for leading, planning, decision making, and problem solving purposes.

Rubric Examples
Appropriateness Use the most appropriate Use appropriate models Use models and techniques Use inappropriate or
models and techniques and techniques that are relevant, but not irrelevant models and
very appropriate techniques
Comprehensiveness Incorporate all applicable Incorporate most Incorporate some Incorporate no applicable
models and functional applicable models and applicable models and models or functional
perspectives functional perspectives functional perspectives perspectives
Interpretation Correctly interpret all Correctly interpret most Correctly interpret some Incorrectly interpret
managerial issues managerial issues managerial issues managerial issues
MBA 2.2 Technology Utilization (MBA 260):
Utilize social, information, and/or management technologies to achieve organizational goals such as cost reduction, productivity improvement,
process reengineering, marketing positioning, and organizational restructuring.

Rubric Examples
Conduct a SWOT The SWOT analysis is The SWOT analysis The SWOT analysis is The SWOT analysis is
analysis for a given complete and correct. is mostly complete incomplete and incomplete and included
business. and included included discussions discussions are
discussions are are correct. incorrect.
correct.
Assess the applicable The appropriate A relevant A relevant technology An inappropriate
technology to utilize to technology is technology is is determined but is not technology is
solve the specific determined and solves determined and applied to solve the determined and it does
business needs of a the specific business solves most of the business needs. not solve the specific
company. needs. specific business business needs.
needs.
Assess the technological All technological Most technological Some technological No technological
strengths and strengths and strengths and strengths and strengths and
weaknesses of the weaknesses are weaknesses are weaknesses are weaknesses are
proposed technology. assessed. assessed. assessed. assessed.
Analyze the expected The expected impact on The expected impact The expected impact The expected impact on
impact of the (above) the business is correctly on the business is on the business is the business is
suggested technology on and fully analyzed. correctly analyzed correctly analyzed but incorrectly analyzed and
the business. and mostly complete. incomplete. incomplete.
MBA 3.1 Ethical Decision (MBA 260):
Consider ethical issues when making decision to achieve individual and organizational responsibilities in business context.


Rubric Examples
Assess the ethical The ethical standpoint The ethical The ethical standpoint The ethical standpoint is
position of a given is correctly determined standpoint is is correctly determined not determined
company. and supported (from: correctly determined but not supported
Stockholder, and mostly supported
Stakeholder, Social
Welfare)
Assess the ethical and The ethical and social The ethical and social The ethical and social The ethical and social
social issues associated issues of a technology issues of a issues of a technology issues of a technology
with a given technology. are correctly technology are are somewhat are not determined.
determined. mostly determined. determined.
ethical viewpoint of the
company and the ethical
and social issues with
MBA 3.2 Diversity (MBA 270):
Analyze the implications of ethnic and cultural diversity for effective decision making and problem solving.


Rubric Examples
Cultural diversity Student demonstrates Student is at ease with Student is at ease with Student is
awareness understanding of content. S/he elaborates content, but s/he uncomfortable with
multiple perspectives most of issues or elaborates only a half of information and is able
Culture and ethics Student demonstrates Student is at ease with Student is at ease with Student is
understanding how content. S/he elaborates content, but s/he uncomfortable with
culture and ethics are most of issues or elaborates only a half of information and is able
related with problems. issues or problems. to answer rudimentary
explanations and issues or problems.
elaboration.
Managerial Student demonstrates Student is at ease with Student is at ease with Student is
implications full knowledge of content. S/he elaborates content, but s/he uncomfortable with
managerial implications most of issues or elaborates only a half of information and is able
MBA 3.3 Legal and Professional Regulation (MBA 260):
Analyze the implications of legal and professional regulation for effective decision making and problem solving.


Rubric Examples
Assess the legal and The legal and The legal and The legal and The legal and
professional regulations professional regulations professional professional professional regulations
for a specific industry are correctly regulations are regulations are are not determined.
(such as finance or determined. mostly determined. somewhat determined.
health).
Assess the security The security The security The security The security capabilities
capability of a given capabilities of a capabilities of a capabilities of a of a technology are not
technology. technology are correctly technology are technology are determined.
determined. mostly determined. somewhat determined.
professional and legal
regulations of the
industry and the
security capabilities of
MBA 3.4 Global and Domestic Economy (MBA 270):
Analyze the implications of global and domestic economic systems for effective decision making and problem solving.


Rubric Examples
International Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Trade Theory understanding of content. S/he elaborates content, but s/he elaborates with information and is
international trade theories most of issues or problems. only a half of issues or able to answer rudimentary
with explanations and problems. issues or problems.
elaboration.
The Political Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Economy of understanding of policy content. S/he elaborates content, but s/he elaborates with information and is
International instruments that most of issues or problems. only a half of issues or able to answer rudimentary
Trade governments use to restrict problems. issues or problems.
imports and promote
exports with explanations
and elaboration.
Foreign Direct Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Investment understanding of costs and content. S/he elaborates content, but s/he elaborates with information and is
benefits of FDI with most of issues or problems. only a half of issues or able to answer rudimentary
explanations and problems. issues or problems.
elaboration.
Regional Student demonstrates Student is at ease with Student is at ease with Student is uncomfortable
Economic understanding of the content. S/he elaborates content, but s/he elaborates with information and is
Integration different levels of most of issues or problems. only a half of issues or able to answer rudimentary
economic integration and problems. issues or problems.
implications of economic
integration for business
with explanations and
elaboration.
Foreign Student performs foreign Student performs foreign Student performs foreign Student performs foreign
Exchange exchange rate problems exchange rate problems exchange rate problems exchange rate problems
Market with all correct output with mostly correct output with about half correct poorly with less than half
interpretations. interpretations. output interpretations. correct output
interpretations.
MBA 3.5 Interactive Factors (MBA 240):
Identify the relative significance of ethical, social, and economic factors; and incorporate the interactive impacts of these factors into analytical
process for decision making and problem solving.

MBA 3.5 4: Exceeds Expectations 3: Meets Expectations 2: Approaches 1: Below Points
Rubric Examples
MBA 240 Expectations Expectations
Identifies, describes and Student clearly identifies and Student identifies and describes Student does not correctly Student does not
prioritizes the ethical, social describes the ethical, social and the ethical, social, and identify and describe the describe or identify the
and economic issues economic issues discussed in the economic issues discussed in ethical, social and economic ethical, social and
discussed in the case. case and identifies which of these the case. A list of prioritized issues discussed in the case. economic issues or
issues are most important. Reasons issues is presented. One or two important issues leaves out one or more
for priority decisions are clearly are mentioned. of these issues.
stated. Important issues are not
presented.
Determines action issues and Student identifies and describes Student identifies and describes Student has difficulty Student is able to
identifies decision makers action issues in the case and action issues and identifies identifying and describing identify some action
identifies specific decision decision maker(s). No action issues. Decision issues but does not
maker(s). Answer is clearly reasoning is given and answer maker is identified. describe them or the
written, reasoning is logical and is adequately presented. decision maker(s).
interesting.
Integrates ethical, social and Student specifically identifies the Student specifically identifies Student identifies some Student does not address
economic issues into specific relevant ethical, social and ethical, social and economic ethical, social and economic ethical, social and
analysis questions to help economic issues that will influence issues that will influence issues that are important. economic issues in the
determine actions to be analysis questions and clearly and analysis questions. One or two One or two relevant development of analysis
taken. logically develops at least 3 relevant relevant analysis questions are questions are presented. questions. Two or three
analysis questions. presented. questions are presented.
Relevant ethical, social and Student specifically identifies the Student specifically identifies Student identifies some Student does not address
economic issues are used as a relevant ethical, social and ethical, social and economic ethical, social and economic ethical, social and
foundation to answer analysis economic issues that will influence issues that will influence issues that are important. economic issues in the
questions. the answers to the analysis answers to analysis questions. Answers are not relevant to development of answers.
questions. Answers are given in a Answers are vague and not the questions asked. Answers are not relevant
clear and logical sequence. based on relevant issues. to questions asked.
MBA 4.1 Environment Shaping (MBA 290):
Recognize opportunities that allow the redirection of organizational resource to shape the internal and/or external environment for the long-term
benefits of organizations.

