Rubric Best Practices, Examples, and Templates
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
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How to Get Started
Best practices, moodle how-to guides.
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Step 1: Analyze the assignment
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
- What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
- Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
- What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
- How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?
Step 2: Decide what kind of rubric you will use
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
- Can p lace an emphasis on what learners can demonstrate rather than what they cannot
- Save grader time by minimizing the number of evaluations to be made for each student
- Can be used consistently across raters, provided they have all been trained
Disadvantages of holistic rubrics:
- Provide less specific feedback than analytic/descriptive rubrics
- Can be difficult to choose a score when a student’s work is at varying levels across the criteria
- Any weighting of c riteria cannot be indicated in the rubric
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
- Provide detailed feedback on areas of strength or weakness
- Each criterion can be weighted to reflect its relative importance
Disadvantages of analytic rubrics:
- More time-consuming to create and use than a holistic rubric
- May not be used consistently across raters unless the cells are well defined
- May result in giving less personalized feedback
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
- Easier to create than an analytic/descriptive rubric
- Perhaps more likely that students will read the descriptors
- Areas of concern and excellence are open-ended
- May removes a focus on the grade/points
- May increase student creativity in project-based assignments
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
Step 3 (Optional): Look for templates and examples.
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Step 4: Define the assignment criteria
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
- Collaborate with co-instructors, teaching assistants, and other colleagues
- Brainstorm and discuss with students
- Can they be observed and measured?
- Are they important and essential?
- Are they distinct from other criteria?
- Are they phrased in precise, unambiguous language?
- Revise the criteria as needed
- Consider whether some are more important than others, and how you will weight them.
Step 5: Design the rating scale
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
- Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
- How many levels would you like to include (more levels means more detailed descriptions)
- Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
- Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.
Step 6: Write descriptions for each level of the rating scale
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
Building a rubric from scratch
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
- Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
- You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
- For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.
Well-written descriptions:
- Describe observable and measurable behavior
- Use parallel language across the scale
- Indicate the degree to which the standards are met
Step 7: Create your rubric
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Step 8: Pilot-test your rubric
Prior to implementing your rubric on a live course, obtain feedback from:
- Teacher assistants
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
- Limit the rubric to a single page for reading and grading ease
- Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
- Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
- Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
- Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
- Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.
Example of an analytic rubric for a final paper
Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
---|---|---|---|---|
(Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
(Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
(Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
Example of a holistic rubric for a final paper
The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Single-Point Rubric
Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
---|---|---|
Criteria #1: Description reflecting achievement of proficient level of performance | ||
Criteria #2: Description reflecting achievement of proficient level of performance | ||
Criteria #3: Description reflecting achievement of proficient level of performance | ||
Criteria #4: Description reflecting achievement of proficient level of performance | ||
90-100 points | 80-90 points | <80 points |
More examples:
- Single Point Rubric Template ( variation )
- Analytic Rubric Template make a copy to edit
- A Rubric for Rubrics
- Bank of Online Discussion Rubrics in different formats
- Mathematical Presentations Descriptive Rubric
- Math Proof Assessment Rubric
- Kansas State Sample Rubrics
- Design Single Point Rubric
Technology Tools: Rubrics in Moodle
- Moodle Docs: Rubrics
- Moodle Docs: Grading Guide (use for single-point rubrics)
Tools with rubrics (other than Moodle)
- Google Assignments
- Turnitin Assignments: Rubric or Grading Form
Other resources
- DePaul University (n.d.). Rubrics .
- Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
- Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
- Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
- Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.
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15 Helpful Scoring Rubric Examples for All Grades and Subjects
In the end, they actually make grading easier.
![essay rubric example Collage of scoring rubric examples including written response rubric and interactive notebook rubric](https://www.weareteachers.com/wp-content/uploads/rubric-examples.png)
When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.
What is a scoring rubric?
In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)
A rubric generally has three parts:
- Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
- Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
- Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.
Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.
Learn more about why and how to use a rubric here.
Types of Rubric
There are three basic rubric categories, each with its own purpose.
Holistic Rubric
![essay rubric example A holistic scoring rubric laying out the criteria for a rating of 1 to 4 when creating an infographic](https://www.weareteachers.com/wp-content/uploads/rubric-examples-holistic.jpg)
Source: Cambrian College
This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.
Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.
Analytic Rubric
![essay rubric example Layout of an analytic scoring rubric, describing the different sections like criteria, rating, and indicators](https://www.weareteachers.com/wp-content/uploads/rubric-examples-analytic.jpg)
Source: University of Nebraska
Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.
Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.
Learn more about analytic rubrics here.
Developmental Rubric
![essay rubric example A developmental rubric for kindergarten skills, with illustrations to describe the indicators of criteria](https://www.weareteachers.com/wp-content/uploads/rubric-examples-developmental.jpg)
Source: Deb’s Data Digest
A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.
Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.
Learn how to use developmental rubrics here.
Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.
Elementary School Rubric Examples
These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.
Reading Fluency Rubric
![essay rubric example A developmental rubric example for reading fluency](https://www.weareteachers.com/wp-content/uploads/rubric-examples-reading-fluency.jpg)
You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).
Learn more: Teacher Thrive
Reading Comprehension Rubric
![essay rubric example Reading comprehension rubric, with criteria and indicators for different comprehension skills](https://www.weareteachers.com/wp-content/uploads/rubric-examples-reading-comprehension.jpg)
The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.
Learn more: Pawprints Resource Center
Written Response Rubric
![essay rubric example Two anchor charts, one showing](https://www.weareteachers.com/wp-content/uploads/rubric-examples-written-response.jpg)
Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.
Learn more: Dianna Radcliffe: Teaching Upper Elementary and More
Interactive Notebook Rubric
![essay rubric example Interactive Notebook rubric example, with criteria and indicators for assessment](https://www.weareteachers.com/wp-content/uploads/rubric-examples-interactive-notebook.jpg)
If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.
Learn more: Classroom Nook
Project Rubric
![essay rubric example Rubric that can be used for assessing any elementary school project](https://www.weareteachers.com/wp-content/uploads/rubric-examples-project.jpg)
Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.
Learn more: Tales of a Title One Teacher
Behavior Rubric
![essay rubric example Rubric for assessing student behavior in school and classroom](https://www.weareteachers.com/wp-content/uploads/rubric-examples-behavior.jpg)
Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.
Learn more: Teachers.net Gazette
Middle School Rubric Examples
In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.
Argumentative Writing Rubric
![essay rubric example An argumentative rubric example to use with middle school students](https://www.weareteachers.com/wp-content/uploads/rubric-examples-argumentative-writing.jpg)
Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.
Learn more: Dr. Caitlyn Tucker
Role-Play Rubric
![essay rubric example A rubric example for assessing student role play in the classroom](https://www.weareteachers.com/wp-content/uploads/rubric-examples-role-play.jpg)
Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.
Learn more: A Question of Influence
Art Project Rubric
![essay rubric example A rubric used to grade middle school art projects](https://www.weareteachers.com/wp-content/uploads/rubric-examples-art.jpg)
Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.
Source: Art Ed Guru
Diorama Project Rubric
![essay rubric example A rubric for grading middle school diorama projects](https://www.weareteachers.com/wp-content/uploads/rubric-examples-diorama.jpg)
You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.
Learn more: Historyourstory.com
Oral Presentation Rubric
![essay rubric example Rubric example for grading oral presentations given by middle school students](https://www.weareteachers.com/wp-content/uploads/rubric-examples-oral-presentation.jpg)
Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.
Learn more: Bright Hub Education
High School Rubric Examples
In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.
Presentation Rubric
![essay rubric example Example of a rubric used to grade a high school project presentation](https://www.weareteachers.com/wp-content/uploads/rubric-examples-hs-presentation.jpg)
Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.
Learn more: Michael A. Pena Jr.
Debate Rubric
![essay rubric example A rubric for assessing a student's performance in a high school debate](https://www.weareteachers.com/wp-content/uploads/rubric-examples-debate.jpg)
Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.
Learn more: Education World
Project-Based Learning Rubric
![essay rubric example A rubric for assessing high school project based learning assignments](https://www.weareteachers.com/wp-content/uploads/rubric-examples-pbl.jpg)
Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.
Learn more: Free Technology for Teachers
100-Point Essay Rubric
![essay rubric example Rubric for scoring an essay with a final score out of 100 points](https://www.weareteachers.com/wp-content/uploads/rubric-examples-essay.jpg)
Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.
Learn more: Learn for Your Life
Drama Performance Rubric
![essay rubric example A rubric teachers can use to evaluate a student's participation and performance in a theater production](https://www.weareteachers.com/wp-content/uploads/rubric-examples-drama.jpg)
If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.
Learn more: Chase March
How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .
Plus, 25 of the best alternative assessment ideas ..
![essay rubric example Scoring rubrics help establish expectations and ensure assessment consistency. Use these rubric examples to help you design your own.](https://www.weareteachers.com/wp-content/uploads/Rubric-Examples-683x1024.jpg)
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Writing Rubrics [Examples, Best Practices, & Free Templates]
Writing rubrics are essential tools for teachers.
Rubrics can improve both teaching and learning. This guide will explain writing rubrics, their benefits, and how to create and use them effectively.
What Is a Writing Rubric?
![essay rubric example Writer typing at a vintage desk, with a stormy night outside -- Writing Rubrics](https://www.writingbeginner.com/wp-content/uploads/2024/05/Writer-typing-at-a-vintage-desk-with-a-stormy-night-outside-Writing-Rubics.jpg)
Table of Contents
A writing rubric is a scoring guide used to evaluate written work.
It lists criteria and describes levels of quality from excellent to poor. Rubrics provide a standardized way to assess writing.
They make expectations clear and grading consistent.
Key Components of a Writing Rubric
- Criteria : Specific aspects of writing being evaluated (e.g., grammar, organization).
- Descriptors : Detailed descriptions of what each level of performance looks like.
- Scoring Levels : Typically, a range (e.g., 1-4 or 1-6) showing levels of mastery.
Example Breakdown
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Content | Thorough and insightful | Good, but not thorough | Basic, lacks insight | Incomplete or off-topic |
Benefits of Using Writing Rubrics
Writing rubrics offer many advantages:
- Clarity : Rubrics clarify expectations for students. They know what is required for each level of performance.
- Consistency : Rubrics standardize grading. This ensures fairness and consistency across different students and assignments.
- Feedback : Rubrics provide detailed feedback. Students understand their strengths and areas for improvement.
- Efficiency : Rubrics streamline the grading process. Teachers can evaluate work more quickly and systematically.
- Self-Assessment : Students can use rubrics to self-assess. This promotes reflection and responsibility for their learning.
Examples of Writing Rubrics
Here are some examples of writing rubrics.
Narrative Writing Rubric
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Story Elements | Well-developed | Developed, some details | Basic, missing details | Underdeveloped |
Creativity | Highly creative | Creative | Some creativity | Lacks creativity |
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Language Use | Rich and varied | Varied | Limited | Basic or inappropriate |
Persuasive Writing Rubric
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Argument | Strong and convincing | Convincing, some gaps | Basic, lacks support | Weak or unsupported |
Evidence | Strong and relevant | Relevant, but not strong | Some relevant, weak | Irrelevant or missing |
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Language Use | Persuasive and engaging | Engaging | Somewhat engaging | Not engaging |
Best Practices for Creating Writing Rubrics
Let’s look at some best practices for creating useful writing rubrics.
1. Define Clear Criteria
Identify specific aspects of writing to evaluate. Be clear and precise.
The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.
Clear criteria help students understand what is expected and allow teachers to provide targeted feedback.
Insider Tip : Collaborate with colleagues to establish consistent criteria across grade levels. This ensures uniformity in expectations and assessments.
2. Use Detailed Descriptors
Describe what each level of performance looks like.
This ensures transparency and clarity. Avoid vague language. Instead of saying “good,” describe what “good” entails. For example, “Few minor grammatical errors that do not impede readability.”
Detailed descriptors help students gauge their performance accurately.
Insider Tip : Use student work samples to illustrate each performance level. This provides concrete examples and helps students visualize expectations.
3. Involve Students
Involve students in the rubric creation process. This increases their understanding and buy-in.
Ask for their input on what they think is important in their writing.
This collaborative approach not only demystifies the grading process but also fosters a sense of ownership and responsibility in students.
Insider Tip : Conduct a workshop where students help create a rubric for an upcoming assignment. This interactive session can clarify doubts and make students more invested in their work.
4. Align with Objectives
Ensure the rubric aligns with learning objectives. This ensures relevance and focus.
If the objective is to enhance persuasive writing skills, the rubric should emphasize argument strength, evidence quality, and persuasive techniques.
Alignment ensures that the assessment directly supports instructional goals.
Insider Tip : Regularly revisit and update rubrics to reflect changes in curriculum and instructional priorities. This keeps the rubrics relevant and effective.
5. Review and Revise
Regularly review and revise rubrics. Ensure they remain accurate and effective.
Solicit feedback from students and colleagues. Continuous improvement of rubrics ensures they remain a valuable tool for both assessment and instruction.
Insider Tip : After using a rubric, take notes on its effectiveness. Were students confused by any criteria? Did the rubric cover all necessary aspects of the assignment? Use these observations to make adjustments.
