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Rubrics:
When? Why? How?

Connecting the Pieces
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PRODUCED BY:
Saskatchewan Professional
Development Unit
Acknowledgements
I would like to thank the following people for their assistance and guidance in the planning and
production of this document:
Jane Macleod, Saskatchewan Professional Development Unit
Assessment and Evaluation Unit, Saskatchewan Learning
Writer/Developer, Cheryl Erlandson, Saskatchewan Professional Development Unit
Design/Layout: Desktop Publishing Department, Saskatchewan Teachers Federation

Table of Contents
Introduction ....................................................................2
What Are Rubrics? ..............................................................3
Holistic Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Analytical Rubric for Data Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Why Use Rubrics? ..............................................................7
How Could I Use Rubrics? .....................................................9
Where Can I Find Rubrics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
How Do I Develop A Rubric? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Rubric Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Sample Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Persuasive Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Collaborative Work Skills Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
How Do I Use Rubrics In Grading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Problem Solving Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unweighted Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Weighted Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Reference List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Rubrics: When? Why? How? 1

Introduction
This document has been written in response to teacher interest in gaining increased understanding of
the use of a variety of assessment methods. Connecting the Pieces encompasses a series of three
documents focused on assisting teachers in developing a repertoire of skills in authentic assessment:
Performance Assessments: A Wealth of Opportunities; Portfolios: More Than Just a File Folder; and Rubrics:
When? Why? How?
Each of the documents in the series is designed to present literature based information on the
assessment method, provide a framework for assisting teachers in putting the topic into practice, and
provide teachers with concrete examples of the method under discussion.
Throughout the document, teachers are invited to clarify their understandings and connect the ideas
presented to their own practice. These opportunities are indicated by the puzzle piece graphic.
fol ios
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Perf Tasks
2 Rubrics: When? Why? How?

What Are Rubrics?
From the perspective of student assessment and evaluation, a rubric is simply a scoring guide for
evaluating student work. A rubric lists the important criteria on which a product or a performance will
be judged and specifies the levels of quality for each of those criteria. As the educational community has
become increasingly interested in the use of assessment to support the learning process, rubrics have
become instrumental in informing students about what counts in completing a particular task. Rubrics
clarify learning goals and outcomes for students and support them in making choices and decisions with
respect to improving the quality of their work (Andrade, 2000; Montgomery, 2000; Jamison, 1999;
Popham, 1997).
Whenever students are asked to demonstrate their ability to carry out a particular skill or to create a
certain product, teachers have expectations of quality they use to assess that work. In some cases, these
expectations are shared with the students, but at times, students are not clear on exactly what is expected
of them. Rubrics make explicit to students, teachers and parents the criteria on which products and
performances will be judged. Rubrics can provide a framework for teachers to evaluate the complex
skills, products, and performances integral to the Core Curriculum in Saskatchewan.
Rubrics are criterion-referenced tools. That is, they are used to evaluate student performance against a
standard of mastery, not just to compare students. When the criteria are accurately delineated, a rubric
has the capability of providing a fair, reliable, and valid method of measurement. Of course, the
reliability and validity of the tool depends very much on how well the rubric developer was able to
identify the important criteria and then differentiate between the levels of performance that could be
expected from a particular group of students along those criteria.
There are two types of rubricsholistic and analytical. A holistic rubric (see p.4) provides a guide to
scoring a product or performance on the basis of the overall impression it creates and the effectiveness of
the work as a whole. An analytical rubric (see p.5) breaks down a product or performance into its
essential features and then describes levels of performance relative to each of those features or criteria.
The power of the analytical rubric is that it provides detailed information to students, teachers and
parents on individual student strengths and areas for improvement.
Whether holistic or analytical, rubrics should:
contain the essential criteria (traits, qualities, descriptors) by which a product or a

performance is judged.
describe clearly observable features of the product or performance that focus, as much as
possible, on what the student response demonstrates, rather than what is missing.
use descriptive rather than comparative language to make distinctions.
clearly differentiate levels of performance with each level containing parallel criteria or
descriptions.
be based on a wide range of exemplars or work samples so that all potential products or
performances, for a particular group of students, would fit within the rubric.
focus on the purpose and impact of the work in addition to content and appearance.
(Volk, 2002; McTighe & Wiggins, 1998)