MBA 4.1 4: Exceeds Expectation 3: Meets 2: Approaching 1: Below Points
Rubric Examples
(MBA 290) Expectation Expectation Expectation
Characteristics Describes all organizational internal characteristics Describes the Describes about half in Describes none to
of internal including formal leadership structure, informal majority in the the characteristic list. very few in the
environment leadership structure, work group dynamics, characteristic list. characteristic list.
information dissemination, formal work unit
structure, etc.
Characteristics Describes all external environment characteristics Describes the Describes about half in Describes none to
of external including industry (fragmented, transitional, majority in the the characteristic list. very few in the
environment emerging, declining), competitors (strategies, characteristic list. characteristic list.
capacities, resources, schedules), regulation (pros,
cons, trends), business partners (resource,
influence, constraints), economy, consumer,
technologies, etc.
Long-term Describes all the organization's long-term welfare Describes the Describes about half in Describes none to
welfare for the including enhancing its abilities to accomplish majority in the the characteristic list. very few in the
organization missions, stakeholders’ approval and satisfaction, characteristic list. characteristic list.
minimizing forces that threaten the survival and
advancement of the organization.
Asset lists for The asset lists are completely and accurately Both human and Both human and Only one list, human
human and described. For human asset, the list classifies material asset lists are material asset lists are or material asset is
material personnel into different functions, organizational described but there described but there are described; or no list at
resources levels, impacts, and difficulty to replace. For are a few missing about half missing all.
material resources, the list has categories by items in the lists. items in the lists.
liquidity, time terms, functions, and financial
values.
Recognize Addresses both internal and external Addresses both Addresses only internal Cannot recognize any
opportunities to environmental shaping completely and accurately. internal and external or external opportunities.
shape environmental environmental shaping
environments shaping but without without sufficient
sufficient elaboration. elaboration.
MBA 4.2 Change Planning (MBA 280):
Plan for changes to position organizations for long-term sustainability and competitive advantage.


Rubric Examples
Analyze an Assignment includes all of the Assignment includes most of the Assignment includes about Assignment includes few
operation and following: accurate description of following: accurate description half of the following: of the following: accurate
suggest operation, diagnosis of problem or of operation, diagnosis of accurate description of description of operation,
improvements need, selection of appropriate problem or need, selection of operation, diagnosis of diagnosis of problem or
analysis tools, understanding of appropriate analysis tools, problem or need, selection need, selection of
tool application, feasible and understanding of tool of appropriate analysis appropriate analysis tools,
creative solutions. application, feasible and creative tools, understanding of tool understanding of tool
solutions. application, feasible and application, feasible and
creative solutions. creative solutions.
Describe and All of the following: select Most of the following: select About half of the following: Few of the following:
critique the interesting firm, identify strengths interesting firm, identify select interesting firm, select interesting firm,
internet strategy of and weaknesses of its internet strengths and weaknesses of its identify strengths and identify strengths and
a firm strategy, discuss the competitive internet strategy, discuss the weaknesses of its internet weaknesses of its internet
environment, suggest appropriate competitive environment, strategy, discuss the strategy, discuss the
modifications, and describe suggest appropriate competitive environment, competitive environment,
expected outcomes. modifications, and describe suggest appropriate suggest appropriate
expected outcomes. modifications, and describe modifications, and
expected outcomes. describe expected
outcomes.
Identify relevant All of the following: Good Two of the following: Good One of the following: Good None of the following:
current event and selection of relevant article, selection of relevant article, selection of relevant article, Good selection of relevant
suggest thorough summary of critical thorough summary of critical thorough summary of article, thorough summary
appropriate issues, feasible and creative issues, feasible and creative critical issues, feasible and of critical issues, feasible
organizational responses suggested. responses suggested. creative responses and creative responses
responses suggested. suggested.
Apply and All correct Most correct About half correct Few correct
interpret results of
quantitative models
for improving
operations
MBA 5.1 Individual Success (MBA 230):
Understand how life-long learning strategies can enhance professional growth in changing job environment.


Rubric Examples
Work-Life Describes completely both Describes the majority of the Describes about half of the None to little in both areas.
Timeline personal and professional topics of both personal and topics of both personal and
points from past to the professional points from past to professional points from past to
future. the future. the future.
Explanation how Describes both personal Describes the majority of the Describes about half of the None to little in both areas.
Learning has and professional arenas. topics in both personal and topics in both personal and
Enhanced Growth professional arenas. professional arenas.
Explanation of how Describes both personal Describes the majority of the Describes about half of the None to little in both areas.
Life-Long and professional arenas. topics in both personal and topics in both personal and
Learning Strategies professional arenas. professional arenas.
Enhance Future
Growth
Explanation of the Describes both personal Describes the majority topics in Describes about half of the None to little in both areas.
Importance of and professional arenas. both personal and professional topics in both personal and
Learning Strategies arenas. professional arenas.
in Changing Work
Environment
MBA 5.2 Organizational Success (MBA 290):
Develop strategies to improve organizational practices and processes for long-term sustainability and competitive advantage.


(MBA 290) Expectation Expectation
Rubric Examples
Problem Identifies all issues impacting on the Describes the majority in Describes about half in Describes none to
Description organization’s issues and problems, the characteristic list. the characteristic list. very few in the
including formal structure, organization characteristic list.
culture, reporting relationships, employee
diversity, employee needs, motivation, and
morale.
Application of Is able to apply relevant theories and Is aware of and able to Is able to recognize that Shows little
principles and strategies for organizational change. apply some strategies and different elements of awareness of the
theories for Demonstrates awareness of the behavioral, approaches to change. the situation may different approaches
organizational structural, and technological approaches to Shows awareness that require different to organizational
change change and is able to discuss implications different types of problems approaches, but heavily change. Discusses
and choose what best fits this organization require different solutions favors only a and applies one or
and its problems. Recognizes that problems drawn from a different behavioral approach or none of the
are multi-faceted and that solutions may be approach, but does not have only a structural or only approaches to
drawn from several approaches. the required knowledge to a technological organizational change
thoroughly consider all approach for change. (behavioral, structural,
options. technological).
Strategy for Recognizes forces for and against change Describes the majority in Describes about half of Describes none to
solution and the realities of the situation and factors the solution strategy list. the solution strategy very few in the
present. Is able to assess the feasibility of list. solution strategy list.
solutions, prioritize actions, and set a
reasonable budget and timetable.
Strategy for Aware of issues in implementation of Aware of some issues in Shows little awareness Pays little attention to
implementation change, such as time, cost, delegation of implementation of change of the issues affected the implementation
responsibility, ethical issues, but may ignore some. during implementation process and has no
communication, rumor control. process. awareness of issues
which can arise.
Evaluates and Recognizes a need to follow-up and Recognizes need to check Notes need to check on No recognition of the
institutionalizes determine if change efforts have resulted in on positive outcomes and positive outcomes, but need for evaluation
changes positive outcomes in most of all the areas of solidify changes but reviews does not include plan and institutionalizing
concern. Institutes processes to solidify only a few areas of concern. for doing so or for changes
changes and tweak the process if needed. solidifying changes
Rubric for Oral Communication in a Graduate Program
3 2 1
Criteria Sophisticated Competent Not Yet Competent
Organization
Presentation is clear, logical, Presentation is generally clear Listener can follow
and organized. Listener can and well organized. A few presentation only with effort.
follow line of reasoning. minor points may be Some arguments are not clear.
confusing. Organization seems
haphazard.
Rubric Examples
Style
Level of presentation is Level of presentation is Aspects of presentation are
appropriate for the audience. generally appropriate. Pacing is too elementary or too
Presentation is a planned sometimes too fast or too sophisticated for audience.
conversation, paced for slow. The presenter seems Presenter seems
audience understanding. It is slightly uncomfortable at uncomfortable and can be
not a reading of a paper. times, and the audience heard only if listener is very
Use of communication Aids (e.g., Speaker is clearly comfortable occasionally has trouble attentive. Much of the
Transparencies, Slides, Posters, in front of the group and can hearing him/her. information is read.
be heard by all.
Handouts, Computer-Generated
Materials)
Communication aids enhance Communication aids Communication aids are
the presentation. They are contribute to the quality of the poorly prepared or used
prepared in a professional presentation. Font size is inappropriately. Font is too
manner: appropriate for reading. small to be easily seen. Too
§ Font on visuals is large Appropriate information is much information is included.
enough to be seen by all. included. Some material is not Unimportant material is
§ Information is organized to supported by visual aids. highlighted. Listeners may be
maximize audience confused.
understanding.
§ Details are minimized so
that main points stand out.
Content
Depth of Content Speaker provides accurate and For the most part, Explanations of concepts
complete explanation of key explanations of concepts and and/or theories are inaccurate
concepts and theories, drawing theories are accurate and or incomplete. Little attempt is
upon relevant literature. complete. Some helpful made to tie theory to practice.
Applications of theory are applications are included. Listeners gain little from
included to illuminate issues. presentation.
Listeners gain insight.
Accuracy of Content Information (names, facts, No significant errors are made. Enough errors are made to
etc.) included in the Listeners recognize any errors distract a knowledgeable
presentation is consistently to be the result nervousness or listener, but some information
accurate. oversight. is accurate. The presentation is
useful if the listener can
determine what information is
reliable.
Use of Language
Grammar and Word Choice Sentences are complete and For the most part, sentences Listeners can follow the
grammatical, and they flow are complete and grammatical, presentation, but they are
together easily. Words are and they flow together easily. distracted by some
chosen for their precise With a few exceptions, words grammatical errors and use of
meaning. are chosen for their precise slang. Some sentences are
meaning. incomplete/halting, and/or
vocabulary is somewhat
limited or inappropriate.
Freedom from Bias Both oral language and body Oral language and body Oral language and/or body
(e.g., Sexism, Racism, Ageism, language are free from bias. language are free from bias language includes some
with one or two minor identifiable bias. Some
Heterosexism, etc.) exceptions. listeners will be offended.
Personal Appearance
Personal appearance is Personal appearance is Personal appearance is
completely appropriate for the generally appropriate for the inappropriate for the occasion
occasion and the audience. occasion and audience. and audience.
occasion and the audience. occasion and audience. and audience.
However, some aspects of
appearance reflect lack of
sensitivity to nuances of the
occasion or expectations of the
audience.
Responsiveness to Audience
Verbal Interaction Consistently clarifies, restates, Generally responsive to Responds to questions
and responds to questions. audience comments, questions, inadequately.
Summarizes when needed. and needs. Misses some
opportunities for interaction.
Body Language Body language reflects Body language reflects some Body language reveals a
comfort interacting with discomfort interacting with the reluctance to interact with
audience. audience. audience.
Rubric Examples
Rubric for Teamwork
4 2 0
Criteria Exemplary Satisfactory Unacceptable
Group Functioning
Attending Most, if not all, members Most members are present at Many members frequently
attend the meetings. most meetings. When miss meetings and do not
members have to be absent, inform the team.
they inform and/or seek the
agreement of the team.
Participating There is a clear definition of Tasks are defined informally, Tasks are not defined, and few
tasks to be accomplished, and most but not all members members participate actively.
anticipating future needs. All understand them. Most There is no follow-up.
members take and active role. members contribute. Follow-
Tasks are defined be the group up is sporadic.
and assigned to all members.
The team engages in follow-up
activities to monitor progress.
Defining Members' Roles Every member's role on the Members' roles are defined There is little understanding of
team is defined and informally and may not be who does what.
understood by all. Each team completely understood by all.
member can explain the role Some members may not be
of others. able to explain the role of
others.
Making Collective Decisions Clear procedures for making Decision-making procedures Because there is no decision-
decisions are established and are established informally, making process, decisions are
documented. Decisions, the leading to inconsistency in made by individuals, and they
process by which they were implementation and a failure do not reflect the thinking or
made, and the involvement of to involve all members in the desires of the team.
members are also documented. decision-making
Team Member Support Every team member is treated There is a general atmosphere The team atmosphere is
with respect. All members of respect for team members, competitive and individualistic
listen to all ideas. The work of but some members may not be rather than cooperative and
each person is acknowledged. heard as much as others. supportive.
Members feel free to seek Acknowledging others' work is
assistance from others to ask serendipitous rather than
questions. planned. Some members may
not feel free to turn to others
for help.
Oral Presentation Rubric
Presenter's Name: _____________________________________ Date: __________
Total Score: _______
Distinguished Intermediate Novice