6. Be Consistent
Use the rubric consistently across all assignments.
This ensures fairness and reliability. Consistency in applying the rubric helps build trust with students and maintains the integrity of the assessment process.
Insider Tip : Develop a grading checklist to accompany the rubric. This can help ensure that all criteria are consistently applied and none are overlooked during the grading process.
7. Provide Examples
Provide examples of each performance level.
This helps students understand expectations. Use annotated examples to show why a particular piece of writing meets a specific level.
This visual and practical demonstration can be more effective than descriptions alone.
Insider Tip : Create a portfolio of exemplar works for different assignments. This can be a valuable resource for both new and experienced teachers to standardize grading.
How to Use Writing Rubrics Effectively
Here is how to use writing rubrics like the pros.
1. Introduce Rubrics Early
Introduce rubrics at the beginning of the assignment.
Explain each criterion and performance level. This upfront clarity helps students understand what is expected and guides their work from the start.
Insider Tip : Conduct a rubric walkthrough session where you discuss each part of the rubric in detail. Allow students to ask questions and provide examples to illustrate each criterion.
2. Use Rubrics as a Teaching Tool
Use rubrics to teach writing skills. Discuss what constitutes good writing and why.
This can be an opportunity to reinforce lessons on grammar, organization, and other writing components.
Insider Tip : Pair the rubric with writing workshops. Use the rubric to critique sample essays and show students how to apply the rubric to improve their own writing.
3. Provide Feedback
Use the rubric to give detailed feedback. Highlight strengths and areas for improvement.
This targeted feedback helps students understand their performance and learn how to improve.
Insider Tip : Instead of just marking scores, add comments next to each criterion on the rubric. This personalized feedback can be more impactful and instructive for students.
4. Encourage Self-Assessment
Encourage students to use rubrics to self-assess.
This promotes reflection and growth. Before submitting their work, ask students to evaluate their own writing against the rubric.
This practice fosters self-awareness and critical thinking.
Insider Tip : Incorporate self-assessment as a mandatory step in the assignment process. Provide a simplified version of the rubric for students to use during self-assessment.
5. Use Rubrics for Peer Assessment
Use rubrics for peer assessment. This allows students to learn from each other.
Peer assessments can provide new perspectives and reinforce learning.
Insider Tip : Conduct a peer assessment workshop. Train students on how to use the rubric to evaluate each other’s work constructively. This can improve the quality of peer feedback.
6. Reflect and Improve
Reflect on the effectiveness of the rubric. Make adjustments as needed for future assignments.
Continuous reflection ensures that rubrics remain relevant and effective tools for assessment and learning.
Insider Tip : After an assignment, hold a debrief session with students to gather their feedback on the rubric. Use their insights to make improvements.
Check out this video about using writing rubrics:
Common Mistakes with Writing Rubrics
Creating and using writing rubrics can be incredibly effective, but there are common mistakes that can undermine their effectiveness.
Here are some pitfalls to avoid:
1. Vague Criteria
Vague criteria can confuse students and lead to inconsistent grading.
Ensure that each criterion is specific and clearly defined. Ambiguous terms like “good” or “satisfactory” should be replaced with concrete descriptions of what those levels of performance look like.
2. Overly Complex Rubrics
While detail is important, overly complex rubrics can be overwhelming for both students and teachers.
Too many criteria and performance levels can complicate the grading process and make it difficult for students to understand what is expected.
Keep rubrics concise and focused on the most important aspects of the assignment.
3. Inconsistent Application
Applying the rubric inconsistently can lead to unfair grading.
Ensure that you apply the rubric in the same way for all students and all assignments. Consistency builds trust and ensures that grades accurately reflect student performance.
4. Ignoring Student Input
Ignoring student input when creating rubrics can result in criteria that do not align with student understanding or priorities.
Involving students in the creation process can enhance their understanding and engagement with the rubric.
5. Failing to Update Rubrics
Rubrics should evolve to reflect changes in instructional goals and student needs.
Failing to update rubrics can result in outdated criteria that no longer align with current teaching objectives.
Regularly review and revise rubrics to keep them relevant and effective.
6. Lack of Examples
Without examples, students may struggle to understand the expectations for each performance level.
Providing annotated examples of work that meets each criterion can help students visualize what is required and guide their efforts more effectively.
7. Not Providing Feedback
Rubrics should be used as a tool for feedback, not just scoring.
Simply assigning a score without providing detailed feedback can leave students unclear about their strengths and areas for improvement.
Use the rubric to give comprehensive feedback that guides students’ growth.
8. Overlooking Self-Assessment and Peer Assessment
Self-assessment and peer assessment are valuable components of the learning process.
Overlooking these opportunities can limit students’ ability to reflect on their own work and learn from their peers.
Encourage students to use the rubric for self and peer assessment to deepen their understanding and enhance their skills.
What Is a Holistic Scoring Rubric for Writing?
A holistic scoring rubric for writing is a type of rubric that evaluates a piece of writing as a whole rather than breaking it down into separate criteria
This approach provides a single overall score based on the general impression of the writing’s quality and effectiveness.
Here’s a closer look at holistic scoring rubrics.
Key Features of Holistic Scoring Rubrics
- Single Overall Score : Assigns one score based on the overall quality of the writing.
- General Criteria : Focuses on the overall effectiveness, coherence, and impact of the writing.
- Descriptors : Uses broad descriptors for each score level to capture the general characteristics of the writing.
Example Holistic Scoring Rubric
Score | Description |
---|---|
5 | : Exceptionally clear, engaging, and well-organized writing. Demonstrates excellent control of language, grammar, and style. |
4 | : Clear and well-organized writing. Minor errors do not detract from the overall quality. Demonstrates good control of language and style. |
3 | : Satisfactory writing with some organizational issues. Contains a few errors that may distract but do not impede understanding. |
2 | : Basic writing that lacks organization and contains several errors. Demonstrates limited control of language and style. |
1 | : Unclear and poorly organized writing. Contains numerous errors that impede understanding. Demonstrates poor control of language and style. |
Advantages of Holistic Scoring Rubrics
- Efficiency : Faster to use because it involves a single overall judgment rather than multiple criteria.
- Flexibility : Allows for a more intuitive assessment of the writing’s overall impact and effectiveness.
- Comprehensiveness : Captures the overall quality of writing, considering all elements together.
Disadvantages of Holistic Scoring Rubrics
- Less Detailed Feedback : Provides a general score without specific feedback on individual aspects of writing.
- Subjectivity : Can be more subjective, as it relies on the assessor’s overall impression rather than specific criteria.
- Limited Diagnostic Use : Less useful for identifying specific areas of strength and weakness for instructional purposes.
When to Use Holistic Scoring Rubrics
- Quick Assessments : When a quick, overall evaluation is needed.
- Standardized Testing : Often used in standardized testing scenarios where consistency and efficiency are priorities.
- Initial Impressions : Useful for providing an initial overall impression before more detailed analysis.
Free Writing Rubric Templates
Feel free to use the following writing rubric templates.
You can easily copy and paste them into a Word Document. Please do credit this website on any written, printed, or published use.
Otherwise, go wild.
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Well-developed, engaging, and clear plot, characters, and setting. | Developed plot, characters, and setting with some details missing. | Basic plot, characters, and setting; lacks details. | Underdeveloped plot, characters, and setting. | |
Highly creative and original. | Creative with some originality. | Some creativity but lacks originality. | Lacks creativity and originality. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Rich, varied, and appropriate language. | Varied and appropriate language. | Limited language variety. | Basic or inappropriate language. |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Strong, clear, and convincing argument. | Convincing argument with minor gaps. | Basic argument; lacks strong support. | Weak or unsupported argument. | |
Strong, relevant, and well-integrated evidence. | Relevant evidence but not strong. | Some relevant evidence, but weak. | Irrelevant or missing evidence. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Persuasive and engaging language. | Engaging language. | Somewhat engaging language. | Not engaging language. |
Expository Writing Rubric
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Thorough, accurate, and insightful content. | Accurate content with some details missing. | Basic content; lacks depth. | Incomplete or inaccurate content. | |
Clear and concise explanations. | Mostly clear explanations. | Somewhat clear explanations. | Unclear explanations. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Precise and appropriate language. | Appropriate language. | Limited language variety. | Basic or inappropriate language. |
Descriptive Writing Rubric
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Vivid and detailed imagery that engages the senses. | Detailed imagery with minor gaps. | Basic imagery; lacks vivid details. | Little to no imagery. | |
Highly creative and original descriptions. | Creative with some originality. | Some creativity but lacks originality. | Lacks creativity and originality. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Rich, varied, and appropriate language. | Varied and appropriate language. | Limited language variety. | Basic or inappropriate language. |
Analytical Writing Rubric
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Insightful, thorough, and well-supported analysis. | Good analysis with some depth. | Basic analysis; lacks depth. | Weak or unsupported analysis. | |
Strong, relevant, and well-integrated evidence. | Relevant evidence but not strong. | Some relevant evidence, but weak. | Irrelevant or missing evidence. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Precise and appropriate language. | Appropriate language. | Limited language variety. | Basic or inappropriate language. |
Final Thoughts: Writing Rubrics
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Essay Rubric: Grading Students Correctly
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Lectures and tutors provide specific requirements for students to meet when writing essays. Basically, an essay rubric helps tutors to analyze an overall quality of compositions written by students. In this case, a rubric refers to a scoring guide used to evaluate performance based on a set of criteria and standards. As such, useful marking schemes make an analysis process simple for lecturers as they focus on specific concepts related to a writing process. Moreover, an assessment table lists and organizes all of the criteria into one convenient paper. In other instances, students use assessment tables to enhance their writing skills by examining various requirements. Then, different types of essay rubrics vary from one educational level to another. Essentially, Master’s and Ph.D. grading schemes focus on examining complex thesis statements and other writing mechanics. However, high school evaluation tables examine basic writing concepts. In turn, guidelines on a common format for writing a good essay rubric and corresponding examples provided in this article can help students to evaluate their papers before submitting them to their teachers.
General Aspects
An essay rubric refers to a way for teachers to assess students’ composition writing skills and abilities. Basically, an evaluation scheme provides specific criteria to grade assignments. Moreover, the three basic elements of an essay rubric are criteria, performance levels, and descriptors. In this case, teachers use assessment guidelines to save time when evaluating and grading various papers. Hence, learners must use an essay rubric effectively to achieve desired goals and grades, while its general example is:
![](http://mangareview.fun/777/templates/cheerup/res/banner1.gif)
What Is an Essay Rubric and Its Purpose
According to its definition, an essay rubric is a structured evaluation tool that educators use to grade students’ compositions in a fair and consistent manner. The main purpose of an essay rubric in writing is to ensure consistent and fair grading by clearly defining what constitutes excellent, good, average, and poor performance (DeVries, 2023). This tool specifies a key criteria for grading various aspects of a written text, including a clarity of a thesis statement, an overall quality of a main argument, an organization of ideas, a particular use of evidence, and a correctness of grammar and mechanics. Moreover, an assessment grading helps students to understand their strengths to be proud of and weaknesses to be pointed out and guides them in improving their writing skills (Taylor et al., 2024). For teachers, such an assessment simplifies a grading process, making it more efficient and less subjective by providing a clear standard to follow. By using an essay rubric, both teachers and students can engage in a transparent, structured, and constructive evaluation process, enhancing an overall educational experience (Stevens & Levi, 2023). In turn, the length of an essay rubric depends on academic levels, types of papers, and specific requirements, while general guidelines are:
High School
- Length: 1-2 pages
- Word Count: 300-600 words
- Length: 1-3 pages
- Word Count: 300-900 words
University (Undergraduate)
- Length: 2-4 pages
- Word Count: 600-1,200 words
Master’s
- Length: 2-5 pages
- Word Count: 600-1,500 words
- Length: 3-6 pages
- Word Count: 900-1,800 words
![essay rubric example Essay rubric](https://wr1ter.com/wp-content/uploads/2020/08/essay-rubric.jpg)
Element | Description |
---|---|
Thesis Statement | A well-defined thesis statement is crucial as it sets a particular direction and purpose of an essay, making it clear what a writer intends to argue or explain. |
Introduction | An introduction captures a reader’s interest and provides a framework for what a paper will cover, setting up a stage for arguments or ideas that follow after an opening paragraph. |
Content | High-quality content demonstrates thorough understanding and research on a specific topic, providing valuable and relevant information that supports a thesis. |
Organization | Effective organization ensures author’s ideas are presented in a clear, well-structure, and logical order, enhancing readability and an overall flow of a central argument. |
Evidence and Support | Providing strong evidence and detailed analysis is essential for backing up main arguments, adding credibility and depth to a final document. |
Conclusion | A strong conclusion ties all the main numbers together, reflects on potential implications of arguments, and reinforces a thesis, leaving a lasting impression on a reader. |
Grammar and Mechanics | Proper grammar, spelling, and punctuation are vital for clarity and professionalism, making a whole text easy to read and understand. |
Style and Tone | Correctness in writing style and author’s tone appropriate to a paper’s purpose and audience enhances an overall effectiveness of a particular text and engages a reader. |
Citations and References | Accurate and complete citations and references are crucial for giving credit to sources, avoiding plagiarism, and allowing readers to follow up on the research. |
Note: Some elements of an essay rubric can be added, deled, or combined with each other because different types of papers, their requirements, and instructors’ choices affect a final assessment. To format an essay rubric, people create a table with criteria listed in rows, performance levels in columns, and detailed descriptors in each cell explaining principal expectations for each level of performance (Steven & Levi, 2023). Besides, the five main criteria in a rubric are thesis statement, content, organization, evidence and support, and grammar and mechanics. In turn, a good essay rubric is clear, specific, aligned with learning objectives, and provides detailed, consistent descriptors for each performance level.