Sample Holistic Writing Rubric
5/5 Ideas are insightful and well considered. This writing has a strong central focus and is well
organized. The organizational pattern is interesting, perhaps original, and provides the piece with
an introduction which hooks the reader and carries the piece through to a satisfying conclusion.
The writer has chosen appropriate details and established a definite point of view. Sentences are
clear and varied. Word choices are vivid. The writers voice and tone consistently sustain the
readers interest. If there are errors in mechanics, they are the result of the student taking a risk
with more complex or original aspects of writing.
4/5 Ideas are thoughtful and clear. This writing has a clear and recognizable focus. A standard
organizational pattern is used, with clear introduction, transitions, and conclusion. A point of
view is established and a sense of audience is clear. The writer has used appropriate details, clear
and correct sentence structures, and specific word choices. The writers voice and tone maintain
the readers interest. The few errors in mechanics do not impede communication or annoy the
reader unduly.
3/5 Ideas are straightforward and clear. This piece of writing has a recognizable focus, though there
may be superfluous information provided. The organizational pattern used is clear and includes a
basic introduction and conclusion though it may be formulaic or repetitive. The point of view is
clear and consistent. The word choices and sentence structures are clear but not imaginative.
The writers voice and tone establish, but may not maintain, the readers interest. The mechanics
show less effort and attention to proofreading than needed.
2/5 Ideas are limited and overgeneralized but discernible. This piece of writing has an inconsistent or
meandering focus. It is underdeveloped and lacks clear organization. Incorrect or missing
transitions make it difficult to follow. There may be an introduction without a conclusion, or the
reverse, a conclusion with no introduction. The point of view is unclear and there are frequent
shifts in tense and person. The writer exhibits superficial and/or minimal awareness of the reader.
Mechanical errors interfere with the readers understanding and pleasure.
1/5 Ideas are elementary and may not be clear. This piece of writing lacks focus and coherence. The
organizational pattern and development of the topic are confusing. Point of view may shift in a
confusing way. Mechanical errors are abundant and interfere with understanding. The piece must
be read several times to make sense of it. Awareness of the reader is not apparent.
(From Saskatchewan Learning (1998), English Language Arts 20: A Curriculum Guide for the Secondary
Level).

Analytical Rubric for Data Management
Criteria 4 3 2 1
Displaying Labels and Titles Graph is titled
appropriately. All
Graph is titled
appropriately. Most
Graph is not titled.
Some labels are
Graph is not titled.
Most labels are
and labels are correct
and properly placed.
labels are correct
and properly placed.
correct and properly
placed.
incorrect and
improperly placed.
Organizing Proportions All of the numerical Most of the Some of the numeri- Some of the numeri-
data is correct and numerical data is cal data is correct cal data is correct
(Numerical, the graph is propor- correct and the graph and the graph appears and the graph appears
Geometrical) tional to the data. is proportional to the mostly proportional somewhat propor-
Graph appears data. Graph appears to the data. Graph tional to the data.
proportionally proportionally appears mostly Graph is not propor-
without bias. without bias. proportional with a tioned and contains a
small degree of bias. glaring bias.
Visual Presentation Graph displays Graph displays Graph displays Graph displays no
appropriate use of appropriate use of colour or patterns colour, or patterns
colour or patterns colour or patterns and labels, they are or labels. Graph is
and labels. Graph is and labels. Neatness not used in an not neat.
very neat in could be improved. appropriate way.
appearance. Neatness needs
much improvement.
Summarizing Patterns and Clearly states the

trends or patterns.
States the trends or
patterns. Apparent
Somewhat states the
trends or patterns.
Patterns and trends
unclear. Little or no
Trends
and Very apparent that
understanding of the
meaning of data has
Unclear
meaning of the data
Interpreting meaning of data has
been reached. Goes
been reached. meaning of data. collected.
beyond just summar-

izing and interpreting
to synthesis of the
data.
Measures of Correctly displays all Displays all measures Displays all measures Displays one or two
measures of central of central tendency, of central tendency, of the measures of
Central Tendency tendency. but one of the but two of the central tendency.
measures is measures are
incorrect. incorrect.
Prediction Clearly and Explained how the Somewhat explained Difficulty in

thoroughly explained prediction compared how the prediction explaining how the
how the prediction to actual data compared to actual prediction compared
compared to actual collected. data collected. to actual data
data collected. collected.
Explanation of Clearly and Explains why they Somewhat explains Difficulty in

thoughtfully explains displayed data in the why they displayed explaining why they
Method why they displayed way they did. data in the way they displayed data in the
data in the way they Explains if the data did. Somewhat way they did.
did. Clearly explains had any bias in it or explains if the data Difficulty explaining if
if the data had any why it was bias free. had any bias in it or the data had any bias
bias in it or why it why it was bias free. in it or why it was
was bias free. bias free.
Mechanics Spelling No spelling mistakes. A few spelling

