Example Rubric for Grading Problem-Based Learning Assignments

Scale: 4 = Excellent, 3 = Above Average, 2 = Average, 1 = Below Average

Category/Score 4 3 2 1
Problem Demonstrates the Demonstrates the Demonstrates the Not able to identify
Recognition ability to identify ability to identify ability to identify any problems.
problems. problems with some problems with a great
assistance. deal of assistance.

Organization & All arguments were Most arguments were All arguments were Arguments were not
Structure clearly tied to an idea clearly tied to an idea clearly tied to an idea clearly tied to an idea.
and organized in a and organized in a but the organization
tight, logical fashion. tight, logical fashion. was sometimes not
clear or logical.

Understanding of Demonstrates an in- Demonstrates an Demonstrates a low- Fails to demonstrate

the Topic depth, high-level understanding of the level of an understanding of
understanding of the topic and issues. understanding of the the topic and issues.
topic and issues. topic and issues.

Argument All information Most information Most information Information had

presented in the presented in the presented in the several inaccuracies
argument was clear, argument was clear, argument was clear or was usually not
accurate and accurate and and accurate, but was clear.
thorough. thorough. not thorough.

Counter-Argument All counter- Most counter- Some counter- Counter-arguments

arguments were arguments were arguments were were not accurate
accurate, relevant and accurate, relevant, accurate and relevant, and/or relevant
strong. and strong. but several were
weak.

Learning Outcome Demonstrates an Demonstrates an Demonstrates an Demonstrates an

understanding of understanding of understanding of understanding of
information that is information that is information that information that is
relevant, fosters semi-relevant, fosters touches on relevant not relevant,
higher-level thinking, higher-level thinking, information, displays discourages higher-
and clearly relates to and begins to relate to lower-level thinking, level thinking, and
the skills and content the skills and content and begins to relate to fails to relate to the
in the curriculum. in the curriculum. the skills and content skills and content in
in the curriculum. the curriculum.