Steps How to Write an Essay Rubric
In writing, the key elements of an essay rubric are clear criteria, defined performance levels, and detailed descriptors for each evaluation.
- Identify a Specific Purpose and Goals: Determine main objectives of an essay’s assignment and consider what skills and knowledge you want students to demonstrate.
- List a Key Criteria: Identify essential components that need to be evaluated, such as thesis statement, introduction, content, organization, evidence and support, conclusion, grammar and mechanics, writing style and tone, and citations and references.
- Define Performance Levels: Decide on a particular scale you will use to measure performance (e.g., Excellent, Good, Fair, Poor) and ensure each level is distinct and clearly defined.
- Create Descriptors for Each Criterion: Write detailed descriptions for what constitutes each level of performance for every criterion and be specific about what is expected at each level to avoid misunderstanding.
- Assign Number Values: Determine a specific range for each criterion and performance level and allocate numbers in a way that reflects an actual importance of each criterion in an overall assessment.
- Review and Revise: Examine a complete rubric to ensure it is comprehensive and clear and adjust any descriptions or number values that seem unclear or disproportionate.
- Test a Working Essay Rubric: Apply a grading scheme to a few sample compositions to see if it effectively differentiates between different levels of performance and make adjustments as necessary.
- Involve Peers for Feedback: Share marking criteria with colleagues or peers for feedback and insights on clarity and fairness that you might have overlooked.
- Provide Examples: Include examples of complete papers or writing excerpts at each performance level and help students to understand what is expected for grading.
- Communicate With Students: Share a complete rubric with students before they begin an assignment and explain each criterion and performance level so they understand how their work will be evaluated and what they need to do to achieve highest marks.
Essay Rubric Example
Organization
Excellent/8 points: A submitted essay contains stiff topic sentences and a controlled organization.
Very Good/6 points: A paper contains a logical and appropriate organization. An author uses clear topic sentences.
Average/4 points: A composition contains a logical and appropriate organization. An author uses clear topic sentences.
Needs Improvement/2 points: A provided text has an inconsistent organization.
Unacceptable/0 (zero): A complete document shows an absence of a planned organization.
Grade: ___ .
Excellent/8 points: A submitted essay shows the absence of a planned organization.
Very Good/6 points: A paper contains precise and varied sentence structures and word choices.
Average/4 points: A composition follows a limited but mostly correct sentence structure. There are different sentence structures and word choices.
Needs Improvement/2 points: A provided text contains several awkward and unclear sentences. There are some problems with word choices.
Unacceptable/0 (zero): An author does not have apparent control over sentence structures and word choice.
Excellent/8 points: An essay’s content appears sophisticated and contains well-developed ideas.
Very Good/6 points: A paper’s content appears illustrative and balanced.
Average/4 points: A composition contains unbalanced content that requires more analysis.
Needs Improvement/2 points: A provided text contains a lot of research information without analysis or commentary.
Unacceptable/0 (zero): A complete document lacks relevant content and does not fit the thesis statement. Essay rubric rules are not followed.
Excellent/8 points: A submitted essay contains a clearly stated and focused thesis statement.
Very Good/6 points: A paper comprises a clearly stated argument. However, a particular focus would have been sharper.
Average/4 points: A thesis statement phrasing sounds simple and lacks complexity. An author does not word the thesis correctly.
Needs Improvement/2 points: A thesis statement requires a clear objective and does not fit the theme in a paper’s content.
Unacceptable/0 (zero): A thesis statement is not evident in an introduction paragraph.
Excellent/8 points: A submitted is clear and focused. An overall work holds a reader’s attention. Besides, relevant details and quotes enrich a thesis statement.
Very Good/6 points: A paper is mostly focused and contains a few useful details and quotes.
Average/4 points: An author begins a composition by defining an assigned topic. However, a particular development of ideas appears general.
Needs Improvement/2 points: An author fails to define an assigned topic well or focuses on several issues.
Unacceptable/0 (zero): A complete document lacks a clear sense of a purpose or thesis statement. Readers have to make suggestions based on sketchy or missing ideas to understand an intended meaning. Essay rubric requirements are missed.
Sentence Fluency
Excellent/8 points: A submitted essay has a natural flow, rhythm, and cadence. Its sentences are well-built and have a wide-ranging and robust structure that enhances reading.
Very Good/6 points: Presented ideas mostly flow and motivate a compelling reading.
Average/4 points: A composition hums along with a balanced beat but tends to be more businesslike than musical. Besides, a particular flow of ideas tends to become more mechanical than fluid.
Needs Improvement/2 points: A provided text appears irregular and hard to read.
Unacceptable/0 (zero): Readers have to go through a complete document several times to give this paper a fair interpretive reading.
Conventions
Excellent/8 points: An author demonstrates proper use of standard writing conventions, like spelling, punctuation, capitalization, grammar, usage, and paragraphing. A person also uses correct protocols in a way that improves an overall readability of an essay.
Very Good/6 points: An author demonstrates proper writing conventions and uses them correctly. One can read a paper with ease, and errors are rare. Few touch-ups can make a submitted composition ready for publishing.
Average/4 points: An author shows reasonable control over a short range of standard writing rules. A person also handles all the conventions and enhances readability. Writing errors in a presented composition tend to distract and impair legibility.
Needs Improvement/2 points: An author makes an effort to use various conventions, including spelling, punctuation, capitalization, grammar usage, and paragraphing. A provided text contains multiple errors.
Unacceptable/0 (zero): An author makes repetitive errors in spelling, punctuation, capitalization, grammar, usage, and paragraphing. Some mistakes distract readers and make it hard to understand discussed concepts. Essay rubric rules are not covered.
Presentation
Excellent/8 points: A particular form and presentation of a text enhance an overall readability of an essay and its flow of ideas.
Very Good/6 points: A chosen format has few mistakes and is easy to read.
Average/4 points: An author’s message is understandable in this format.
Needs Improvement/2 points: An author’s message is only comprehensible infrequently, and a provided text appears disorganized.
Unacceptable/0 (zero): Readers receive a distorted message due to difficulties connecting to a presentation of an entire text.
Final Grade: ___ .
Grading Scheme
- A+ = 60+ points
- F = less than 9
Differences in Education Levels
An overall quality of various types of texts changes at different education levels. In writing, an essay rubric works by providing a structured framework with specific criteria and performance levels to consistently evaluate and grade a finished paper. For instance, college students must write miscellaneous papers when compared to high school learners (Harrington et al., 2021). In this case, assessment criteria will change for these different education levels. For example, university and college compositions should have a debatable thesis statement with varying points of view (Mewburn et al., 2021). However, high school compositions should have simple phrases as thesis statements. Then, other requirements in a marking rubric will be more straightforward for high school students (DeVries, 2023). For Master’s and Ph.D. works, a writing criteria presented in a scoring evaluation should focus on examining a paper’s complexity. In turn, compositions for these two categories should have thesis statements that demonstrate a detailed analysis of defined topics that advance knowledge in a specific area of study.
Recommendations
When observing any essay rubric, people should remember to ensure clarity and specificity in each criterion and performance level. This clarity helps both an evaluator and a student to understand principal expectations and how a written document will be assessed (Ozfidan & Mitchell, 2022). Consistency in language and terminology across an essay rubric is crucial to avoid confusion and maintain fairness. Further on, it is essential to align a working scheme with learning objectives and goals of an essay’s assignment, ensuring all key components, such as thesis, content, organization, and grammar, are covered comprehensively (Stevens & Levi, 2023). Evaluators should also be aware of the weighting and scoring distribution, making sure they accurately reflect an actual importance of each criterion. Moreover, testing a rubric on sample essays before finalizing it can help to identify any mistakes or imbalances in scores. Essentially, providing concrete examples or descriptions for each performance level can guide students in understanding what is expected for each grade (Taylor et al., 2024). In turn, an essay rubric should be reviewed, revised, and updated after each educational year to remain relevant and aligned with current academic standards. Lastly, sharing and explaining grading assessment with students before they start their composition fosters transparency and helps them to put more of their efforts into meeting defined criteria, ultimately improving their writing and learning experience in general.
Common Mistakes
- Lack of Specificity: Descriptions for each criterion and performance level are too vague, leading to ambiguity and confusion for both graders and students.
- Overcomplicating a Rubric: Including too many criteria or overly complex descriptions that make a scoring assessment difficult to use effectively.
- Unbalanced Weighting: Assigning disproportionate number values to different criteria, which can mislead an overall assessment and not accurately reflect an actual importance of each component.
- Inconsistent Language: Using inconsistent terminology or descriptors across performance levels, which can confuse users and make a rubric less reliable.
- Not Aligning With Objectives: Failing to align a particular criteria and performance levels with specific goals and learning outcomes of an assignment.
- Omitting Key Components: Leaving out important criteria that are essential for evaluating a paper comprehensively, such as citations or a conclusion part.
- Lack of Examples: Not providing examples or concrete descriptions of what constitutes each performance level, making it harder for students to understand expectations.
- Ignoring Grammar and Mechanics: Overlooking an actual importance of grammar, spelling, and punctuation, which are crucial for clear and professional writing.
- Not Updating an Essay Rubric: Using outdated rubrics that do not reflect current educational standards or specific assignment needs.
- Insufficient Testing: Failing to test a grading scheme on some sample documents to ensure it effectively differentiates between levels of performance and provides fair assessments.
Essay rubrics help teachers, instructors, professors, and tutors to analyze an overall quality of compositions written by students. Basically, an assessment scheme makes an analysis process simple for lecturers, and it lists and organizes all of the criteria into one convenient paper. In other instances, students use such evaluation tools to improve their writing skills. However, they vary from one educational level to the other. Master’s and Ph.D. assessment schemes focus on examining complex thesis statements and other writing mechanics. However, high school grading criteria examine basic writing concepts. As such, the following are some of the tips that one must consider when preparing any rubric.
- Include all mechanics that relate to essay writing.
- Cover different requirements and their relevant grades.
- Follow clear and understandable statements.
DeVries, B. A. (2023). Literacy assessment and intervention for classroom teachers . Routledge.
Harrington, E. R., Lofgren, I. E., Gottschalk Druschke, C., Karraker, N. E., Reynolds, N., & McWilliams, S. R. (2021). Training graduate students in multiple genres of public and academic science writing: An assessment using an adaptable, interdisciplinary rubric. Frontiers in Environmental Science , 9 , 1–13. https://doi.org/10.3389/fenvs.2021.715409
Mewburn, I., Firth, K., & Lehmann, S. (2021). Level up your essays: How to get better grades at university . NewSouth.
Ozfidan, B., & Mitchell, C. (2022). Assessment of students’ argumentative writing: A rubric development. Journal of Ethnic and Cultural Studies , 9 (2), 121–133. https://doi.org/10.29333/ejecs/1064
Stevens, D. D., & Levi, A. (2023). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning . Routledge, Taylor & Francis Group.
Taylor, B., Kisby, F., & Reedy, A. (2024). Rubrics in higher education: An exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education , 1–11. https://doi.org/10.1080/02602938.2023.2299330
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Home > Resources > Academic essay rubric
Academic essay rubric
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment.
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- Author's Purpose Practice 1
- Author's Purpose Practice 2
- Author's Purpose Practice 3
- Fact and Opinion Practice 1
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- Fact and Opinion Practice 3
- Idioms Practice Test 1
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- Figurative Language Practice 1
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- Figurative Language of Edgar Allan Poe
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- Figurative Language of Shakespeare
- Genre Practice 1
- Genre Practice 2
- Genre Practice 3
- Genre Practice 4
- Genre Practice 5
- Genre Practice 6
- Genre Practice 7
- Genre Practice 8
- Genre Practice 9
- Genre Practice 10
- Irony Practice 1
- Irony Practice 2
- Irony Practice 3
- Making Inferences Practice 1
- Making Inferences Practice 2
- Making Inferences Practice 3
- Making Inferences Practice 4
- Making Inferences Practice 5
- Main Idea Practice 1
- Main Idea Practice 2
- Point of View Practice 1
- Point of View Practice 2
- Text Structure Practice 1
- Text Structure Practice 2
- Text Structure Practice 3
- Text Structure Practice 4
- Text Structure Practice 5
- Story Structure Practice 1
- Story Structure Practice 2
- Story Structure Practice 3
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43 comments.
I’m a teacher and I find very good materials here. I suggest it to everybody, particularly in education field.
Your materials are of great help. Thanks so much for helping other teachers with your knowledge and experience.
Seggie Mainawa
I am so happy about the information that you have been given. Thank you very much for the information.
