ANALYTIC AND

HOLISTIC RUBRICS

ANALYTICAL RUBRICS
Analytical rubrics break down an
activity into several indicators and
describe the observable criteria for
each level of performance (poor to
excellent).

HOLISTIC RUBRICS
Holistic rubrics consider the task as a
whole, in which individual deficiencies
do not affect the overall quality of the
activity. It is a summative rather than
formative assessment and requires less
time commitment.

ANALYTICAL RUBRICS
Analytical rubrics are more appropriate when a
more or less concrete answer is expected from
the student, without creativity being part of the
qualities required in such an answer. This type of
rubric makes assessment more time-consuming
and costly, due both to the difficulty of designing
the rubrics and to obtaining the results
themselves.

HOLISTIC RUBRICS
Holistic rubrics are generally used when it is
possible to tolerate errors or deficiencies in
some part of the process if the final result is
acceptable; they are also used when creativity is
one of the expected characteristics of the
student's work and, therefore, there is a variety
of results that can be qualified as correct.

ANALYTICAL RUBRICS
The main advantage of the analytical rubrics
is that there is feedback, both for teachers
and students, on the specific development
of each criterion, which allows obtaining
important information on the weaknesses or
strengths of each student.

HOLISTIC RUBRICS
Holistic rubrics require the teacher to analyze
the process or outcome as a whole, without
judging each component separately.
However, the information provided is also
less detailed. It describes only the observable
criteria for each level of performance (from
poor to excellent).
Bibliographic references:

Competencias profesionales: Herramientas de evaluación: el portafolios, la rúbrica

y las pruebas situacionales, de José Ángel del Pozo Flórez. Ed. Narcea.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical

Assessment, Research & Evaluation.

Rúbricas para la evaluación de competencias, Josep Alsina Masmitja. Octaedro.