mistakes.
Some spelling
mistakes.
Frequent spelling
mistakes.
Grammar No grammatical A few grammatical Some grammatical Frequent

errors. errors. errors, that do not grammatical errors
significantly affect which significantly
meaning. affect meaning.
Mathematical Confidently uses and Uses and Somewhat uses and Inappropriately uses
Terminology understands the understands the understands the and has difficulty
mathematical mathematical mathematical understanding the
terminology in this terminology in this terminology in this mathematical
Module. Module. Module. terminology in this
Module.
(Cote (2001), Rubric for Evaluating Reports/Presentation)

What are some of the products or performances I currently use in my classroom for
which a rubric might clarify expectations and assist in the assessment of that work?
Eg. Creative writing

Math problem solving
Oral presentations
Which kind of rubric (holistic or analytical) would be best suited to that performance or
product?
Which kind of rubric would be best suited to my students?

Why Use Rubrics?
The primary reasons for using rubrics are to assist teachers in evaluating complex skills and products and
to aid student understanding and mastery of those skills and products that are present in all
Saskatchewan curricula. Stiggins (2001) points out that there are five kinds of objectives in any
curriculum: knowledge, reasoning, skills, the ability to create products, and values. He asserts that the
only way to assess a students ability to perform a skill or their ability to create a product is to actually
observe the performance of the skill or the creation of the product. When we observe these products or
skill performances, one of the most effective (and simplest) ways to assess them is to use a rubric that
clearly describes what we can expect to see in a quality performance or product. For students, rubrics
provide clear targets they can use to assess and improve their own work.
For teachers, the benefits of using a well-constructed rubric are numerous. A good scoring rubric:
helps teachers define excellence and plan instruction so students can achieve it.
aligns curriculum objectives and evaluation.
assists teachers in being accurate, fair, and consistent with scoring.
reduces the time teachers spend assessing student work.
can promote consistent expectations between and among teachers in a school, at a particular
grade level, and/or within a department.
documents the procedures used and decisions made with respect to evaluating student work.
For students, a well-constructed rubric:

clarifies teacher expectations.
creates a high level of expectations with a quality performance clearly indicated.
supports the process of self and peer assessment.
provides the student with focussed feedback about how to improve performance.
Finally, there are also benefits for parents. A rubric:

clearly communicates teacher expectations.
provides a more objective assessment of student performance.
supports parent understanding of significant curricular objectives.
focuses discussions with teachers on student work rather than on the teachers decisions.
(Jamison, 1999; Volk, 2002)
Of course, these benefits are only realized with a well-constructed rubric that is communicated and
understood by teachers, students, and parents. In order to support students in becoming responsible for
their own learning, information about the rubric must be provided to students prior to beginning the
product or performance. A rubric that is applied at the completion of a product or task may simplify the
assessment or evaluation process and may support student understanding of what s/he could do the next
time, but does little to assist student understanding of the steps necessary to create a quality product or
performance during the process of creation.
Rubrics make transparent the process of student assessment and evaluation and allow students to take
control of their own learning through the application of rubrics. Stiggins reminds us that the most
effective way to maximize learning is to assist students in assessing themselves. Rubrics support students
in that process.

As I think about using rubrics, what might be the benefits for
me?
students?
parents?
What might be some possible challenges for
. me?
students?
parents?
How might I overcome those challenges?

How Could I Use Rubrics?
Most experienced teachers have already developed a mental list of the criteria they like to see in a
particular product or performance that they often ask of students. However, curricular changes and
additional expectations (or being new to teaching or to a grade level or subject) may demand that we
evaluate a product or performance with which we are unfamiliar. It is for this kind of product or
performance that using an existing rubric may be most supportive.
Rubrics can support the teaching and learning process when we ask students to complete any kind of
performance assessment such as:
Written Assignments
Stories Paragraphs
Plays Essays
Poems Research papers
Demonstrations (live or taped)

Role playing Retelling
Debates Experiments
Reading Cooperative group work
Recital Performance stations (mathematics, science)
Presentations (live or taped)

Oralsong, choral speech, report
Visual slide shows, puppet play, news program
Dance
Science fair
Projects
Seminars
Portfolios
If you are considering the assignment of one of these complex tasks or performances where there are a
variety of ways of demonstrating understanding, a rubric clarifies for you and the students appropriate
expectations with respect to that task.
Rubrics can also be used to assess student readiness to learn. Saskatchewan Learning has developed two
rubrics that relate to student preparation and commitment to learn. These rubrics contain criteria
including preparation for class, participation in class activities, work ethic, motivation and persistence.
These rubrics could serve as a useful starting point in establishing criteria and descriptors for these
important student behaviors that significantly impact student learning and progress toward achieving
curricular objectives.