Thank you so much sir! Its my first time as an online English teacher for primary level and I come across your site while groping for ideas on how and what to teach…Your site is really of great help and it is much appreciated. I learned a lot and this could help me improve on my teaching resources. Thank you so very much!!! More power and God bless!
This website is super helpful! Great resources for practicing.
Thank you for taking time to share all the resources. They are very helpful in many ways to students and to educators. I have visited it many times during my web search for various topics and I will continue visiting. Job well done to say the least!
I have used this site numerous times and find the worksheets and power points so perfectly crafted. You drive the points home, with clarity and ease of understanding.
jerusha gooden
Essay long about slavery and sugar plantion everything to do please help me need you about you need l want to ok
Thank you so much. It a great blessing to see them and have.them in my phone. Great blessings
I totally appreciate all your resources; saves me a lot of time. Thanks
Dear Sir, I am so happy to have found this site! It is quite comprehensive. I stumbled across it looking for help in tutoring English to elementary students and I find myself completing your worksheets just to stay sharp! Thank you for all your hard work. It is most appreciated.
Thank you for visiting and taking the time to comment!
BRAVO! I found your site when I was looking for parts of speech resources and am absolutely blown away. THANK YOU for this gift in ELA resources that are spot on and ready to use. I think this is the first site I have found that I can actually use the resource confidently without having to recreate the wheel on my own. I’ve been exploring for over an hour and am seriously ‘geeked out’ by everything. Bless you!
Thank you for the kind words. I’m glad you like the site. Please come back again!
Dominic Potter
Thank you so much,well appreciated.
Pru Claassen
Good day I require rubrics for Grade 8 and 9 English First Additional Language please… Essays as well as transactional writing.
What a gift — helping teachers teach. Praying that your generosity of spirit in sharing what you have created is multiplied hundred fold.
Your website is very generous with information.
Thank you! Ms Simmons
I was in search of such site for our teacher Dr Imran khan wants us to write a research paper in Linguistics
I want a resource about cause and effect essay and about compare and contrast essay but this site is actually awesome and I had a lot to do with this amazing site
Simple and accurate, thank you. Very useful to teach students.
Just want to say thank you. This website is truly a gem!!! So many fantastic resources all in one place – and all for free. I cannot thank you enough for your dedication. You have helped me many nights this past year as I have scrambled through my first year of teaching. All of your materials are straightforward, ready-for-use, and engaging for students. What more could I ask for??
That’s exactly what I was going for. Thank you for the kind words and for visiting my site. Best wishes!
Thank you very much for sharing these with us. It is very very helpful!
Thank you so much for these resources.They are so helpful..Can you please include one sample essay if possible. Thanks, Lavanya.
very interesting resource!
Thank you so much for the wonderful work that you are producing.
You are most welcome. Thank you for visiting.
Edward Elmer
I am a teacher with the Sacramento County Office of Education in Sacramento California. I just want to say how thankful I am for discovering your site. You have my utmost admiration for your material. Are you developing more in the future?
Thanks again, Edward Elmer
Thank you kindly.
I am working on more materially. This site is my life’s work. I will continue to update it and improve it as my time allows.
Thank you for the kind words.
Your web page is AWESOME! Thank you for sharing all these wonderful activities!!
You are most welcome. Thank you for visiting!
it is really good
gino coronado
i learned a lot upon browsing some of the sample of rubrics hope you can put as many sample you can have
I’m happy to hear it. I have more that I will add soon.
mr. morton, love you…not because you shared these great ws, but to see how amazingly your thinking and teaching is crystal clear.lucky your students must be and making big in life with LA skills accquired from a superb mentor like you. its just not only fun to teach but also to solve your sheets. thats the best part of it! 😉
I am honored by your comments.
I hope to return your kindness by continuing to add more content in the years to come.
Best wishes.
Very useful information loved teaching my students theme using your resources!! Thank you!!
Thank u so much for the resources, checking essay are quiet easy than before, this is such a great help for us teachers.
Wow!! What an incredible resource. Thank you very much.
thanks… helpful for my composition class!
ladymacbeth
Thanks for everything Mr. Morton. I am a high school teacher of both enthusiastic readers/writers, and very nonenthusiastic readers/writers. How nice to find your resources. I’m sure I will be able to entice even the most reluctant to do some writing with the help of your prompts. Thanks for sharing!
I’m happy to hear it. I’d love to add more writing resources soon.
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Rubric Design
Main navigation, articulating your assessment values.
Reading, commenting on, and then assigning a grade to a piece of student writing requires intense attention and difficult judgment calls. Some faculty dread “the stack.” Students may share the faculty’s dim view of writing assessment, perceiving it as highly subjective. They wonder why one faculty member values evidence and correctness before all else, while another seeks a vaguely defined originality.
Writing rubrics can help address the concerns of both faculty and students by making writing assessment more efficient, consistent, and public. Whether it is called a grading rubric, a grading sheet, or a scoring guide, a writing assignment rubric lists criteria by which the writing is graded.
Why create a writing rubric?
- It makes your tacit rhetorical knowledge explicit
- It articulates community- and discipline-specific standards of excellence
- It links the grade you give the assignment to the criteria
- It can make your grading more efficient, consistent, and fair as you can read and comment with your criteria in mind
- It can help you reverse engineer your course: once you have the rubrics created, you can align your readings, activities, and lectures with the rubrics to set your students up for success
- It can help your students produce writing that you look forward to reading
How to create a writing rubric
Create a rubric at the same time you create the assignment. It will help you explain to the students what your goals are for the assignment.
- Consider your purpose: do you need a rubric that addresses the standards for all the writing in the course? Or do you need to address the writing requirements and standards for just one assignment? Task-specific rubrics are written to help teachers assess individual assignments or genres, whereas generic rubrics are written to help teachers assess multiple assignments.
- Begin by listing the important qualities of the writing that will be produced in response to a particular assignment. It may be helpful to have several examples of excellent versions of the assignment in front of you: what writing elements do they all have in common? Among other things, these may include features of the argument, such as a main claim or thesis; use and presentation of sources, including visuals; and formatting guidelines such as the requirement of a works cited.
- Then consider how the criteria will be weighted in grading. Perhaps all criteria are equally important, or perhaps there are two or three that all students must achieve to earn a passing grade. Decide what best fits the class and requirements of the assignment.
Consider involving students in Steps 2 and 3. A class session devoted to developing a rubric can provoke many important discussions about the ways the features of the language serve the purpose of the writing. And when students themselves work to describe the writing they are expected to produce, they are more likely to achieve it.
At this point, you will need to decide if you want to create a holistic or an analytic rubric. There is much debate about these two approaches to assessment.
Comparing Holistic and Analytic Rubrics
Holistic scoring .
Holistic scoring aims to rate overall proficiency in a given student writing sample. It is often used in large-scale writing program assessment and impromptu classroom writing for diagnostic purposes.
General tenets to holistic scoring:
- Responding to drafts is part of evaluation
- Responses do not focus on grammar and mechanics during drafting and there is little correction
- Marginal comments are kept to 2-3 per page with summative comments at end
- End commentary attends to students’ overall performance across learning objectives as articulated in the assignment
- Response language aims to foster students’ self-assessment
Holistic rubrics emphasize what students do well and generally increase efficiency; they may also be more valid because scoring includes authentic, personal reaction of the reader. But holistic sores won’t tell a student how they’ve progressed relative to previous assignments and may be rater-dependent, reducing reliability. (For a summary of advantages and disadvantages of holistic scoring, see Becker, 2011, p. 116.)
Here is an example of a partial holistic rubric:
Summary meets all the criteria. The writer understands the article thoroughly. The main points in the article appear in the summary with all main points proportionately developed. The summary should be as comprehensive as possible and should be as comprehensive as possible and should read smoothly, with appropriate transitions between ideas. Sentences should be clear, without vagueness or ambiguity and without grammatical or mechanical errors.
A complete holistic rubric for a research paper (authored by Jonah Willihnganz) can be downloaded here.
Analytic Scoring
Analytic scoring makes explicit the contribution to the final grade of each element of writing. For example, an instructor may choose to give 30 points for an essay whose ideas are sufficiently complex, that marshals good reasons in support of a thesis, and whose argument is logical; and 20 points for well-constructed sentences and careful copy editing.
General tenets to analytic scoring:
- Reflect emphases in your teaching and communicate the learning goals for the course
- Emphasize student performance across criterion, which are established as central to the assignment in advance, usually on an assignment sheet
- Typically take a quantitative approach, providing a scaled set of points for each criterion
- Make the analytic framework available to students before they write
Advantages of an analytic rubric include ease of training raters and improved reliability. Meanwhile, writers often can more easily diagnose the strengths and weaknesses of their work. But analytic rubrics can be time-consuming to produce, and raters may judge the writing holistically anyway. Moreover, many readers believe that writing traits cannot be separated. (For a summary of the advantages and disadvantages of analytic scoring, see Becker, 2011, p. 115.)
For example, a partial analytic rubric for a single trait, “addresses a significant issue”:
- Excellent: Elegantly establishes the current problem, why it matters, to whom
- Above Average: Identifies the problem; explains why it matters and to whom
- Competent: Describes topic but relevance unclear or cursory
- Developing: Unclear issue and relevance
A complete analytic rubric for a research paper can be downloaded here. In WIM courses, this language should be revised to name specific disciplinary conventions.
Whichever type of rubric you write, your goal is to avoid pushing students into prescriptive formulas and limiting thinking (e.g., “each paragraph has five sentences”). By carefully describing the writing you want to read, you give students a clear target, and, as Ed White puts it, “describe the ongoing work of the class” (75).
Writing rubrics contribute meaningfully to the teaching of writing. Think of them as a coaching aide. In class and in conferences, you can use the language of the rubric to help you move past generic statements about what makes good writing good to statements about what constitutes success on the assignment and in the genre or discourse community. The rubric articulates what you are asking students to produce on the page; once that work is accomplished, you can turn your attention to explaining how students can achieve it.
Works Cited
Becker, Anthony. “Examining Rubrics Used to Measure Writing Performance in U.S. Intensive English Programs.” The CATESOL Journal 22.1 (2010/2011):113-30. Web.
White, Edward M. Teaching and Assessing Writing . Proquest Info and Learning, 1985. Print.
Further Resources
CCCC Committee on Assessment. “Writing Assessment: A Position Statement.” November 2006 (Revised March 2009). Conference on College Composition and Communication. Web.
Gallagher, Chris W. “Assess Locally, Validate Globally: Heuristics for Validating Local Writing Assessments.” Writing Program Administration 34.1 (2010): 10-32. Web.
Huot, Brian. (Re)Articulating Writing Assessment for Teaching and Learning. Logan: Utah State UP, 2002. Print.
Kelly-Reilly, Diane, and Peggy O’Neil, eds. Journal of Writing Assessment. Web.
McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.
O’Neill, Peggy, Cindy Moore, and Brian Huot. A Guide to College Writing Assessment . Logan: Utah State UP, 2009. Print.
Sommers, Nancy. Responding to Student Writers . Macmillan Higher Education, 2013.
Straub, Richard. “Responding, Really Responding to Other Students’ Writing.” The Subject is Writing: Essays by Teachers and Students. Ed. Wendy Bishop. Boynton/Cook, 1999. Web.
White, Edward M., and Cassie A. Wright. Assigning, Responding, Evaluating: A Writing Teacher’s Guide . 5th ed. Bedford/St. Martin’s, 2015. Print.
Essay Rubric
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About this printout
This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.
Teaching with this printout
More ideas to try.
Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.
- Routinely have students score peers’ essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer’s Comments section to add any praise, constructive criticism, or questions.
- Alter some expectations or add additional traits on the rubric as needed. Students’ needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
- After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
- Print this resource
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Want to follow step-by-step instructions for building your own rubric? Visit the Bok Center's ! |
Whenever we give feedback, it inevitably reflects our priorities and expectations about the assignment. In other words, we're using a rubric to choose which elements (e.g., right/wrong answer, work shown, thesis analysis, style, etc.) receive more or less feedback and what counts as a "good thesis" or a "less good thesis." When we evaluate student work, that is, we always have a rubric. The question is how consciously we’re applying it, whether we’re transparent with students about what it is, whether it’s aligned with what students are learning in our course, and whether we’re applying it consistently. The more we’re doing all of the following, the more consistent and equitable our feedback and grading will be:
Being conscious of your rubric ideally means having one written out, with explicit criteria and concrete features that describe more/less successful versions of each criterion. If you don't have a rubric written out, you can use this assignment prompt decoder for TFs & TAs to determine which elements and criteria should be the focus of your rubric.
Being transparent with students about your rubric means sharing it with them ahead of time and making sure they understand it. This assignment prompt decoder for students is designed to facilitate this discussion between students and instructors.
Aligning your rubric with your course means articulating the relationship between “this” assignment and the ones that scaffold up and build from it, which ideally involves giving students the chance to practice different elements of the assignment and get formative feedback before they’re asked to submit material that will be graded. For more ideas and advice on how this looks, see the " Formative Assignments " page at Gen Ed Writes.
Applying your rubric consistently means using a stable vocabulary when making your comments and keeping your feedback focused on the criteria in your rubric.