Volume Presenter is easy to hear. Audience is able to hear as a whole, but Presenter is difficult to hear.
there are times when volume is not quite
adequate.
10 10 5 0
Rubric Examples
Rates Rates of speech are appropriate. Speaker may at times seem like s/he is The rates of speaking are too slow or too
rushing or exaggerating pauses. fast.
10 10 5 0
Mannerisms Speaker makes eye contact with everyone Eye contact may focus on only one Very little eye contact is made with the
and has no nervous habits. Speaker has member of the audience or a select few audience. It may sound like the speaker
excellent posture. members. Mildly distracting nervous is reading the presentation. Nervous
habits are present but do not override habits that distract the audience are
the content. present.
10 10 5 0
Engagement Presentation involves audience, allowing Audience is involved but inadequate Speaker does not involve audience.
time for audience to think and respond. processing or response time is provided.
10 10 5 0
Organization Presentation is well organized with a Speaker loses train of thought, does not Presentation shows little organization,
beginning, middle, and end. There is a stay with the the proposed outline, or unclear purpose, and/or unclear
strong organizing theme, with clear main connections are attempted but not made relationships or transitions.
ideas and transitions. clear for the audience.
20 20 10 0
Content Information is complete and accurate. Clear Research component is less evident Details and examples are lacking or not
evidence of research. than in distinguished category or well chosen for the topic or audience.
resources are present but less than Lacks evidence of research.
adequate for assignment.
20 20 10 0
Visual Visual aids are well done and are used to Visuals are adequate but do not inspire Very little or poor use of visual materials.
make presentation more interesting and engagement with the material. No handouts provided.
Aids/Handouts
meaningful.
10 10 5 0
Length Appropriate length. Clear summary is Time is appropriately used, but may run Presentation lacks conclusion and/or
provided. Audience is involved in slightly over or under allotted time and/or time is not appropriately used.
synthesizing the information. information is not tied together or
conclusion is inadequate.
10 10 5 0
Comments:
Bresciani and Bowman, 2002