A course or subject area in which I can see myself using rubrics is
What are the central skills and product objectives outlined in the curriculum guide for this
subject or course?
What products or performances do I currently ask students to complete in that subject

area?
What are my expectations with respect to the completion of those products and the
demonstrations of those skills?

Where Can I Find Rubrics?
Rubrics exist for literally hundreds of performance tasks and products and may become a starting point
for you and your students in the use of rubrics. There are print resources devoted to understanding and
constructing rubrics; however, the best resource for locating specific rubrics is the Internet. A caution
though is that the quality of rubrics available is variable and you will need to examine them carefully
and may need to modify them to suit your needs and the needs of your students.
Print resources available from the Stewart Resources Centre:
Burke, K., Fogartry, R. & Belgrad, S. (2002). The portfolio connection: Student work linked to
standards. Arlington Heights, IL: Skylight Professional Development
Because portfolios are performance based, the authors provide a number of rubrics related to
the specific work that might be included in a portfolio as well as rubrics for the portfolio as a
whole.
Jasmine, J. (1993). Portfolios and other assessments. Huntington Beach, CA: Teacher Created
Materials, Inc.
This resource provides dozens of blackline masters for performance assessments and
portfolios. Holistic rubrics are provided for language arts, science, and math. Suitable for K-
Gr. 6.
McTighe, J. & Wiggins, G. (1999). The understanding by design handbook. Alexandria, VA:
Association for Supervision and Curriculum Development.
The intent of this handbook is to assist educators in developing units of study that focus on
student understanding. One of the three components in the framework examines the design
stages for performance tasks and includes information on developing rubrics to score the
tasks.
Taggart, G., Phifer, S., Nixon, J. & Wood, M. (1998). Rubrics: A handbook for construction and use.
Lancaster, PA: Technomic Publishing Company, Inc.
This edited book provides information on how to construct rubrics and includes samples of
rubrics from a variety of subject areas at different grade levels.
Internet resources:
Education Services Center Region 20

http://www.esc20.k12.tx.us/etprojects/rubrics/Default.htm
The rubrics provided on this site have been developed by teachers and are specifically related
to a particular grade.
Kathy Schrocks Guide for Educators
http://school.discovery.com/schrockguide/assess.html
There is a comprehensive list of general and subject-specific rubrics provided on this site in
addition to background information on creating and using rubrics with students.

Instructional Internet from Chicago Public Schools
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html
In addition to providing background information on creating rubrics, this site contains a
rubric bank related to different subject areas.
RubiStar
http://rubistar.4teachers.org/templates.shtml#first
This site is designed to assist teachers with creating their own custom rubrics. Criteria and
descriptions at each level of performance are provided related to a variety of different tasks.
The teacher can select those criteria related to curricular and student needs; each of the cells
in the rubric can also be modified.
Saskatchewan Learning
http://www.sasked.gov.sk.ca/docs/subject.html
Many of the curriculum guides provide rubrics. They are generally located in the assessment
and evaluation section of the curriculum. In addition, there are links from the web site to
other teacher developed rubrics.
http://www.sasked.gov.sk.ca/k/pecs/ae/docs/plap/math/math2001/otlrubrics.pdf
This site includes rubrics focused on student readiness. Criteria include: preparation for
class; participation in class activities; work ethic; motivation; and persistence in solving math
problems. These rubrics are specifically related to math, but could readily be modified for
other curricular areas.
The Staff Room for Ontarios K-12 Teachers

http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm
This site provides dozens of printable rubrics for use in a wide variety of different subject
areas at a variety of grade levels.
Teachnology
http://teach-nology.com/web_tools/rubrics/
The site provides ready to print rubrics as well as a template for creating your own rubrics
from scratch.
Note: Internet sites disappear or move with alarming frequency. If these sites are no longer available, try
conducting a search using the search terms rubric and the subject and grade level you are interested in.
Eg. Rubric AND Grade 7 Science. Google is an excellent search engine to use with respect to topics of
educational interest.