How to Build a Rubric
Rubrics and assignment prompts are two sides of a coin. If you’ve already created a prompt, you should have all of the information you need to make a rubric. Of course, it doesn’t always work out that way, and that itself turns out to be an advantage of making rubrics: it’s a great way to test whether your prompt is in fact communicating to students everything they need to know about the assignment they’ll be doing.
So what do students need to know? In general, assignment prompts boil down to a small number of common elements :
- Evidence and Analysis
- Style and Conventions
- Specific Guidelines
- Advice on Process
If an assignment prompt is clearly addressing each of these elements, then students know what they’re doing, why they’re doing it, and when/how/for whom they’re doing it. From the standpoint of a rubric, we can see how these elements correspond to the criteria for feedback:
1. Purpose | ||
2. Genre | Does it have a clear thesis (if it’s an expository essay)? Does it have method and results sections (if it’s a lab report)? | |
3. Evidence and Analysis | Does it use the kinds/number of sources laid out in the prompt? Does it stick to, or move beyond, summary (depending on whether it’s more of an analysis or a reconstruction of someone else’s argument)? | |
4. Audience | Is it appropriately aimed at scholars, peers, general readers, ... ? | |
5. Style and Conventions | MLA or APA? Clarity and proofreading etc. | |
6. Specific Guidelines | Submitted on time, to the designated folder, in the designated format? | |
7. Advice on process |
All of these criteria can be weighed and given feedback, and they’re all things that students can be taught and given opportunities to practice. That makes them good criteria for a rubric, and that in turn is why they belong in every assignment prompt.
Which leaves “purpose” and “advice on process.” These elements are, in a sense, the heart and engine of any assignment, but their role in a rubric will differ from assignment to assignment. Here are a couple of ways to think about each.
On the one hand, “purpose” is the rationale for how the other elements are working in an assignment, and so feedback on them adds up to feedback on the skills students are learning vis-a-vis the overall purpose. In that sense, separately grading whether students have achieved an assignment’s “purpose” can be tricky.
On the other hand, metacognitive components such as journals or cover letters or artist statements are a great way for students to tie work on their assignment to the broader (often future-oriented) reasons why they’ve been doing the assignment. Making this kind of component a small part of the overall grade, e.g., 5% and/or part of “specific guidelines,” can allow it to be a nudge toward a meaningful self-reflection for students on what they’ve been learning and how it might build toward other assignments or experiences.
Advice on process
As with “purpose,” “advice on process” often amounts to helping students break down an assignment into the elements they’ll get feedback on. In that sense, feedback on those steps is often more informal or aimed at giving students practice with skills or components that will be parts of the bigger assignment.
For those reasons, though, the kind of feedback we give students on smaller steps has its own (even if ungraded) rubric. For example, if a prompt asks students to propose a research question as part of the bigger project, they might get feedback on whether it can be answered by evidence, or whether it has a feasible scope, or who the audience for its findings might be. All of those criteria, in turn, could—and ideally would—later be part of the rubric for the graded project itself. Or perhaps students are submitting earlier, smaller components of an assignment for separate grades; or are expected to submit separate components all together at the end as a portfolio, perhaps together with a cover letter or artist statement .
Using Rubrics Effectively
In the same way that rubrics can facilitate the design phase of assignment, they can also facilitate the teaching and feedback phases, including of course grading. Here are a few ways this can work in a course:
Discuss the rubric ahead of time with your teaching team. Getting on the same page about what students will be doing and how different parts of the assignment fit together is, in effect, laying out what needs to happen in class and in section, both in terms of what students need to learn and practice, and how the coming days or weeks should be sequenced.
Share the rubric with your students ahead of time. For the same reason it's ideal for course heads to discuss rubrics with their teaching team, it’s ideal for the teaching team to discuss the rubric with students. Not only does the rubric lay out the different skills students will learn during an assignment and which skills are more or less important for that assignment, it means that the formative feedback they get along the way is more legible as getting practice on elements of the “bigger assignment.” To be sure, this can’t always happen. Rubrics aren’t always up and running at the beginning of an assignment, and sometimes they emerge more inductively during the feedback and grading process, as instructors take stock of what students have actually submitted. In both cases, later is better than never—there’s no need to make the perfect the enemy of the good. Circulating a rubric at the time you return student work can still be a valuable tool to help students see the relationship between the learning objectives and goals of the assignment and the feedback and grade they’ve received.
Discuss the rubric with your teaching team during the grading process. If your assignment has a rubric, it’s important to make sure that everyone who will be grading is able to use the rubric consistently. Most rubrics aren’t exhaustive—see the note above on rubrics that are “too specific”—and a great way to see how different graders are handling “real-life” scenarios for an assignment is to have the entire team grade a few samples (including examples that seem more representative of an “A” or a “B”) and compare everyone’s approaches. We suggest scheduling a grade-norming session for your teaching staff.
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Written by Arthur Russell
Just about every discussion of rubrics begins with a caveat: writing rubrics are not a substitute for writing instruction. Rubrics are tools for communicating grading criteria and assessing student progress. Rubrics take a variety of forms, from grids to checklists , and measure a range of writing tasks, from conceptual design to sentence-level considerations.
As with any assessment tool, a rubric’s effectiveness is entirely dependent upon its design and its deployment in the classroom. Whatever form rubrics take, the criteria for assessment must be legible to all students—if students cannot decipher our rubrics, they are not useful.
When effectively integrated with writing instruction, rubrics can help instructors clarify their own expectations for written work, isolate specific elements as targets of instruction, and provide meaningful feedback and coaching to students. Well-designed rubrics will draw program learning outcomes, assignment prompts, course instruction and assessment into alignment.
Starting Points
Course rubrics vs. assignment rubrics.
Instructors may choose to use a standard rubric for evaluating all written work completed in a course. Course rubrics provide instructors and students a shared language for communicating the values and expectations of written work over the course of an entire semester. Best practices suggest that establishing grading criteria with students well in advance helps instructors compose focused, revision-oriented feedback on drafts and final papers and better coach student writers. When deploying course rubrics in writing-intensive courses, consider using them to guide peer review and self-evaluation processes with students. The more often students work with established criteria, the more likely they are to respond to and incorporate feedback in future projects.
At the same time, not every assignment needs to assess every aspect of the writing process every time. Particularly early in the semester, instructors may develop assignment-specific rubrics that target one or two standards. Prioritizing a specific learning objective or writing process in an assignment rubric allows instructors to concentrate time spent on in-class writing instruction and encourages students to develop targeted aspects of their writing processes.
Developing Evaluation Criteria
- Establish clear categories. What specific learning objectives (i.e. critical and creative thinking, inquiry and analysis) and writing processes (i.e. summary, synthesis, source analysis, argument and response) are most critical to success for each assignment?
- Establish observable and measurable criteria of success. For example, consider what counts for “clarity” in written work. For a research paper, clarity might attend to purpose: a successful paper will have a well-defined purpose (thesis, takeaway), integrate and explain evidence to support all claims, and pay careful attention to purpose, context, and audience.
- Adopt student-friendly language. When using academic terminology and discipline-specific concepts, be sure to define and discuss these concepts with students. When in doubt , VALUE rubrics are excellent models of clearly defined learning objective and distinguishing criteria.
Sticking Points: Writing Rubrics in the Disciplines
Even the most carefully planned rubrics are not self-evident. The language we have adopted for writing assessment is itself a potential obstacle to student learning and success . What we count for “clarity” or “accuracy” or “insight” in academic writing, for instance, is likely shaped by our disciplinary expectations and measured by the standards of our respective fields. What counts for “good writing” is more subjective than our rubrics may suggest. Similarly, students arrive in our courses with their own understanding and experiences of academic writing that may or may not be reflected in our assignment prompts.
Defining the terms for success with students in class and in conference will go a long way toward bridging these gaps. We might even use rubrics as conversation starters, not only as an occasion to communicate our expectations for written work, but also as an opportunity to demystify the rhetorical contexts of discipline-specific writing with students.
Helpful Resources
For a short introduction to rubric design, the Creating Rubrics guide developed by Louise Pasternack (2014) for the Center for Teaching Excellence and Innovation is an excellent resource. The step-by-step tutorials developed by North Carolina State University and DePaul Teaching Commons are especially useful for instructors preparing rubrics from scratch. On the use of rubrics for writing instruction and assignments in particular, Heidi Andrade’s “Teaching with Rubrics: The Good, the Bad, and the Ugly” provides an instructive overview of the benefits and drawbacks of using rubrics. For a more in-depth introduction (with sample rubrics), Melzer and Bean’s “Using Rubrics to Develop and Apply Grading Criteria” in Engaging Ideas is essential reading.
Cited and Recommended Sources
- Andrade, Heidi Goodrich. “Teaching with Rubrics: The Good, the Bad, and the Ugly.” College Teaching , vol. 53, no. 1, 2005, pp. 27–30, http://www.jstor.org/stable/27559213
- Athon, Amanda. “Designing Rubrics to Foster Students’ Diverse Language Backgrounds.” Journal of Basic Writing , vol. 38, No.1, 2019, pp. 78–103, https://doi.org/10.37514/JBW-J.2019.38.1.05
- Bennett, Cary. “Assessment Rubrics: Thinking inside the Boxes.” Learning and Teaching: The International Journal of Higher Education in the Social Sciences , vol. 9, no. 1, 2016, pp. 50–72, http://www.jstor.org/stable/24718020
- Broad, Bob. What We Really Value: Beyond Rubrics in Teaching and Assessing Writing . University Press of Colorado, 2003. https://doi-org.proxy1.library.jhu.edu/10.2307/j.ctt46nxvm
- Melzer, Dan, and John C. Bean. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . 3rd ed., Jossey-Bass, 2021 (esp. pp. 253-277), https://ebookcentral-proquest-com.proxy1.library.jhu.edu/lib/jhu/detail.action?docID=6632622
- Pasternack, Louise. “Creating Rubrics,” The Innovative Instructor Blog , Center for Teaching Excellence and Innovation, Johns Hopkins University, 21 Nov. 2014.
- Reynders, G., et al. “Rubrics to assess critical thinking and information processing in undergraduate STEM courses.” International Journal of STEM Education vol. 7, no. 9, 2020. https://doi.org/10.1186/s40594-020-00208-5
- Turley, Eric D., and Chris W. Gallagher. “On the ‘Uses’ of Rubrics: Reframing the Great Rubric Debate.” The English Journal , vol. 97, no. 4, 2008, pp. 87–92, http://www.jstor.org/stable/30047253
- Wiggins, Grant. “The Constant Danger of Sacrificing Validity to Reliability: Making Writing Assessment Serve Writers.” Assessing Writing , vol. 1, no. 1, 1994, pp. 129-139, https://doi.org/10.1016/1075-2935(94)90008-6
Eberly Center
Teaching excellence & educational innovation, grading and performance rubrics, what are rubrics.
A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.
Advantages of Using Rubrics
Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment helps ensure that the instructor’s grading standards don’t change over time. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments. Finally, grading rubrics are invaluable in large courses that have multiple graders (other instructors, teaching assistants, etc.) because they can help ensure consistency across graders and reduce the systematic bias that can be introduced between graders.
Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.
Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.
Examples of Rubrics
Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.
Paper Assignments
- Example 1: Philosophy Paper This rubric was designed for student papers in a range of philosophy courses, CMU.
- Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology, CMU.
- Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU.
- Example 4: History Research Paper . This rubric was designed for essays and research papers in history, CMU.
- Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
- Example 2: Engineering Design Project This rubric describes performance standards on three aspects of a team project: Research and Design, Communication, and Team Work.
Oral Presentations
- Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU.
- Example 2: Oral Communication
- Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.
Class Participation/Contributions
- Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course, CMU.
- Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.
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Writing Rubrics
Samples of Basic, Expository, and Narrative Rubrics
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Rubric Basics
How to score a rubric, basic writing rubric, narrative writing rubric, expository writing rubric.
- M.S., Education, Buffalo State College
- B.S., Education, Buffalo State College
An easy way to evaluate student writing is to create a rubric . A rubric is a scoring guide that helps teachers evaluate student performance as well as a student product or project. A writing rubric allows you, as a teacher, to help students improve their writing skills by determining what areas they need help in.
To get started in creating a rubric, you must:
- Read through the students' writing assignment completely.
- Read each criterion on the rubric and then reread the assignment, this time focusing on each feature of the rubric .
- Circle the appropriate section for each criterion listed. This will help you score the assignment at the end.
- Give the writing assignment a final score.
To learn how to turn a four-point rubric into a letter grade, use the basic writing rubric below as an example. The four-point rubric uses four potential points the student can earn for each area, such as 1) strong, 2) developing, 3) emerging, and 4) beginning. To turn your rubric score into a letter grade, divide the points earned by the points possible.