California State University, Chico
College of Business
Oral Presentation Rubric- Guidelines for Assessment
(Final version as of 4/13/05)
PRESENTATION UNACCEPTABLE ACCEPTABLE SUPERIOR
TRAITS
Body Language Appears nervous or distracted. Appears slightly nervous, but Appears confident, poised and
Paces, fidgets, or sways. Poor it doesn’t interfere with the comfortable. Is relaxed and in
use of hands (e.g., jiggles, taps presentation. Occasional use control. Body language (e.g.,
or plays with something). Body of meaningful hand gestures. posture, facial expressions,
language distracts from Body language needs some gestures) enhances the
presentation. improvement but it doesn’t presentation. Good use of
Rubric Examples
significantly distract from the appropriate hand gestures to
presentation. emphasize points.
Eye Contact Reads speech directly from notes Occasionally refers to notes or Never or rarely glances at
or visual aids (e.g., PowerPoint). visual aids. Sometimes fails to notes or visual aids.
Little to no eye contact with the make eye contact with Consistently makes eyes
audience. audience. contact with audience.
Vocal Speaks too fast or too slow. Articulation, volume, pace, Articulation, volume, pace,
Presentation Halting, uneven pace. Volume and pronunciation are and pronunciation are
and Tone inappropriate. Giggling or other acceptable. Slightly monotone. excellent. Fluid, natural
inappropriate vocal behaviors Tone is acceptable, but delivery. Excellent vocal tone.
interfere with the message. somewhat casual for a Tone is professional.
Extremely monotone, ineffective professional business Enthusiastic and assertive.
tone. Tone is unprofessional and presentation. Somewhat
disrespectful of the audience. lacking in enthusiasm and
Complete lack of enthusiasm. assertiveness.
Attire Attire is inappropriate for type of Attire is appropriate for type (N/A)
presentation. Attire distracts of presentation.
from the quality of the
presentation.
Word Uses clichés, slang, jargon, No inappropriate language. No Word choice illustrates grasp
Choice racist, or sexist language. Word apparent bias. of content and enhances
choice is inappropriate and presentation.
exhibits bias.
Use of Visual Aids Visual aids missing, Visual aids are adequate but Visual aids are easy to read,
inappropriate, or poorly could be improved. Easy to attractive, informative and
designed and executed. read and informative, but not error free. Visual aids greatly
Visual aids have errors, are outstanding. No significant enhance the presentation.
difficult to read, and don’t errors. Adequate integration of Excellent integration of visual
enhance the presentation. Visual visual aids. aids.
aids not properly integrated into
presentation.
Organization Information presented in a Information organized and Information presented in an
disorganized manner. Abrupt presented adequately. Minor organized, logical fashion.
transitions from one topic to problems with topic transitions Obviously prepared and
another with no clear transition or logical flow. If appropriate: practiced. If appropriate: Has
or logic. Does not appear Introduction and conclusion an effective introduction and
prepared or practiced. If are clear, but not used conclusion.
appropriate: Lacks a clear effectively.
introduction and conclusion.
Support/evidence Much too general or anecdotal. Adequate use of specifics and Excellent details. Uses
Insufficient use of evidence to evidence. Sources cited multiple forms of evidence to
support key points. Lacks appropriately. support key points. Sources
appropriate source citations. cited appropriately.
California State University, Chico
College of Business
Oral Presentation Rubric: Assessment Checklist and Comments
Course Instructor: _______________________ Date of Evaluation: ________________
Course Time: ___________________________ Evaluator: ________________________
Group #____________________ (For ease of tracking purposes, it will be helpful if we number each group according to their
order of appearance, e.g. Group #1, then Group #2.)
Rubric Examples
Presenter:_____________________ (Please put in presenter’s name and/or use a number to indicate the person’s order of
appearance within the group.)
Using the guidelines from the oral presentation rubric, please rate each of the following. In addition, please
make comments that identify strengths and weakness of the presenter.
Ratings
Traits Unacceptable Acceptable Superior
(1) (2) (3)
Body Language
Eye Contact
Vocal Presentation and Tone
Attire N/A
Word Choice
Use of Visual Aids
Organization
Support/evidence
Diversity Rubric
Advisor Guide : Learning Outcome and Rubric
Student Leader Learning Outcomes
DEFINITION OF DIVERSITY: Level 2—The student leader confirms the rumor and begins to avoid the gay member,
The inclusion, welcome, and support of individuals from all groups, encompassing the various ignores communication from the member, and/or deliberately excludes the member from
characteristics of persons in our community. The characteristics can include, but is not limited to: age, activities or information sharing.
background, citizenship, disability, education, ethnicity, family obligations, gender, geographical location, Level 3—The student leader begins to talk about the situation with other members of the
Rubric Examples
language, marital status, military experience, political views, race, religion, sexual orientation, socio- organization and/or the advisor to gather opinions on the matter. The student leader may
economic status, and work experience. express the awareness that homosexuality goes against what s/he was taught or believes.
Level 4—The student leader approaches the gay member and begins to ask questions
OUTCOMES: about sexual orientation.
Student will differentiate between individual differences, cultural differences, and universal Level 5—The student leader resumes regular interaction with the gay member. The
similarities interaction exhibits increasing acceptance of the individual (but not necessarily the
Student will empathize and connect with individuals different from themselves. sexual orientation issue).
Student will use knowledge of similarities and differences between people to make sensitive and
appropriate decisions External Diversity Issues - topics/events/interactions dealing with diversity issues that occur external to
the organization such as programs directed to specific audiences, service projects working with different
RUBRIC COMPONENTS WERE ADAPTED AND/OR TAKEN FROM: populations, interactions between organizations, etc.; can be conflicts or just subjects that are addressed at
1. Chavez, A. F., Guido-DiBrito, F., & Mallory, S. L. (2003). Learning to value the “other”: A some point.
framework of individual diversity development. Journal of College Student Development, 44(4), 453-469.
2. King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Possible Scenario with External Diversity: A student organization President is told that the
Journal of College Student Development, 46(6), 571-592. organization needs to recruit more students from different racial and ethnic backgrounds. The
3. Pope, R. L., & Reynolds, A. L. (1997). Student affairs core competencies: Integrating multicultural following are some of the things you, as the advisor, may observe from the President:
awareness, knowledge, and skills. Journal of College Student Development, 38(3), 266-277.
Level 1—The President does not understand why having diverse members is important.
EXAMPLES: Level 2—The President questions why there should be distinctions between races. May
express the belief that “We are all Aggies”.
Internal Diversity Issues - topics/events/interactions dealing with diversity issues that occur internal to Level 3—The President acknowledges that there is some merit in recruiting diverse
the organization such as discussions, interactions involving leaders/committee members/advisors, etc.; can members and willingly drops off membership applications to specific students and
be conflicts or just subjects that are addressed at some point. groups.
Level 4—The President seeks initial interactions with diverse students to promote the
Possible Scenario with Internal Diversity: A student leader encounters a member of the organization. This may involve speaking to specific individuals or groups to encourage
organization who is gay. The student leader does not agree with homosexuality. The following their applications.
are some of the things you, as the advisor, may observe from this student leader: Level 5—The President seeks deeper feedback to understand why diverse students may
not be attracted to the organization. This may involve meeting with individuals or
Level 1—The student leader hears a rumor than the member in question is gay and asks groups to have that particular dialogue or conducting focus groups.
other members of the organization if the rumor is true.
This rubric assumes that “others” are individuals with characteristics different from the person being evaluated.
Student Leader Learning Outcomes Rev. August 9, 2007
Division of Student Affairs
Texas A&M University
Diversity Rubric
Advisor Guide : Learning Outcome and Rubric
Student Leader Learning Outcomes
Level I : Level II : Level III : Level IV : Level V :

ACHIEVING
Unawareness (1) Dualistic Awareness (1) Questioning/Self-Exploration (1) Risk Taking (1) Integration (1)
INTEGRATION RUBRIC
• • • • •
Rubric Examples
Does not express an awareness of others Expresses superiority to others (1) Questions own experience in Exhibits a willingness to critically explore Commitment and interest in
Cognitive and Interactive (1) • Categorizes knowledge claims as relation to others’ experience (1) claims of knowledge concerning differences self and others (1)
Components of Achieving • Assumes knowledge is certain (2) right or wrong (2) • Acknowledges multiple (2) • Validates others’
Integration in Diversity Issues • Interacts mainly with individuals with • Is naïve about different cultural perspectives (2) • Recognizes legitimacy of similarities and experiences and/or beliefs
similar identities to self (2) practices and values (2) • May express tension between differences within and between cultures and (1)
• Individual may not consciously • Resists challenges to one’s own previously held beliefs and groups (2) • Exhibits understanding of
recognize or react to particular types of beliefs (2) contradictory beliefs from others • Considers social identities in a broader the way cultural differences
differences, even when experiencing • Views differences as a threat to self- (2) context (2) affect communication (3)
them (1) identity (2) • Recognizes that personal • Recognizes that learning about others is • Engages in interactions that
• Expresses awareness of how social experiences and beliefs is a necessary (3) are based on understanding
systems affect group norms (2) starting place for understanding • Exhibits a willingness to challenge own and appreciation for
• Aware that the other exists but does others (3) beliefs, assumptions, and biases (3) differences (2)
not validate, affirm, or choose to • Expresses awareness of their own • Acknowledges that they, as individuals, do • Willingness to advocate and
become involved with the other (1) background and how it affects not have all the answers regarding differences provide for others (2)
• Unlikely to question own beliefs or their world view, values, and (3) • Ability to openly discuss
characteristics (1) assumptions (3) • Exhibits an ability to assess the impact of cultural differences and
• If contact with the other is chosen, it • Expresses willingness to learn cultural differences on interactions (3) issues (3)
may be to point out wrong behavior, about diverse cultures (i.e., history, • Exhibits a willingness to reach out to others • Ability to gain the trust and
correct behavior, or remove others traditions, values, customs, (1) respect of individuals who
from the environment (1) resources, issues) (3) • Begins to implement strategies for positively are different from
• Ability to accurately assess their impacting group norms and intergroup themselves (3)
own multicultural skills, comfort relations (2) • Develops positive
level, growth, and development • Effectively communicates across individual congruency between thought
• Engages in interactions where differences (3) and behavior (1)
multiple perspectives exist (2) • Individuals face both their own discomfort • Increasingly able to interact
• Expresses awareness of intergroup and the very real possibility of rejection by confidently with others (1)
differences and similarities in those closest to them (1) • Ability to affirm choices and
terms of social identities (2) • Face the dilemma of understanding others beliefs different from their
• Has some conflict or meaningful without compounding societal stereotypes (1) own (1)
encounter with the other (3) • May “try on” someone else’s differences (1)
• May use observation, • May begin to advocate for others (1)
conversations, or media to gain • Willingly interacts with diverse others (2)
more insight into others (1)
Students in this level may benefit from Students in this level may benefit from Students in this level may benefit from
Students in this level may benefit from
Possible Interventions facilitated analysis of multiple journaling, small group discussions, or encouragement to explore differences such as
activities that facilitate reflection on more
perspectives (i.e., identifying benefits and exploring new sources of information study abroad, learning communities, diversity
familiar differences such as religion, body
limitations of an issue) (1) (1) courses, training, and service projects (1)
type, personality, and personal habits (1)
Student Leader Learning Outcomes Rev. August 9, 2007

