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Rubric for Rubrics
This rubric will be used to evaluate your rubric. This rubric was adapted from "Creating & Recognizing Quality Rubrics" by Educational Testing Service.
Rubric Code:
ZX56B86
By
cdryden
Ready to use
Public Rubric
Subject:
(General)
Type:
Assessment
Grade Levels:
Undergraduate
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Rubric for Rubrics
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Exemplary
4 pts
Accomplished
3 pts
Developing
2 pts
Beginning
1 pts
Covers the Right Content
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Exemplary
The content of the rubric aligns directly with the content standards/ learning targets it is intended to assess.
Accomplished
Some features don’t align well with the content standards/learning targets it is intended to assess.
Developing
The rubric doesn’t seem to align with the content standards/learning targets it is intended to assess.
Beginning
No standards or learning targets are provided in rubric.
Aspects are Well Organized
Enter description
Exemplary
The rubric is divided into easily understandable aspects as needed. The number of criteria reflects the complexity of the learning target.
Accomplished
The number of aspects need to be adjusted a little: either a single aspect should be made into two aspects, or two aspects should be combined.
Developing
The rubric is holistic when an analytic one is better suited to the intended use or learning targets to be assessed; or the rubric is an endless list of everything; there is no organization; the rubric looks like a brainstormed list.
Beginning
The rubric has a mix of holistic and analytic components. It needs to be re-organized to fit either a holistic or analytic format.
Details of Aspects
Enter description
Exemplary
The details that are used to describe aspects go together; you can see how they are facets of the same aspect.
Accomplished
Some details that are used to describe aspects are in the wrong aspect, but most are placed correctly.
Developing
The rubric seems “mixed up”—descriptors that go together don’t seem to be placed together. Things that are different are put together.
Beginning
Details for the aspects are limited.
Aspect Descriptors
Exemplary
The aspects are independent. Each important feature that contributes to quality work appears in only one place in the rubric.
Accomplished
Although there are instances when the same feature is included in more than one aspect, the aspect structure holds up pretty well.
Developing
Descriptors of quality work are represented redundantly in more than one criterion to the extent that the aspects are really not covering different things.
Beginning
Descriptor for the aspect is unclear.
Number of levels (columns)
Exemplary
The number of levels of quality used in the rating scale makes sense. There are enough levels to be able to show student progress, but not so many levels that it is impossible to distinguish among them.
Accomplished
It may be useful to create more levels to make finer distinctions in student progress, or to merge levels to suit the rubric’s intended use. The number of levels could be adjusted easily.
Developing
The number of levels is not appropriate for the learning target being assessed or intended use. There are so many levels it is impossible to reliably distinguish between them, or too few to make important distinctions. It would take major work to fix the problem.
Beginning
Levels seem confusing or out of order.
Criteria Definitions
Exemplary
There is enough descriptive detail in the form of concrete indicators, adjectives, and descriptive phrases that allow you to match a student performance to the “right” score.
Accomplished
There is some attempt to define terms and include descriptors, but some key ideas are fuzzy in meaning.
Developing
Wording of the criteria levels, if present, is vague or confusing.
You find yourself saying such things as, “I’m confused,” or “I don’t have any idea what this means.” Or, the only way to distinguish levels is with words such as extremely, very, some, little, and none; or completely, substantially, fairly well, little, and not at all.
Beginning
Wording of the criteria is absent. Just a word or two is used.
Criteria Wording
Exemplary
Wording is descriptive, not evaluative.
Accomplished
Wording is mostly descriptive of the work, but there are a few instances of evaluative labels.
Developing
Wording tends to be evaluative rather than descriptive of the work; e.g., work is “mediocre,” “above average,” or “clever.”
Beginning
N/A
Subjects:
(General)
Types:
Assessment
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