Example: The student earns 18 out of 20 points. 18/20 = 90 percent; 90 percent = A
Suggested Point Scale :
88-100 = A 75-87 = B 62-74 = C 50-61 = D 0-50 = F
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Establishes a clear focus Uses descriptive language Provides relevant information Communicates creative ideas | Develops a focus Uses some descriptive language Details support idea Communicates original ideas | Attempts focus Ideas not fully developed | Lacks focus and development | ||
Establishes a strong beginning, middle, and end Demonstrates an orderly flow of ideas | Attempts an adequate introduction and ending Evidence of logical sequencing | Some evidence of a beginning, middle, and end Sequencing is attempted | Little or no organization Relies on single idea | ||
Uses effective language Uses high-level vocabulary Use of sentence variety | Diverse word choice Uses descriptive words Sentence variety | Limited word choice Basic sentence structure | No sense of sentence structure | ||
Few or no errors in: grammar, spelling, capitalization, punctuation | Some errors in: grammar, spelling, capitalization, punctuation | Has some difficulty in: grammar, spelling, capitalization, punctuation | Little or no evidence of correct grammar, spelling, capitalization or punctuation | ||
Easy to read Properly spaced Proper letter formation | Readable with some spacing/forming errors | Difficult to read due to spacing/forming letter | No evidence of spacing/forming letters |
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Skillfully combines story elements around main idea Focus on topic is profoundly clear | Combines story elements around main idea Focus on topic is clear | Story elements do not reveal a main idea Focus on topic is somewhat clear | There is no clear main idea Focus on topic is not clear | |
| Characters, plot, and setting are developed strongly Sensory details and narratives are skillfully evident | Characters, plot, and setting are developed Sensory details and narratives are evident | Characters, plot, and setting are minimally developed Attempts to use narratives and sensory details | Lacks development on characters, plot, and setting Fails to use sensory details and narratives |
Strong and engaging description Sequencing of details are effective and logical | Engaging description Adequate sequencing of details | Description needs some work Sequencing is limited | Description and sequencing needs major revision | |
Voice is expressive and confident | Voice is authentic | Voice is undefined | Writer's voice is not evident | |
Sentence structure enhances meaning | Purposeful use of sentence structure | Sentence structure is limited | No sense of sentence structure | |
A strong sense of writing conventions is apparent | Standard writing conventions is apparent | Grade level appropriate conventions | Limited use of appropriate conventions |
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Informative with clear focus and supporting details | Informative with clear focus | Focus needs to be expanded and supporting details are needed | Topic needs to be developed | |
Very well organized; easy to read | Has a beginning, middle, and end | Little organization; needs transitions | Organization is needed | |
Voice is confident throughout | Voice is confident | Voice is somewhat confident | Little to no voice; needs confidence | |
Nouns and verbs make essay informative | Use of nouns and verbs | Needs specific nouns and verbs; too general | Little to no use of specific nouns and verbs | |
Sentences flow throughout piece | Sentences mostly flow | Sentences need to flow | Sentences are difficult to read and do not flow | |
Zero errors | Few errors | Several errors | Many errors make it hard to read |
- Scoring Rubric for Students
- Sample Essay Rubric for Elementary Teachers
- Rubric Template Samples for Teachers
- 5 Types of Report Card Comments for Elementary Teachers
- 200 Report Card Comments
- Report Card Comments for Math
- Sample Report Card Comments for Social Studies
- Science Report Card Comments
- Report Card Comments for English Classes at School
- 5 Steps to Building a Student Portfolio
- Writing Prompts for Elementary School Students
- Writing a Lesson Plan: Closure and Context
- Grading for Proficiency in the World of 4.0 GPAs
- Writing Prompts for 7th Grade
- How to Write a Lesson Plan
- T.E.S.T. Season for Grades 7-12
- MyU : For Students, Faculty, and Staff
Writing Across the Curriculum
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- Designing and Using Rubrics
Grading rubrics (structured scoring guides) can make writing criteria more explicit, improving student performance and making valid and consistent grading easier for course instructors. This page provides an overview of rubric types and offers guidelines for their development and use.
Why use a rubric?
- Types of Rubrics
Guidelines for Creating a Writing Rubric
Additional Ways to Use Rubrics
- Downsides to Rubrics?
- Further Resources
While grading criteria can come in many forms—a checklist of requirements, a description of grade-level expectations, articulated standards, or a contract between instructor and students, to name but a few options—they often take the form of a rubric, a structured scoring guide.
Because of their flexibility, rubrics can provide several benefits for students and instructors:
- They make the grading criteria explicit to students by providing specific dimensions (e.g. thesis, organization, use of evidence. etc.), the performance-level descriptions for those dimensions, and the relative weight of those dimensions within the overall assignment.
- They can serve as guidelines and targets for students as they develop their writing, especially when the rubrics are distributed with the assignment.
- They can be used by faculty to coach and reinforce writing criteria in the class.
- They are useful for norming assessment and ensuring reliability and consistency among multiple graders, such as teaching assistants .
- They can help instructors to isolate specific features of student writing for praise or for instruction.
- They are very adaptable in form–from basic to complex—and can be used to assess minor and major assignments.
- They can be a data source for instructors to improve future teaching and learning.
What types of rubrics are there?
Rubrics come in many forms. Here are some of the key types, using terms introduced by John Bean (2011) , along with the advantages and disadvantages of rubric types, as detailed by the Center for Advanced Research on Language Acquisition (CARLA ).
Holistic Rubrics stress an overall evaluation of the work by creating single-score categories (letter or numeric). Holistic rubrics are often used in standardized assessments, such as Advanced Placement exams. Here is a sample of a holistic rubric .
Some potential benefits of holistic rubrics:
- They often save time by minimizing the number of decisions graders must make.
- Multiple graders (such as teaching assistants) who norm with holistic rubrics tend to apply them consistently, resulting in more reliable measurement.
- They are good for summative assessments that do not require additional feedback.
Some potential challenges of holistic rubrics:
- Unless space is provided for specific comments, they are less useful for offering specific feedback to learners about how to improve performance.
- They are not very useful for formative assessments , where the goal is to provide actionable feedback for the student.
Analytic Rubrics stress the weight of different criteria or traits, such as content, organization, use of conventions, etc. Most analytic rubrics are formatted as grids. Here is a sample of an analytic rubric .
Some potential benefits of analytic rubrics:
- They provide useful feedback to learners on specific areas of strength and weakness.
- Their dimensions can be weighted to reflect the relative importance of individual criteria on the assignment.
- They can show learners that they have made progress over time in some or all dimensions when the same rubric categories are used repeatedly ( Moskal, 2000 ).
Some potential challenges of analytic rubrics:
- As Tedick (2002) notes, "Separate scores for different aspects of a student’s writing or speaking performance may be considered artificial in that it does not give the teacher (or student) a good assessment of the ‘whole’ of a performance."
- They often take more time to create and use, and it can be challenging to name all the possible attributes that will signal success or failure on the assignment.
- Because there are more dimensions to score, it can take more time to norm and achieve reliability.
- Given evidence that graders tend to evaluate grammar-related categories more harshly than they do other categories ( McNamara, 1996 ), analytic rubrics containing a category for “grammar” may provide a negatively skewed picture of a learners' proficiency.
Generic Rubrics can take holistic or analytic forms. In generic rubrics, the grading criteria are generalized in such a way that the rubric can be used for multiple assignments and/or across multiple sections of courses. Here is a sample of a generic rubric .
Some potential benefits of generic rubrics:
- They can be applied to a number of different tasks across a single mode of communication (such as persuasion, analysis, oral presentation, etc.).
- They can be used repeatedly for assignments with fixed formats and genres (lab reports, technical memos, etc.).
- They may be useful in departments for collecting data about student performance across courses.
Some potential challenges of generic rubrics:
- They are not directly aligned with the language in the assignment prompt.
- They may reinforce a singular and reductive view of effective writing.
Task-Specific Rubrics closely align the grading criteria with the language and specifications in the assignment prompt. Here is a sample of a task-specific rubric .
Some potential benefits of task-specific rubrics:
- According to Walvoord (2014) , task-specific rubrics can be “credible and actionable for students because they involve faculty in their own disciplinary language, their own assignments, and their own criteria.”
- They emphasize the specificity of discipline and genre-based writing.
- They can be useful for both formative and summative feedback.
Some potential challenges of task-specific rubrics:
- They take some time to develop.
- They are not easily transferable to other assignments.
Step 1: Identify your grading criteria.
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What are the intended outcomes for the assignment? What do you want students to do or demonstrate? What are the primary dimensions (note: these are often referred to as “traits” or as “criteria”) that count in the evaluation? Try writing each one as a noun or noun phrase—for example, “Insights and ideas that are central to the assignment”; “Address of audience”; “Logic of organization”; “Integration of source materials.”
Suggestion: Try not to exceed more than ten total criteria. If you have too many criteria, you can make it challenging to distinguish among them, and you may be required to clarify, repeatedly, the distinctions for students (or for yourself!).
Step 2: Describe the levels of success for each criterion.
For each trait or criterion, consider a 2–4-point scale (e.g. strong, satisfactory, weak). For each point on the scale, describe the performance.
Suggestions : Either begin with optimum performances and then describe lower levels as less than (adequately, insufficiently, etc.) OR fully describe a baseline performance and then add values. To write an effective performance level for a criterion, describe in precise language what the text is doing successfully.
Effective grading criteria are…
- Explicit and well detailed, and leave little room for unstated assumptions.
Ineffective: Includes figures and graphs.
Effective: Includes figures that are legible and labeled accurately, and that illustrate data in a manner free from distortion.
- Focused on qualities, not components, segments, or sections.
Ineffective: Use the IMRAD structure.
Effective: Includes a materials and methods section that identify all components, technical standards, equipment, and methodological description such that a professional might reproduce the research.
- Address discrete features and try not to do too much.
Ineffective: Contains at least five sources.
Effective: Uses research from carefully vetted sources, presented with an in-text and terminal citation, to support assertions.
- Address observable characteristics of writing, not impressions of writer’s intent.
Ineffective: Does not use slang or jargon.
Effective: Uses language appropriate to fellow professionals and patient communication in context.
Step 3: Weight the criteria.
When criteria have been identified and performance-levels described, decisions should be made about their varying importance in relation to each other.
Suggestion: If you use a point-based grading system, consider using a range of points within performance levels, and make sure the points for each criterion reflect their relative value to one another. Rubrics without carefully determined and relative grade weights can often produce a final score that does not align with the instructor’s expectations for the score. Here is a sample of a rubric with a range of points within each performance level .
Step 4: Create a format for the rubric.
When the specific criteria and levels of success have been named and ranked, they can be sorted into a variety of formats and distributed with the assignment. The right format will depend on how and when you are using the rubric. Consider these three examples of an Anthropology rubric and how each format might be useful (or not), depending on the course context. [ Rubric 1 , Rubric 2 , Rubric 3 ]
Suggestion: Consider allowing space on the rubric to insert comments on each item and again at the end. Regardless of how well your rubric identifies, describes, and weighs the grading criteria, students will still appreciate and benefit from brief comments that personalize your assessment.
Step 5: Test (and refine) the rubric.
![wood_letter_stamps.jpg Assortment of random pile of wood letter steps.](https://wac.umn.edu/sites/wac.umn.edu/files/styles/folwell_third/public/2021-03/wood_letter_stamps.jpg?itok=wfxhWFpe)
Ideally, a rubric will be tested in advance of full implementation. A practical way to test the rubric is to apply it to a subset of student assignments. Even after you have tested and used the rubric, you will likely discover, as with the assignment prompt itself, that there are parts that need tweaking and refinement.
Suggestion: A peer review of the rubric before it gets used on an assignment will allow you to take stock of the questions, confusions, or issues students have about your rubric, so you can make timely and effective adjustments.
Beyond their value as formative and summative assessment tools, rubrics can be used to support teaching and learning in the classroom.
Here are three suggestions for additional uses:
- For in-class norming sessions with students—effective for discussing, clarifying, and reinforcing writing criteria;
- For constructing rubric criteria and values with students—most effective when students are quite familiar with the specific writing genre (e.g. capstone-level writing);
- For guiding a peer-review session
Any Downsides to Rubrics?
While many faculty members use rubrics, some resist them because they worry that rubrics are unable to accurately convey authentic and nuanced assessment. As Bob Broad (2003) argues, rubrics can leave out many of the rhetorical qualities and contexts that influence how well a work is received or not. Rubrics, Broad maintains, convey a temporary sense of standardization that does not capture the real ways that real readers respond in different ways to a given work. John Bean (2011) has also described this as the “myth of the universal reader” and the “problem of implied precision” (279). Of course, the alternative to using a rubric, such as providing a holistic grade with comments that justify the grade—still a common practice among instructors—is often labor-intensive and poses its own set of challenges when it comes to consistency with assessment across all students enrolled in a course. Ultimately, a rubric’s impact depends on the criteria on which it is built and the ways it is used.
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- What is ChatGPT and how does it work?
- Incorporating ChatGPT into Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
- Restricting ChatGPT Use in Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
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Assessment Rubrics
A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, or proficiency (i.e., "Exceeds Expectations" does xyz, "Meets Expectations" does only xy or yz, "Developing" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.
Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010).
Why use rubrics?
Rubrics help instructors:
Provide students with feedback that is clear, directed and focused on ways to improve learning.
Demystify assignment expectations so students can focus on the work instead of guessing "what the instructor wants."
Reduce time spent on grading and develop consistency in how you evaluate student learning across students and throughout a class.