Division of Student Affairs
Texas A&M University
http://www.bismarckstate.edu/assessment/forms/rubrics/
Diversity Rubric
4 3 2 1
6. Demonstrate knowledge Demonstrates extensive Demonstrates substantial Demonstrates basic Is unaware of or refuses to
of both global and knowledge and awareness of knowledge and awareness knowledge and awareness acknowledge differences
American cultural cultural elements and of cultural elements and of cultural elements and among individuals or
diversity, including influences of several different influences of several influences of several groups of people.
races, religions, groups of people, including different groups of people, different groups of people,
subcultures, and his or her own. Can including his or her own. including his or her own.
Rubric Examples
ethnicities. acknowledge even subtle
• Understand that all similarities and differences in Acknowledges some Acknowledges the most Refuses to acknowledge
individuals and cultures. similarities and differences obvious similarities and similarities and differences
cultures are not alike. in cultures. differences in cultures. in cultures.
• Display tolerance for Consistently recognizes Sometimes recognizes Fails to recognize or often Judges people and ideas
the ideas and stereotyping and bias as an stereotyping and bias as an resorts to stereotyping and based on stereotyping and
perspective of others oversimplified views of oversimplified view of bias when dealing with bias.
others. others. others.
Can articulate in a reasonable Articulates basic Articulates only obvious Dismisses as incorrect or
manner similarities and/or similarities and/or similarities and/or evil perspectives other than
differences between his or her differences between his or differences between his or his or her own.
own culture and/or the culture her own culture and/or the her own culture and the
of others. culture of others. culture of others.
Exhibits a strong ability to Can articulate contradictory Makes an attempt to Is incapable of articulating
articulate contradictory ideas ideas or perspectives. articulate contradictory ideas or perspectives other
or perspectives. ideas or perspectives. than his or her own.
• Use the knowledge, Identifies all stakeholders in a Identifies most stakeholders Identifies most obvious Fails to communicate or
attitudes, and skills situation. in a situation. stakeholders in a situation. work cooperatively with
gained through their Consistently considers other Sometimes considers other Rarely considers other people whose background
understanding of points of view and points of view and points of view and or viewpoints differ from
individual and incorporates relevant incorporates relevant incorporates relevant his or her own.
cultural diversity to viewpoints when viewpoints when viewpoints when Makes decisions based on
communicate, work, communicating with others. communicating with others. communicating with others. self-interest and a narrow
and make decisions Works successfully with understanding of the world.
with people of other people whose background or
backgrounds. viewpoints differ from his or
her own. Seldom makes decisions
Consistently makes decisions Sometimes makes decisions Rarely makes decisions that that consider and allow for
that consider and allow for that consider and allow for consider and allow for the the perspective and
the perspective and concerns the perspective and perspective and concerns of concerns of those involved.
of those involved. concerns of those involved. those involved.
Diversity Rubric - McKendree University http://www.mckendree.edu/academics/Diversity_Rubric.aspx
College and Schools

Majors and Programs
Diversity Rubric
Resources Awareness of Diverse Individuals and Cultures Competency (General
Services
Education)
Office of Academic
Student Name:
Records
Rubric Examples
Provost's Message Definition: Students will develop an appreciation of human and cultural differences through a deeper
Academic Information understanding of the world they inhabit.
Accreditations and
Memberships Performance Factor 4 3 2 1
General Education
Assessment
Knowledge and
Artifacts and comprehension
Samples of
Incorporates a Discusses two or Singular perception No perception of cultural
Rubrics broad perception of three perceptions of of diversity that diversity or of its
cultural diversity diversity in a seems to be meaning
Assessment
including age, race, mixture of personal influenced solely by
Evaluation
gender, ethnicity, ideas and some clichéd ideas
Fall 2007 nationality, etc.; clichés
Workshop – A
communicates
Whole New U!
insight and
Fall 2007 ownership of a
Workshop: personal meaning of
Fall 2008 diversity
General
Education
Workshop Application and
demonstration of
Intellectual Demonstrates Demonstrates Superficial No acknowledgement,
Experience individual
personal growth and personal growth demonstration of demonstration or
Model understanding
a commitment to the and a positive diversity in personal application of diversity in
Past Gen Ed positive practice of practice, but not a and/ or professional personal and/or
Workshops diversity in personal commitment to life professional life
Rubrics for and/ or professional diversity in personal
On-line life and/ or professional
Assessment life
Test Image Map
Working
Definitions of
Major and
General
2 of 3 1/21/2009 4:10 PM
Diversity Rubric - McKendree University http://www.mckendree.edu/academics/Diversity_Rubric.aspx
Education
Objectives Analysis and
synthesis
Examines diversity Examines diversity Examines diversity Does not examine
General Education
issues, using college issues using issues using college diversity issues using
Requirement
experience as a college experience experience as a college experience as a
basis and has as a basis, and has basis, but has not basis, nor created
Office of the Associate
Dean
created significant created some created changes in changes in attitudes
changes in attitudes changes in attitude attitudes toward toward diversity in
Holman Library toward diversity in toward diversity in diversity in personal personal and/or
Rubric Examples
Instructional Media personal and/ or personal and/ or and/ or professional professional life
Study Abroad professional life professional life life
McKendree Academic
Support Center Evaluation
Writing Resource Center Evaluates, Evaluates and Evaluates the Does not evaluate the
assesses, and rates assesses the impact of college impact of college
Online and External Programs the impact of college impact of college experience experience regarding
experience experience regarding diversity diversity and its influence
(618) 537-4481
1-800-BEARCAT regarding diversity regarding diversity and its influence on on personal and/or
www.mckendree.edu and its influence on and its influence on personal and/or professional life
personal and/or personal and/or professional life
professional life professional life
Comments:
Submit Reset
McKendree University
3 of 3 1/21/2009 4:10 PM
Anna East p 1
http://www.cnm.edu
Cultural Diversity & Global Perspective Competencies
Draft 2 Revision – 9 October 2006
Cultural Diversity Global Perspective1

Definition Education for a basic understanding “Education for a global perspective is that
of the experiences and worldviews learning which enhances the individual’s
of people from diverse backgrounds ability to understand his or her condition
Rubric Examples
in our communities. Understanding in the community and the world and
how differences affect people improves the ability to make effective
working together in school, work, judgements.” This includes studying:
and their community. Diversity nations, cultures, civilizations (including
includes: race, ethnicity, gender, the US), interactions between
sexual orientation, nationality, civilizations. Focus should be placed on
disability, religion or spiritual understanding how these groups are
beliefs and any other traits that set interconnected and change and how each
an individual or group apart from person is involved in those processes.
others. (Robert G. Hanvey)
Primary Traits Identification of Diversity: Identify State of the Planet: demonstrates an
basic diversity of ideas and practices in awareness of general world conditions and
society and how they affect biases development. This includes but isn’t
and assumptions in human limited to: geography, population
interactions. growth/change, migration, socio-
economics, resource availability and
usage, politics, health, inter-group
conflicts, etc.
Intermediate Causes of Diversity and Knowledge of Global Dynamics:
Disparities: Explain major cultural, “comprehension of key traits ad
historical, and geographical issues mechanisms of the worldsystem, with
that shape the diversity of emphasis on theories and concepts that
perceptions and behaviors in one’s may increase intelligent consciousness of
own society or communities. global change.”
advanced Application of Knowledge: Apply Awareness of Human Choices:
the knowledge of diversity issues to “awareness of the problems and choice
understand, adapt, and effectively confronting individuals, nations, and the
interact with people from different human species as consciousness and
backgrounds at work, school, and in knowledge of global system expands.”
their community.
Rubric Ideas • 6 scenarios w/ short answers • Basic: multiple choice, matching …
• Embedded assessment • Int & Adv: 2 short answers each
• Embedded assessment
1
Definition of outline primary traits are adapted from Robert G. Hanvey, An Attainable Global Perspective. Note
that there is a general overlap with the primary traits defined by the “TVI” faculty in the past, but that Hanvey’s
definitions are more concise and try to eliminate overlap between primary traits.
Anna East p 2
Cultural Diversity Rubric – Draft 2

Definition: Education for a basic understanding of the experiences and worldviews of people from diverse backgrounds in our
communities. Understanding how differences affect people working together in school, work, and their community. Diversity
includes: race, ethnicity, gender, sexual orientation, nationality, disability, religion or spiritual beliefs and any other traits that set an
individual or group apart from others.
Rubric Examples
0 - Inadequate 7 - Adequate 14 - Proficient 21 - Exemplary
Identification of Unaware and Identifies biases, etc but does Analyzes potential reasons Evaluates and applies their
Diversity: Identify does not not discuss causes or results. why biases exist and how knowledge of biases to both
diversity of ideas and recognize this effects people and their own life and the life of
practices in society and differential results in differential others.
how they affect biases treatment of treatment.
and assumptions in people
human interactions.
Causes of Diversity and Unaware of any Recognizes that cultural, Analyze how these issues Evaluates, and applies their
Disparities: Explain cultural, historical or geographical alter people’s perceptions knowledge of how various
major cultural, historical, historical or issues shape people’s behavior of the world and how their causes of diversity and
and geographical issues geographical & viewpoints. However, they own cultural perceptions disparities affect their own
that shape the diversity of issues affect do not analyze how or why have been affected. and other’s behaviors.
perceptions and human cultural these issues have an impact nor
behaviors in one’s own diversity. do they recognize that they
society or communities. have been personally
impacted.
Application of Fails or denies Acknowledges that cultural Limited recognition of how Can utilize their knowledge
Knowledge: Apply the to acknowledge differences affect personal & why diversity issues of diversity issues to evaluate
knowledge of diversity that cultural interactions but doesn’t affect interactions between how these affect personal
issues to understand, differences understand why or how. people interactions and to create
adapt, and effectively affect personal positive interactions between
interact with people from interactions people with different
different backgrounds at backgrounds.
work, school, and in their
community.
DIVERSITY AWARENESS RUBRIC
Essay #
1. In assessing the diversity essay, the writer identified the following dimensions of diversity:
Race
Ethnicity
Sex
Rubric Examples
Gender
Disability
Age
Sexual Orientation
Religion
Other (please specify):
Total Checks
2. Taken in its entirety, the essay on diversity:
Yes No
1 Recognizes the legitimacy of the concept of diversity (i.e., 1 2
diversity is not “just being PC.”)
2 Recognize an immediate instrumental value of diversity 1 2

