1|Sample Rubrics

Holistic Rubric: assesses performance criteria together

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

Analytic Rubric: assesses performance criteria separately

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

 3|Sample Rubrics

General Rubric: can be applied to assessments of the

Rubric for Assessing Lab Reports same type throughout the semester

1 2 3 4

Beginning or incomplete Developing Accomplished Exemplary Score

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

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

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

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

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

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

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

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

Task-Specific Rubric: can be applied to a single

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

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

Strong Performance Meets Expectations Approaching Expectations

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

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

Adapted General Rubric: can be applied to assessments of the

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

Criteria Developing Satisfactory Exemplary

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

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

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

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

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

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