Rubrics help students:
Focus their efforts on completing assignments in line with clearly set expectations.
Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.
Developing a Rubric
During the process of developing a rubric, instructors might:
Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.
Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.
Identify the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale (i.e., "Accomplished," "Emerging," "Beginning" for a developmental approach).
Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.
It can be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there! Also, do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or consider asking colleagues if they have developed rubrics for similar assignments.
Sample Rubrics
Examples of holistic and analytic rubrics : see Tables 2 & 3 in “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners” (Allen & Tanner, 2006)
Examples across assessment types : see “Creating and Using Rubrics,” Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation
“VALUE Rubrics” : see the Association of American Colleges and Universities set of free, downloadable rubrics, with foci including creative thinking, problem solving, and information literacy.
Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18. Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.
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ACT Writing Rubric: Full Analysis and Essay Strategies
ACT Writing
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What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements.
ACT Essay Grading: The Basics
If you've chosen to take the ACT Plus Writing , you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders , who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12.
The Complete ACT Grading Rubric
Based on ACT, Inc's stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website , and there's more general information about each of the domains here . The columns in this rubric are titled as per the ACT's own domain areas, with the addition of another category that I named ("Mastery Level").
demonstrate little or no skill in writing an argumentative essay. | The writer fails to generate an argument that responds intelligibly to the task. The writer's intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. | Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. | The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. | The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. | |
demonstrate weak or inconsistent skill in writing an argumentative essay | The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument's thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. | Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. | The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. | The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. | |
demonstrate some developing skill in writing an argumentative essay | The writer generates an argument that responds to multiple perspectives on the given issue. The argument's thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. | Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. | The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. | The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. | |
demonstrate adequate skill in writing an argumentative essay | The writer generates an argument that engages with multiple perspectives on the given issue. The argument's thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. | The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. | The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. | |
demonstrate well-developed skill in writing an argumentative essay | The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument's thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. | The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. | The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. | |
demonstrate effective skill in writing an argumentative essay | The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument's thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. | The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer's argument. Transitions between and within paragraphs strengthen the relationships among ideas. | The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. |
ACT Writing Rubric: Item-by-Item Breakdown
Whew. That rubric might be a little overwhelming—there's so much information to process! Below, I've broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like.
Ideas and Analysis
The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain:
Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.
Based on this description, I've extracted the three key things you need to do in your essay to score well in the Ideas and Analysis domain.
#1: Choose a perspective on this issue and state it clearly. #2: Compare at least one other perspective to the perspective you have chosen. #3: Demonstrate understanding of the ways the perspectives relate to one another. #4: Analyze the implications of each perspective you choose to discuss.
There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is.
Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the time of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to at least one other perspective by evaluating how correct the perspectives you discuss are and analyzing the implications of each perspective.
Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to another perspective, we do not recommend it. 40 minutes is already a pretty short time to discuss and compare multiple points of view in a thorough and coherent manner—coming up with new, clearly-articulated perspectives takes time that could be better spend devising a thorough analysis of the relationship between multiple perspectives.
To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided:
Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives.
Perspective One : What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people.
Perspective Two : Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.
Perspective Three : Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities.
First, in order to "clearly state your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective:
I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.
In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"):
Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best—think, create, and move the world forward.
Next, you must compare at least one other perspective to your perspective throughout your essay, including in your initial argument. Here's what a 3-scoring essay's argument would look like:
I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be.
And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like:
Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best—think, create, and move the world forward.
You also need to demonstrate a nuanced understanding of the way in which the two perspectives relate to each other. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would provide a more insightful context within which to consider the issue:
In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks.
Finally, to analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they're better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." By contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions."
- Choose a perspective that you can support.
- Compare at least one other perspective to the perspective you have chosen.
- Demonstrate understanding of the ways the perspectives relate to one another.
- Analyze the implications of each perspective you choose to discuss.
To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support.
Development and Support
Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]:
Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples . They help the reader understand their thinking about the issue.
"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone."
In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you're going to have to come up with reasons for why you agree with this perspective and examples that support your thinking.
Here's an example from an essay that would score a 3 in this domain:
Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly.
Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6:
Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly.
The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). To develop this example further (and incorporate the "This efficiency leads to a more prosperous and progressive world for everyone" facet of the perspective), I would need to expand my example to explain why it's so important that multiple copies of precisely replicated documents be available, and how this affects the world.
![essay rubric example body_theworld-1](https://blog.prepscholar.com/hs-fs/hubfs/body_theworld-1.jpg?width=377&name=body_theworld-1.jpg)
World Map - Abstract Acrylic by Nicolas Raymond , used under CC BY 2.0 /Resized from original.
Organization
Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website :
Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.
Making sure your essay is logically organized relates back to the "development" part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay.
Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is:
An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective analyzed would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay:
An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay:
In this example, the unifying idea is that machines are helpful (and it's mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together.
Here are my Top 5 ACT Writing Organization Rules to follow:
#1: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument
#2: When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow).
#3: Make sure that you unify your essay with one main idea . Do not switch arguments partway through your essay.
#4: Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write and can't make your handwriting any smaller and still legible, you can try using a paragraph symbol, ¶, at the beginning of each paragraph as a last resort to show the organization of your essay.
#5: Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen the relationships among ideas" ( source ). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument.
Language Use
The final domain on the ACT Writing rubric is Language Use and Conventions. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use:
Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively.
I tend to think of this as the "be a good writer" category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing.
There are three main parts of this domain:
#1: Grammar, Usage, and Mechanics #2: Sentence Structure #3: Vocabulary and Word Choice
I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice.
Grammar, Usage, and Mechanics
At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" ( ACT.org ). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop.
Here's an example from an essay that scored a 3 in Language Use:
Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over & over again without getting worse.
While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "&" in place of "and." Now take a look at an example from a 6-scoring essay:
Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality.
This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent.
Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know for the essay, the explanations of the grammar rules themselves are quite helpful.
Sentence Structure
Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like:
Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances.
The sentence structures in the above example are not particularly varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay:
Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy.
For whatever reason, I find that when I'm under time pressure, my sentences maintain variety in their structures but end up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as "supporting persons of the elderly persuasion" during a hastily written psychology paper. I've found the best ways to counteract this are as follows:
#1: Look over what you've written and change any weird wordings that you notice.
#2: If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you've written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself.
Vocabulary and Word Choice
The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected):
Machines are good at doing their jobs quickly and precisely.
Compare that to this sentence from a 6-scoring essay:
Machines excel at performing their jobs both quickly and precisely.
The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence:
"Machines are often instrumental in ramifying safety features."
The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand.
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How Do I Use the ACT Writing Grading Rubric?
Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep.
Use the ACT Writing Rubric To...Shape Your Essays
Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say!
Because I'm an Old™ (not actually trademarked), and because I'm from the East Coast, I didn't really know much about the ACT prior to starting my job at PrepScholar. People didn't really take it in my high school, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay ).
Basically, by reading this article, you're already doing better than high school me.
![essay rubric example body_portraitofthemusician](https://blog.prepscholar.com/hs-fs/hubfs/body_portraitofthemusician.jpg?width=445&name=body_portraitofthemusician.jpg)
An artist's impression of L. Staffaroni, age 16 (look, junior year was/is hard for everyone).
Use the ACT Writing Rubric To...Grade Your Practice Essays
The ACT can't really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website , but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint.
The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay . Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes.
If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform ? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Learn more about PrepScholar ACT Prep and our essay grading here!
What's Next?
Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step ? (Trick question: obviously you should do this.)
Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score , information about the best ACT Writing template , and advice on how to get a perfect score on the ACT essay .
Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform . Included in the platform are practice tests and practice essays graded by experts here at PrepScholar.
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Assessment and Curriculum Support Center
Creating and using rubrics.
Last Updated: 4 March 2024. Click here to view archived versions of this page.
On this page:
- What is a rubric?
- Why use a rubric?
- What are the parts of a rubric?
- Developing a rubric
- Sample rubrics
- Scoring rubric group orientation and calibration
- Suggestions for using rubrics in courses
- Equity-minded considerations for rubric development
- Tips for developing a rubric
- Additional resources & sources consulted
Note: The information and resources contained here serve only as a primers to the exciting and diverse perspectives in the field today. This page will be continually updated to reflect shared understandings of equity-minded theory and practice in learning assessment.
1. What is a rubric?
A rubric is an assessment tool often shaped like a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior.
There are two main types of rubrics:
Analytic Rubric : An analytic rubric specifies at least two characteristics to be assessed at each performance level and provides a separate score for each characteristic (e.g., a score on “formatting” and a score on “content development”).
- Advantages: provides more detailed feedback on student performance; promotes consistent scoring across students and between raters
- Disadvantages: more time consuming than applying a holistic rubric
- You want to see strengths and weaknesses.
- You want detailed feedback about student performance.
Holistic Rubric: A holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.
- Advantages: quick scoring; provides an overview of student achievement; efficient for large group scoring
- Disadvantages: does not provided detailed information; not diagnostic; may be difficult for scorers to decide on one overall score
- You want a quick snapshot of achievement.
- A single dimension is adequate to define quality.
2. Why use a rubric?
- A rubric creates a common framework and language for assessment.
- Complex products or behaviors can be examined efficiently.
- Well-trained reviewers apply the same criteria and standards.
- Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, “Did the student meet the criteria for level 5 of the rubric?” rather than “How well did this student do compared to other students?”
- Using rubrics can lead to substantive conversations among faculty.
- When faculty members collaborate to develop a rubric, it promotes shared expectations and grading practices.
Faculty members can use rubrics for program assessment. Examples:
The English Department collected essays from students in all sections of English 100. A random sample of essays was selected. A team of faculty members evaluated the essays by applying an analytic scoring rubric. Before applying the rubric, they “normed”–that is, they agreed on how to apply the rubric by scoring the same set of essays and discussing them until consensus was reached (see below: “6. Scoring rubric group orientation and calibration”). Biology laboratory instructors agreed to use a “Biology Lab Report Rubric” to grade students’ lab reports in all Biology lab sections, from 100- to 400-level. At the beginning of each semester, instructors met and discussed sample lab reports. They agreed on how to apply the rubric and their expectations for an “A,” “B,” “C,” etc., report in 100-level, 200-level, and 300- and 400-level lab sections. Every other year, a random sample of students’ lab reports are selected from 300- and 400-level sections. Each of those reports are then scored by a Biology professor. The score given by the course instructor is compared to the score given by the Biology professor. In addition, the scores are reported as part of the program’s assessment report. In this way, the program determines how well it is meeting its outcome, “Students will be able to write biology laboratory reports.”
3. What are the parts of a rubric?
Rubrics are composed of four basic parts. In its simplest form, the rubric includes:
- A task description . The outcome being assessed or instructions students received for an assignment.
- The characteristics to be rated (rows) . The skills, knowledge, and/or behavior to be demonstrated.
- Beginning, approaching, meeting, exceeding
- Emerging, developing, proficient, exemplary
- Novice, intermediate, intermediate high, advanced
- Beginning, striving, succeeding, soaring
- Also called a “performance description.” Explains what a student will have done to demonstrate they are at a given level of mastery for a given characteristic.
4. Developing a rubric
Step 1: Identify what you want to assess
Step 2: Identify the characteristics to be rated (rows). These are also called “dimensions.”
- Specify the skills, knowledge, and/or behaviors that you will be looking for.
- Limit the characteristics to those that are most important to the assessment.
Step 3: Identify the levels of mastery/scale (columns).
Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the “catch-all” category.
Step 4: Describe each level of mastery for each characteristic/dimension (cells).
- Describe the best work you could expect using these characteristics. This describes the top category.
- Describe an unacceptable product. This describes the lowest category.
- Develop descriptions of intermediate-level products for intermediate categories.
Important: Each description and each characteristic should be mutually exclusive.
Step 5: Test rubric.
- Apply the rubric to an assignment.
- Share with colleagues.
Tip: Faculty members often find it useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a “1” or “2” on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable), does not meet the minimum quality expectations. We encourage a standard setting session to set the score needed to meet expectations (also called a “cutscore”). Monica has posted materials from standard setting workshops, one offered on campus and the other at a national conference (includes speaker notes with the presentation slides). They may set their criteria for success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need to be taken.
Step 6: Discuss with colleagues. Review feedback and revise.
Important: When developing a rubric for program assessment, enlist the help of colleagues. Rubrics promote shared expectations and consistent grading practices which benefit faculty members and students in the program.
5. Sample rubrics
Rubrics are on our Rubric Bank page and in our Rubric Repository (Graduate Degree Programs) . More are available at the Assessment and Curriculum Support Center in Crawford Hall (hard copy).
These open as Word documents and are examples from outside UH.
- Group Participation (analytic rubric)
- Participation (holistic rubric)
- Design Project (analytic rubric)
- Critical Thinking (analytic rubric)
- Media and Design Elements (analytic rubric; portfolio)
- Writing (holistic rubric; portfolio)
6. Scoring rubric group orientation and calibration
When using a rubric for program assessment purposes, faculty members apply the rubric to pieces of student work (e.g., reports, oral presentations, design projects). To produce dependable scores, each faculty member needs to interpret the rubric in the same way. The process of training faculty members to apply the rubric is called “norming.” It’s a way to calibrate the faculty members so that scores are accurate and consistent across the faculty. Below are directions for an assessment coordinator carrying out this process.