(i.e., opens international markets)
3 Relates an enhancement in perspective that resulted from 1 2

an understanding and appreciation of diversity
4 Exhibits an understanding and appreciation of diversity 1 2

through their social interactions with people different from
themselves
5 Identifies central themes was related to diversity 1 2
Totals
Adopted from University of Michigan Flint

Multicultural/Diversity Lesson Plan Rubric
This rubric may be used for any lesson that a teacher candidate plans and implements before or
during their student teaching experience that has a multicultural emphasis. The teacher candidate
designates which lesson will be assessed using this rubric. Teacher candidates who receive an
unsatisfactory rating on any of the indicators will be expected to redo or design a new lesson until
they score a minimum of "developing" on all indicators.
Component #1 – MC/D objectives: The objective(s) is/are grounded in multiculturalism and

diversity and is/are related to moral virtues 1, 4, and 6 of Teacher Education’s conceptual
framework Realizing the Democratic Ideal.
Rubric Examples
Unsatisfactory Developing Proficient
Objective(s) is trivial or absent Objective(s) involve(s) factual Objective(s) center(s) on
(e.g. food day, making African information about cultures but human interaction and
beads; no mention of culture, does not address human understanding.
race, class, gender, sexual interaction and understanding
orientation, linguistic
differences, ethnicity, religion,
exceptionality)
Stereotypes and/or bias present No stereotypes/bias evident in Conscious effort made to
in objectives objectives overcome/counteract
stereotypes and bias
Objective(s) minimize or ignore Objective(s) reflect a ignore Objective(s) respect, affirm,
differences related to differences related to general and celebrate individual
diversity/multiculturalism. acceptance of differences with regard to
diversity/multiculturalism diversity/multiculturalism
differences.
Component #2 - Implementation: The teacher candidate effectively delivers the lesson.

Students show no evidence of Students understand the lesson Students are able to articulate
understanding that the lesson includes multicultural issues concepts related
includes multicultural/diversity multiculturalism/diversity
concepts
Most students appear to be Some students show active Most students are actively
disinterested in the lesson involvement participating in the lesson
Teacher candidate falls to use Teacher candidate uses Teacher candidate uses
language that values and language that values and language that values and
includes groups and includes most groups and includes all groups and
individuals that are pertinent to individuals connected to the individuals connected to the
the content of the lesson. lesson. lesson.
The content of the lesson and Connections between the The multicultural emphasis is
the multicultural/ diversity content of the lesson and the infused/embedded within the
emphasis are disconnected. multicultural/diversity content of the lesson.
emphasis are apparent.
When English Language Learners are present in the classroom, the following indicator also applies:

Learning assistance* for non- More than one differing mode Learning assistance is available
English speaking students is of assistance is applied in different formats appropriate
inappropriate, unreasonable, or for classroom needs.
nonexistent.
* Learning assistance techniques:
• Focus on functional language, vocabulary, and literacy
• Identifying English words through analogy
• Group response techniques
• Partner or small group work
• Multi-sensory presentation of key terms
• Incorporation of students' background knowledge Pre-reading techniques (e.g. SQ3R)
• Use of manipulatives, pictures, multi-media, and demonstration
• Use of adapted text, graphic organizers, outlines, highlighted texts, tape-recorded text
Component #3 - Rationale/Reflection: During the conference with the supervisor/professor who

evaluates the lesson, the teacher candidate is able to articulate, either in writing or by conversation,
Rubric Examples
how the content, activities, and assessment of the lesson relate to multiculturalism and diversity
concerns.
In addition, the student's work is representative of ISU's conception of multicultural education:
**Multicultural education is a structured process designed to foster understanding, acceptance, and

constructive relations among people of many different cultures. Ideally, it encourages people to see
different cultures as a source of learning to respect diversity in the local, national, and international
environment. It stresses cultural, ethnic, racial, and linguistic differences, and includes
socio-economic differences (urban, rural, age/youth, worker/middle class), sex and religious
differences, and awareness of one's own cultural heritage, and understanding that no one culture is
intrinsically superior to another; secondly, to acquiring those skills in analysis and communication
that help one function effectively in multicultural environments. Stress is placed on experiencing
cultural differences in the classroom and in society, rather than simply studying about them.
Multicultural education is not just a set of ethnic or other area study programs, but an effort to
demonstrate the significance of similarities and differences among culture groups and between
individuals within those groups (Pusch).

The connection between such The teacher candidate The teacher candidate makes
topics as race, class, gender, articulates how the content of multiple connections between
and religion and the lesson the lesson relates to issues of multicultural/ diversity issues
content are forced, superficial, multiculturalism/diversity. and the content of the lesson.
or absent.
**Note: this definition came out of the work of the College of Education Task Force on
Multiculturalism - Fall of 1994.
Teacher candidates will pass this assessment if they have a minimum evaluation of
developing in each category.
(May 01, 2003)

GGC1000:Rubrics:Diversity Paper - GGCWiki http://wiki.ggc.usg.edu/mediawiki/index.php/GGC1000:Rubrics:Diversity_Paper
GGC1000:Rubrics:Diversity Paper
From GGCWiki
Rubric Examples
Diversity Paper Rubric
GGC 1000
Fall 2007
4pts. 3pts. 2pts. 1pt.
Content Paper is reflective of Paper includes interview Paper does not reflect Paper is reflective of
personal cultural growth information to support personal growth of previous personal
based on interview of a personal cultural diversity diversity perspective. perspectives and never
student, faculty or other views. refers to personal views
member of a different Paper is well organized and never presents
cultural or lifestyle and generally reports personal information that
background. information but lacks supports this integrated
depth of personal approach.
Student identifies areas of comparison
personal growth Reflection
should include a
discussion of the value of
diversity and the benefit of
living in a diverse learning
community.
Research Interview of a student, Paper is well organized Information is limited to Paper is lacking in depth of
faculty, or other member and generally reports basic interview research or is based on
of a different cultural or information but lacks information without inappropriate cultural
lifestyle background. depth of personal personal assessment. questions.
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GGC1000:Rubrics:Diversity Paper - GGCWiki http://wiki.ggc.usg.edu/mediawiki/index.php/GGC1000:Rubrics:Diversity_Paper
comparison and
Interview should reflect perspective development
appropriate cross cultural
interview questions.
Format Paper should be well Paper contains a variety of Paper contains mistakes in Paper contains multiple
organized and demonstrate English and grammar topic development, data mistakes in English,
Rubric Examples
appropriate use of English errors but is able to perspective, and English grammar, or personal
and grammar. No major articulate personal ideas. grammar. expression.
mistakes in either area.
Retrieved from "http://wiki.ggc.usg.edu/mediawiki/index.php/GGC1000:Rubrics:Diversity_Paper"
This page was last modified 15:10, 13 September 2007.
2 of 2 1/21/2009 4:12 PM
Thinking Globally-Diversity Standard Scoring Rubrics
Class Truly Global in perspective Y/N
0 1 2 3 Rating
Describes differences Analyzes Compares
Not addressed
Global between groups. differences based characteristics of the
Preferably, should on theoretical student’s own
Rubric Examples
knowledge & skill extend beyond constructions and circumstances and
western differences. proposes possible the circumstances of
reason for the others.
differences.
Recognizes and Recognizes and Empathizes with the
Not addressed
Skills of the heart accepts differences appreciates the people of another

between self and value and culture, seeing them
others without feeling significance of from their own point
that differences are other cultures and of view without
automatically wrong. their people. romanticizing.
Understands that In addition, In addition, re-
Not addressed
Contingency of people from other identifies his or her examines personal

cultures have a personal categories used to
“Knowledge” different worldview presuppositions analyze other cultures
and see things and worldview. and adjusts them.
differently because of
their cultural origins.
Recognizes global Understands the Demonstrates a
Not addressed
Relationship to issues of distributive relationship commitment to

justice and/or the between such specific actions or
Christian Action opportunities and global issues and changes in life style
challenges of inter- the living out of a on the basis of that
religious dialogue. Christian life. understanding.
Notes and observations

Thinking Globally-Diversity Standard Expanded Rubric
General definition of scores

It is understood that the scores are intended to be cumulative. In particular, the personal
engagement of level three is to be based on the intellectual competency/work entailed in
the first two levels.
0. No (breadth or depth of) understanding/appreciation and/or commitment and/or
examples.
Rubric Examples
1. Some (breadth or depth of) understanding/appreciation and/or commitment.
Weak examples
2. Much (breadth and depth of) understanding/appreciation and/or commitment.
Relevant examples.
3. (Relatively) complete (breadth and depth of) understanding and/or commitment.
Cogent examples clearly connected to the point.
Definitions of categories
Global knowledge and skills:

1. Describes differences between groups. Should include western vs. non-western
differences. For example, subsistence farmers in the Amazon habitually burn
jungle to plant crops and then move on.
2. Analyzes differences based on theoretical constructions and proposes possible
reason for the differences. For example, the patterns of subsistence farmers in the
Amazon may be the result of familial patterns of behavior, the lack of education
and resources that would enable them to change familiar patterns, and the lack of
infrastructure that could provide food at a reasonable cost from areas where it
could be grown with less ecological impact.
3. Compares characteristics of the student’s own circumstances and the
circumstances of others. For example, because I do not have to deal with the
issue of obtaining food on a daily basis, I am likely to give attention to more
personal issues such as finding meaningful work; issues that are not even
considerations for others.
Skills of the heart:

1. Recognizes and accepts differences between self and others without feeling that
differences are automatically wrong. For example, even though showing the
soles of my feet to another is not a problem for me, I would not want to offend
others by doing so in a Southern Asia or Middle Eastern context.
2. Recognizes and appreciates the value and significance of other cultures and their
people. For example, I appreciate the high value placed on family in Mexican
culture.
3. Empathizes with the people of another culture, seeing them from their own point
of view without romanticizing. For example, even though I would not make the
choice, I understand why a child in another culture would accept the spouse
chosen for them by their family.
Contingency of “Knowledge”
1. Understands that people from other cultures have a different worldview and see
things differently because of their cultural origins. For example, Ibos emphasize
family and clan as their core source of identify.
2. In addition, identifies personal presuppositions and worldview. For example, I
come from a far more individualistic culture and so understand my identity as
rooted in my personal beliefs, achievements, …
3. In addition, re-examines personal categories used to analyze other cultures and
adjusts them to them in the field of study. For example, my understanding of
Rubric Examples
family and identity is largely shaped by my culture. The concept of family is far
more extensive in Ibo culture and the word “identity” does not make much sense
as “independent, self-sufficient individual.”
Relationship to Christian Action (justice, inter-religious dialogue):

1. Recognizes global issues of distributive justice and/or the opportunities and
challenges of inter-religious dialogue. For example, the essay includes an
example of disparate resource distribution and consumption.
2. Understands the relationship between such global issues and the living out of a
Christian life. For example, the essay speaks to the relationship between the
Biblical mandate to care for the poor and the existence of poverty in the presence
of great wealth.
3. Demonstrates a commitment to specific actions or changes in life style on the
basis of that understanding. For example, the paper articulates a commitment to
taking specific, personal steps toward cultivating enhanced (more honest,
informed, sympathetic, and civil) conversation with people from diverse religious
traditions.
Fort Hays State University Graduate Diversity Case Study RUBRIC
Criteria 1 = Unacceptable 2 = Meets Expectations 3 = Above Expectations 4 = greatly Exceeds

Expectations
Graduate Diversity Case

Study
1. Recognizes and Describes the population of Describes the population of Describes the population of Describes the population of
Rubric Examples
Explains the nature of the community. Articulates the community. Articulates the community. Articulates the community. Articulates
diversity in the resources within the resources within the resources within the resources within the
community community to support the community to support the community to support the community to support the
understanding of diversity understanding of diversity understanding of diversity understanding of diversity
and multicultural education and multicultural education and multicultural education and multicultural education
including: presence of including: presence of including: presence of including: presence of
ethnic groups, languages ethnic groups, languages ethnic groups, languages ethnic groups, languages
spoken, evident global spoken, evident global spoken, evident global spoken, evident global
linkages, places of worship, linkages, places of worship, linkages, places of worship, linkages, places of worship,
ethnic restaurants, food ethnic restaurants, food ethnic restaurants, food ethnic restaurants, food
stores, and community stores, and community stores, and community stores, and community
services to assist the poor, services to assist the poor, services to assist the poor, services to assist the poor,
elderly or persons with elderly or persons with elderly or persons with elderly or persons with
disabilities. disabilities. Identifies disabilities. Identifies disabilities. Identifies
unique cultural experiences unique cultural experiences unique cultural experiences
that are available as a that are available as a that are available as a
result of growing up in the result of growing up in the result of growing up in the
community. community. Describes community. Describes
community resources or community resources or
industries that relate to industries that relate to
school community linkages school community linkages
in multicultural education. in multicultural education.
Articulates aspects of the
community that hinder the
schools ability to effectively
address multicultural and/or
diversity issues.
1
2. Understands and The candidate has The candidate has The candidate has The candidate has
articulates characteristics knowledge of the school knowledge of the school knowledge of the school knowledge of the school
and attributes of student curriculum and how it curriculum and how it curriculum and how it curriculum and how it
populations which relates to diversity in issues relates to diversity in issues relates to diversity in issues relates to diversity in issues
contribute to such as languages spoken, such as languages spoken, such as languages spoken, such as languages spoken,
commonality and curricular emphasis, learner curricular emphasis, learner curricular emphasis, learner curricular emphasis, learner
Rubric Examples
difference. attributes, economic level of attributes, economic level of attributes, economic level of attributes, economic level of
learners, options for special learners, options for special learners, options for special learners, options for special
education, ESOL, Bilingual education, ESOL, Bilingual education, ESOL, Bilingual education, ESOL, Bilingual
services, and learning services, and learning services, and learning services, and learning
standards (achievement). standards (achievement). standards (achievement). standards (achievement).
The candidate will be able The candidate will be able The candidate will be able
to use the knowledge in to use the knowledge in to use the knowledge in
planning appropriate planning appropriate planning appropriate
services for the learner. services for the learner. services for the learner.
The candidate knows how The candidate knows how The candidate knows how
students interact with each students interact with each students interact with each
other on a repeated basis other on a repeated basis other on a repeated basis
while in pursuit of some while in pursuit of some while in pursuit of some
common goal. common goal. The common goal. The
candidate is aware of candidate is aware of
interaction patterns that interaction patterns that
provide for involving provide for involving
learners in interactions with learners in interactions with
a wide range of peers to a wide range of peers to
dispel stereotypical dispel stereotypical
attitudes. attitudes. The candidate is
aware of the formal and
informal reward structure of
the schools.
2
3. Recognizes and The candidate recognizes The candidate recognizes The candidate recognizes The candidate recognizes
understands appropriate the array of educational the array of educational the array of educational the array of educational
education options for options such as; regular options such as; regular options such as; regular options such as; regular
learners from diverse education, special education, special education, special education, special
backgrounds. education, bilingual or education, bilingual or education, bilingual or education, bilingual or
English for speakers of English for speakers of English for speakers of English for speakers of
Rubric Examples
other languages programs. other languages programs other languages programs other languages programs
that may be appropriate for that may be appropriate for that may be appropriate for
learners from diverse learners from diverse learners from diverse
backgrounds. backgrounds. The backgrounds. The
candidate understands the candidate understands the
criteria for qualifying for the criteria for qualifying for the
various options. various options as well as
the implications of placing
learners in one of the
options and the impact of
the placement on the
learner and the parent.
4. Understands the use The candidate understands The candidate understands The candidate understands The candidate understands
of assessment data for assessment data derived assessment data derived assessment data derived assessment data derived
educational placement from instruments designed from instruments designed from instruments designed from instruments designed
and accommodations to elicit information in the to elicit information in the to elicit information in the to elicit information in the
cognitive, affective, cognitive, affective, cognitive, affective, cognitive, affective,
psychomotor, and linguistic psychomotor, and linguistic psychomotor, and linguistic psychomotor, and linguistic
areas. areas and the limitations areas and the limitations areas and the limitations
and appropriateness of and appropriateness of and appropriateness of
such measures. such measures for such measures for
addressing the issues of addressing the issues of
placement. placement and
accommodations for
learners from diverse
backgrounds.
3
5. Utilizes appropriate The candidate uses web The candidate uses web The candidate uses web The candidate uses web
technology to gather and based resources, library based resources, library based resources, library based resources, library
disseminate information. resources, internet search resources, internet search resources, internet search resources, internet search
engines, local electronic engines, local electronic engines, local electronic engines, local electronic
and paper resources and paper resources, and paper resources, and paper resources,
interviews and other interviews and other interviews and other interviews and other
Rubric Examples
approaches to gather and approaches to gather and approaches to gather and approaches to gather and
disseminate pertinent disseminate pertinent disseminate pertinent disseminate pertinent
information. information. The candidate information. The candidate information. The candidate
is aware and uses is aware and uses is aware and uses
guidelines related to the guidelines related to the guidelines related to the
confidentiality and confidentiality and confidentiality and
sensitivity. sensitivity of the data sensitivity of the data
he/she is working with and he/she is working with and
treats the data accordingly. treats the data accordingly.
The candidate presents the
diversity case study in a
web based form.
6. Reflects on diversity The candidate provides an The candidate provides a The candidate provides a The candidate provides a
experiences from a analysis of what was critical analysis of what was critical analysis of what was critical analysis of what was
variety of perspectives learned as a result of learned as a result of learned as a result of learned as a result of
(emotional, informational, conducting the case study conducting the case study conducting the case study conducting the case study
and developmental) for including. including: the relationships including: the relationships including: the relationships
diagnostic and self- between the school and between the school and between the school and
growth purposes. community; assessment of community; assessment of community; assessment of
students; and adaptations students; and adaptations students; and adaptations
needed to meet the needs needed to meet the needs needed to meet the needs
of diverse learners. of diverse learners. The of diverse learners. The
candidate reflects on candidate reflects on how
professional growth and they have sustained
predispositions regarding professional growth and
members of diverse what affirmation or changes
populations resulting from resulted in their
this endeavor. predispositions regarding
members of diverse
populations resulting from
this endeavor.
4
ULV Capstone Global Assessment Rubrics 
5/23/08 University of La Verne 
4  3  2  1 
Accomplished  Developed  Developing  Undeveloped 
       