Suggested materials for a scoring session:
- Copies of the rubric
- Copies of the “anchors”: pieces of student work that illustrate each level of mastery. Suggestion: have 6 anchor pieces (2 low, 2 middle, 2 high)
- Score sheets
- Extra pens, tape, post-its, paper clips, stapler, rubber bands, etc.
Hold the scoring session in a room that:
- Allows the scorers to spread out as they rate the student pieces
- Has a chalk or white board, smart board, or flip chart
- Describe the purpose of the activity, stressing how it fits into program assessment plans. Explain that the purpose is to assess the program, not individual students or faculty, and describe ethical guidelines, including respect for confidentiality and privacy.
- Describe the nature of the products that will be reviewed, briefly summarizing how they were obtained.
- Describe the scoring rubric and its categories. Explain how it was developed.
- Analytic: Explain that readers should rate each dimension of an analytic rubric separately, and they should apply the criteria without concern for how often each score (level of mastery) is used. Holistic: Explain that readers should assign the score or level of mastery that best describes the whole piece; some aspects of the piece may not appear in that score and that is okay. They should apply the criteria without concern for how often each score is used.
- Give each scorer a copy of several student products that are exemplars of different levels of performance. Ask each scorer to independently apply the rubric to each of these products, writing their ratings on a scrap sheet of paper.
- Once everyone is done, collect everyone’s ratings and display them so everyone can see the degree of agreement. This is often done on a blackboard, with each person in turn announcing his/her ratings as they are entered on the board. Alternatively, the facilitator could ask raters to raise their hands when their rating category is announced, making the extent of agreement very clear to everyone and making it very easy to identify raters who routinely give unusually high or low ratings.
- Guide the group in a discussion of their ratings. There will be differences. This discussion is important to establish standards. Attempt to reach consensus on the most appropriate rating for each of the products being examined by inviting people who gave different ratings to explain their judgments. Raters should be encouraged to explain by making explicit references to the rubric. Usually consensus is possible, but sometimes a split decision is developed, e.g., the group may agree that a product is a “3-4” split because it has elements of both categories. This is usually not a problem. You might allow the group to revise the rubric to clarify its use but avoid allowing the group to drift away from the rubric and learning outcome(s) being assessed.
- Once the group is comfortable with how the rubric is applied, the rating begins. Explain how to record ratings using the score sheet and explain the procedures. Reviewers begin scoring.
- Are results sufficiently reliable?
- What do the results mean? Are we satisfied with the extent of students’ learning?
- Who needs to know the results?
- What are the implications of the results for curriculum, pedagogy, or student support services?
- How might the assessment process, itself, be improved?
7. Suggestions for using rubrics in courses
- Use the rubric to grade student work. Hand out the rubric with the assignment so students will know your expectations and how they’ll be graded. This should help students master your learning outcomes by guiding their work in appropriate directions.
- Use a rubric for grading student work and return the rubric with the grading on it. Faculty save time writing extensive comments; they just circle or highlight relevant segments of the rubric. Some faculty members include room for additional comments on the rubric page, either within each section or at the end.
- Develop a rubric with your students for an assignment or group project. Students can the monitor themselves and their peers using agreed-upon criteria that they helped develop. Many faculty members find that students will create higher standards for themselves than faculty members would impose on them.
- Have students apply your rubric to sample products before they create their own. Faculty members report that students are quite accurate when doing this, and this process should help them evaluate their own projects as they are being developed. The ability to evaluate, edit, and improve draft documents is an important skill.
- Have students exchange paper drafts and give peer feedback using the rubric. Then, give students a few days to revise before submitting the final draft to you. You might also require that they turn in the draft and peer-scored rubric with their final paper.
- Have students self-assess their products using the rubric and hand in their self-assessment with the product; then, faculty members and students can compare self- and faculty-generated evaluations.
8. Equity-minded considerations for rubric development
Ensure transparency by making rubric criteria public, explicit, and accessible
Transparency is a core tenet of equity-minded assessment practice. Students should know and understand how they are being evaluated as early as possible.
- Ensure the rubric is publicly available & easily accessible. We recommend publishing on your program or department website.
- Have course instructors introduce and use the program rubric in their own courses. Instructors should explain to students connections between the rubric criteria and the course and program SLOs.
- Write rubric criteria using student-focused and culturally-relevant language to ensure students understand the rubric’s purpose, the expectations it sets, and how criteria will be applied in assessing their work.
- For example, instructors can provide annotated examples of student work using the rubric language as a resource for students.
Meaningfully involve students and engage multiple perspectives
Rubrics created by faculty alone risk perpetuating unseen biases as the evaluation criteria used will inherently reflect faculty perspectives, values, and assumptions. Including students and other stakeholders in developing criteria helps to ensure performance expectations are aligned between faculty, students, and community members. Additional perspectives to be engaged might include community members, alumni, co-curricular faculty/staff, field supervisors, potential employers, or current professionals. Consider the following strategies to meaningfully involve students and engage multiple perspectives:
- Have students read each evaluation criteria and talk out loud about what they think it means. This will allow you to identify what language is clear and where there is still confusion.
- Ask students to use their language to interpret the rubric and provide a student version of the rubric.
- If you use this strategy, it is essential to create an inclusive environment where students and faculty have equal opportunity to provide input.
- Be sure to incorporate feedback from faculty and instructors who teach diverse courses, levels, and in different sub-disciplinary topics. Faculty and instructors who teach introductory courses have valuable experiences and perspectives that may differ from those who teach higher-level courses.
- Engage multiple perspectives including co-curricular faculty/staff, alumni, potential employers, and community members for feedback on evaluation criteria and rubric language. This will ensure evaluation criteria reflect what is important for all stakeholders.
- Elevate historically silenced voices in discussions on rubric development. Ensure stakeholders from historically underrepresented communities have their voices heard and valued.
Honor students’ strengths in performance descriptions
When describing students’ performance at different levels of mastery, use language that describes what students can do rather than what they cannot do. For example:
- Instead of: Students cannot make coherent arguments consistently.
- Use: Students can make coherent arguments occasionally.
9. Tips for developing a rubric
- Find and adapt an existing rubric! It is rare to find a rubric that is exactly right for your situation, but you can adapt an already existing rubric that has worked well for others and save a great deal of time. A faculty member in your program may already have a good one.
- Evaluate the rubric . Ask yourself: A) Does the rubric relate to the outcome(s) being assessed? (If yes, success!) B) Does it address anything extraneous? (If yes, delete.) C) Is the rubric useful, feasible, manageable, and practical? (If yes, find multiple ways to use the rubric: program assessment, assignment grading, peer review, student self assessment.)
- Collect samples of student work that exemplify each point on the scale or level. A rubric will not be meaningful to students or colleagues until the anchors/benchmarks/exemplars are available.
- Expect to revise.
- When you have a good rubric, SHARE IT!
10. Additional resources & sources consulted:
Rubric examples:
- Rubrics primarily for undergraduate outcomes and programs
- Rubric repository for graduate degree programs
Workshop presentation slides and handouts:
- Workshop handout (Word document)
- How to Use a Rubric for Program Assessment (2010)
- Techniques for Using Rubrics in Program Assessment by guest speaker Dannelle Stevens (2010)
- Rubrics: Save Grading Time & Engage Students in Learning by guest speaker Dannelle Stevens (2009)
- Rubric Library , Institutional Research, Assessment & Planning, California State University-Fresno
- The Basics of Rubrics [PDF], Schreyer Institute, Penn State
- Creating Rubrics , Teaching Methods and Management, TeacherVision
- Allen, Mary – University of Hawai’i at Manoa Spring 2008 Assessment Workshops, May 13-14, 2008 [available at the Assessment and Curriculum Support Center]
- Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation , 7(25).
- NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills . [PDF] (June 2005)
Contributors: Monica Stitt-Bergh, Ph.D., TJ Buckley, Yao Z. Hill Ph.D.
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Rubric Best Practices, Examples, and Templates. A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects ...
Try this rubric to make student expectations clear and end-of-project assessment easier. Learn more: Free Technology for Teachers. 100-Point Essay Rubric. Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points. Learn more: Learn for Your Life. Drama ...
Essay Rubric Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay. Traits 4 3 2 1 Focus & Details There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
Graded rubrics are also a great map for the revision process and can show you where your strengths and weaknesses lie in writing. Studying rubrics can even make you a stronger writer. By considering the qualities that make up a strong essay, you can work to master the different areas and continually improve your writing. Essay rubric example
1. Define Clear Criteria. Identify specific aspects of writing to evaluate. Be clear and precise. The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.
An essay rubric refers to a way for teachers to assess students' composition writing skills and abilities. Basically, an evaluation scheme provides specific criteria to grade assignments. Moreover, the three basic elements of an essay rubric are criteria, performance levels, and descriptors. In this case, teachers use assessment guidelines to ...
An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' writing. Below are two types of rubrics for essays.
It is a sample rubric that needs to be edited to reflect the specifics of a. particular assignment. Students can self-assess using the rubric as a checklist before. submitting their assignment. This sample rubric can also be found under the Turnitin tool in. Edit the assignment requirements column, performance level descriptions in each box, and.
Essay Writing Rubrics. Here are some essay writing rubrics to help you get started grading your students' essays. You will probably have to customize these rubrics to meet your goals and standards, but these should give you a decent place to start. Persuasive Essay Rubric 1 - This rubric mainly covers the structure of the essay: attention ...
For example, an instructor may choose to give 30 points for an essay whose ideas are sufficiently complex, that marshals good reasons in support of a thesis, and whose argument is logical; and 20 points for well-constructed sentences and careful copy editing. ... For example, a partial analytic rubric for a single trait, "addresses a ...
In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology. After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs ...
Most rubrics aren't exhaustive—see the note above on rubrics that are "too specific"—and a great way to see how different graders are handling "real-life" scenarios for an assignment is to have the entire team grade a few samples (including examples that seem more representative of an "A" or a "B") and compare everyone's ...
Rubrics take a variety of forms, from grids to checklists, and measure a range of writing tasks, from conceptual design to sentence-level considerations. As with any assessment tool, a rubric's effectiveness is entirely dependent upon its design and its deployment in the classroom. Whatever form rubrics take, the criteria for assessment must ...
This rubric was designed for essays and research papers in history (Carnegie Mellon). Projects. Example 1: Capstone Project in Design This rubric describes the components and standards of performance from the research phase to the final presentation for a senior capstone project in design (Carnegie Mellon).
Holistic scoring is a quick method of evaluating a composition based on the reader's general impression of the overall quality of the writing—you can generally read a student's composition and assign a score to it in two or three minutes. Holistic scoring is usually based on a scale of 0-4, 0-5, or 0-6.
Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology, CMU. Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU. Example 4: History Research Paper. This rubric was designed for essays and research papers in history, CMU.
Generic Rubric for Practice. The essay is unclear with no organization. The main points of the essay are ambiguous. Writing has minimal organization and a basic thesis statement. Writing follows a logical organization, but sometimes drifts from the thesis. Writing is clear, logical, and very organized around a developed thesis.
The four-point rubric uses four potential points the student can earn for each area, such as 1) strong, 2) developing, 3) emerging, and 4) beginning. To turn your rubric score into a letter grade, divide the points earned by the points possible. Example: The student earns 18 out of 20 points. 18/20 = 90 percent; 90 percent = A.
Needs Work. Title, Introduction, Conclusion. Title includes both subject and a hint about the thesis or point of view; engaging introduction that prepares the reader accurately for the body paragraphs; thought-provoking or interesting conclusion that ties everything back together and takes the thesis further. Most but not all of the qualities ...
Rubric Examples. Rubrics are a valuable tool to speed up grading and clarify expectations. Browse our rubric examples for subjects like art, social studies, and math, as well as skills like ...
Here is a sample of a rubric with a range of points within each performance level. Step 4: Create a format for the rubric. When the specific criteria and levels of success have been named and ranked, they can be sorted into a variety of formats and distributed with the assignment. The right format will depend on how and when you are using the ...
The essay highlights examples supporting the prompt, self-insight, genuine, addressing the prompt •Essay didn't include any examples to support essay • support the promptEssay didn't come across as unique or genuine and specific to the individual • No personal insight . Essay included someexamples (maybe gave 1) to • A few sentences ...
Assessment Rubrics. A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations.
Example 1 - Research Paper Rubric. Characteristics to note in the rubric: Language is descriptive, not evaluative. Labels for degrees of success are descriptive ("Expert" "Proficient", etc.); by avoiding the use of letters representing grades or numbers representing points, there is no implied contract that qualities of the paper will ...
Whew. That rubric might be a little overwhelming—there's so much information to process! Below, I've broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like. Ideas and Analysis. The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself.
A random sample of essays was selected. A team of faculty members evaluated the essays by applying an analytic scoring rubric. Before applying the rubric, they "normed"-that is, they agreed on how to apply the rubric by scoring the same set of essays and discussing them until consensus was reached (see below: "6.