DIVERSITY AND COMMUNITY       
The capstone project explicitly explores  The capstone project explicitly explores or  The capstone project tangentially refers to  The capstone project lacks direct reference 
or examines issues of socio‐cultural  examines issues of socio‐cultural diversity  issues of socio‐cultural diversity and/or  to issues of socio‐cultural diversity and/or 
diversity and/or sustainability of human  and/or sustainability of human or natural  sustainability of human or natural communities  sustainability of human or natural 
Rubric Examples
or natural communities with much  communities with few details and some  with few details but lacks complexity in  communities in narrative content or 
detail and complexity in narrative  complexity in narrative content or  narrative content or methodology/process, and  methodology/process, and might refer to 
content, methodology/process, and  methodology/process, and includes  includes references to one of the following: race,  one of the following indirectly: race, 
includes references to more than one  references to one of the following: race,  ethnicity, gender, sexual orientation, ability, age,  ethnicity, gender, sexual orientation, ability, 
of the following: race, ethnicity, gender,  ethnicity, gender, sexual orientation, ability,  SES, political perspectives, belief systems or the  age, SES, political perspectives, belief 
sexual orientation, ability, age, SES,  age, SES, political perspectives, belief  natural world  systems or the natural world 
political perspectives, belief systems or  systems or the natural world     
the natural world   
 
       
VALUES ORIENTATION       
The capstone project explicitly explores  The capstone project explicitly explores or  The capstone project tangentially refers to  The capstone project lacks direct reference 
or examines beliefs or principles of  examines beliefs or principles of human  beliefs or principles of human conduct in  to beliefs or principles of human conduct in 
human conduct in various historical,  conduct in various historical, social,  various historical, social, economic and/or  various historical, social, economic and/or 
social, economic and/or personal  economic and/or personal context and/or  personal context and/or in the natural world  personal context and/or in the natural world 
context and/or in the natural world and  in the natural world and their ethical  and their ethical implications with few details  and their ethical implications and makes a 
their ethical implications with much  implications with few details and some  but lacks complexity in narrative content,  passing remark in narrative content, 
detail and complexity in narrative  complexity in narrative content,  methodology/process with inferences and  methodology/process on the impact of the 
content, methodology/process with  methodology/process with inferences and  implications for the human condition  project on the human condition  
inferences and implications for the  implications for the human condition 
human condition 
       
LIFELONG LEARNING       
Through the capstone project, the  Through the capstone project, the student  Through the capstone project, the student  Through the capstone project, the student 
students demonstrates an exceptional  demonstrates a strong ability to think  demonstrates a fair ability to think critically by  demonstrates a marginal ability to think 
ability to think critically by obtaining,  critically by obtaining, evaluating and  obtaining, evaluating and integrating  critically by obtaining, evaluating and 
evaluating and integrating information  integrating information well with minor  information with several minor and few  integrating information with numerous 
effectively, using relevant and current  deficiencies, using relevant and current  major deficiencies, using somewhat relevant  minor and few major deficiencies, using 
technologies (e.g. databases, software,  technologies (e.g. databases, software,  and current technologies (e.g. databases,  marginally relevant and current 
analytical tools), and in making  analytical tools), and in making inferences  software, analytical tools), and in making  technologies (e.g. databases, software, 
inferences and drawing conclusions  and drawing conclusions acknowledges  inferences and drawing conclusions  analytical tools), and in making inferences 
very effectively acknowledges  few shortcomings and demonstrates  superficially acknowledges shortcomings with  and drawing conclusions fails to 
shortcomings and avoids  occasional overgeneralization, personal  several instances of overgeneralization,  acknowledge shortcomings with several 
overgeneralization, personal bias,  bias, political agenda and/or unfair  personal bias, political agenda and/or unfair  instances of overgeneralization, personal 
political agenda and/or unfair financial  financial gain   financial gain  bias, political agenda and/or unfair financial 
gain   gain  

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• Can make scoring assignments easier and faster.

• Allows students to evaluate themselves and their peers.

2 Evaluation Tools May 2004

EVALUATION OF BUSINESS PLAN

4 Evaluation Tools May 2004

ACCOUNTING DEPARTMENT WRITING RUBRIC

Language Languageespecially Free of errors in Minor errors in Fundamental Serious errors in

Evaluation Tools May 2004 5

EVALUATING STUDENT PRESENTATIONS

6 Evaluation Tools May 2004

JOB INTERVIEW SCORING RUBRIC

Evaluation Tools May 2004 7

8 Evaluation Tools May 2004

Blackboard Participation Rubric

High Quality Medium Quality Low Quality

Models can be rendered in two or three dimensions. Two

On a personal note, I worked for some time in an

Grading Rubric For Written Assignments

Poor (2) Fair (2) Good (2) score

Topic Topic Topic completely

none or only a few basic many and varied

KNOWLEDGE OF lack of hazy clear

(eg: clothes, food,

NEW unclear ideas indicate

ORGANIZATION, Difficult to Can grasp Information

Lori Tigner and Jan Morrison July 2004

Poor (2) Fair (2) Good (2) score

Topic Topic Topic completely

none or only a few basic many and varied

NEW unclear ideas indicate

GRAMMER & Difficult to Can grasp Clear and

1 1.5 2 2.5 3 3.5 4 4.5 5

meets at least 2 criteria for a “2” response

meets at least 2 criteria for a “3” response

meets at least 2 criteria for a “4” response

meets at least 2 criteria for a “5” response

solve a particular aspect unoriginal manner to way to address or specific AND

of the assignment address or solve solve particular original way to

incomprehensible with comprehensibility of (incomplete sentences, incorrect sentences,

Exceptional Admirable Acceptable Amateur

Exceptional Admirable Acceptable Amateur

Exceptional Admirable Acceptable Amateur

Roles Within Group

Exceptional Admirable Acceptable Amateur

African American Inventors Who Have Changed Your Life 7

Class Debate : African-American Inventors and the

Teacher Name: Mrs. Fannin

Rebuttal All counter- Most counter- Most counter- Counter-arguments

Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

Abrahams, Roger D. African Folktales. New York: Pantheon Books, 1983.

Beginning Developing Accomplished Exemplary Score

Rubric format used from Rubistar.com

Art Rubric Sample

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RUBRIC FOR GRADING ART

ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE

F: The student showed no evidence of original thought.

D: The project was completed with minimum effort.