How Do I Develop A Rubric?
Although there is no one right way to develop a rubric, there are a number of areas you will want to
pay attention to as you go about developing rubrics for use in your own classroom. If you have been
completing the reflective pieces and have articulated the expectations (criteria) you hold when assessing
the products and performances you use in your classroom, you are well on your way to developing a
rubric for use in your classroom. Remember to consider the guidelines provided earlier for effective
rubrics. The rubric should: be focused on the important elements of a performance; provide clear
descriptions of observable features; and differentiate among levels of performance from beginning to
mastery levels. Additionally, the literature clearly points out that developing rubrics with your students is
the most effective way to support understanding about and use of rubrics during the creation phase.
Steps in developing a rubric:
1. Look at models of the performance or product. Along with your students, examine examples of
student work at that grade level. Consider the characteristics that distinguish good work from the
other samples provided.
2. Establish the criteria. The criteria to be used in assessing the performance or product should emerge
out of the discussion of the models. It is the characteristics evident in the exemplary work that will
become the criteria.
3. Determine the number of levels in the rubric. For younger students, you will probably only want
to have three levels in the rubric. For older students, the literature recommends using four or five
levels. Although four levels is desirable because it prohibits choosing the middle, five levels allow for
more precision and support the idea of growth. A caution you may want to consider with the
number of levels is that having a greater number of levels increases the opportunity to discern
between different responses; however, it creates some additional challenges for users in ensuring
consistency between assessors.
4. Develop descriptions of quality for each level of the criteria. Examining work samples creates an
understanding of the descriptions that correspond to each of the levels. Begin by describing the
highest and lowest levels of quality and then fill in the levels between. Remember to use parallel
language among the levels and focus in on the observable elements that demonstrate understanding.
Be as specific as possible in your word selectiontry to avoid evaluative words such as creative
opening, boring presentation, etc. Rather, use specific descriptions of what could be observed. Finally
try to avoid making the lowest level sound bad; it should merely describe an ineffective performance
or product.
5. Practice using the rubric. Provide copies of the rubric to each member of the class. Have them
practice using the rubric on the samples you examined in Step 1. Students can also practice using the
rubric on their own and peer work.
6. Revise the rubric as necessary. As you use the rubric throughout the year, you may discover
revisions that need to be made. Ensure that once again you involve students in a discussion about
the need to revise in order to clarify your expectations.
Although this process sounds time-consuming (and is, initially), it becomes easier the more students
work with rubrics. The payoff for this time spent is that teachers, students and parents have a clear
understanding of the important learning goals in a project and students can begin to take ownership in
the assessment and evaluation process.

Rubric Form (Elementary)
Title:
Criteria Terrific OK Not Yet

Rubric Form (Middle Level and High School)
Title:
Criteria 4 Excellent 3 Good 2 Fair 1 Poor

Sample Rubrics
The following samples will provide a framework for you in clarifying criteria and descriptors for levels of
performance in a product (persuasive writing) and in a skill (working with others). Please note the
changes that take place in the criteria and in the descriptors used in the rubrics to make the rubric
useable for students at a particular level. In general, older students are capable of responding to larger
numbers of criteria; however, you still want to ensure that you dont overwhelm students with
information. Popham (1997) reminds us that while it is necessary to provide sufficient detail to support
understanding, he also recommends that a rubric not exceed two pages. Finally, you will note that many
of these rubrics contain descriptive words such as always, usually, some, etc. As you are clarifying the
levels of performance with colleagues, students and parents, it will be necessary to reach consensus
about how you define those words. Understandings about those descriptors may vary depending on a
number of variables including: age and grade level of students; intent and extent of the assignment;
previous learning opportunities; and school setting.
Persuasive Writing Rubric (Elementary)

Opening Statement I stated my opinion I stated my opinion. I did not state my
very clearly. opinion.
Reasons for My I gave at least three I gave two reasons for I gave one or no
Opinion reasons for my my opinion. reason for my
opinion. opinion.
Explanation of My I explained each of my I explained one or I did not explain my

Reasons reasons very clearly. two of my reasons. reasons.
Closing Statement I made a final I made a final I did not make a final
statement that will statement, but it is statement.
convince people my not too strong.
opinion is right.
Sentences I wrote in full Most of my writing is Most of my work is

sentences. My in full sentences. not in full sentences.
sentences start with a
capital and end with a
period.
(Adapted from Hibbard et al., 1996)

Persuasive Writing Rubric (Middle Level)
Position The position is The position is The position is clear, The position is not
introduced and clearly introduced and stated. but there is a need for clear. There is a
stated. The position is The position is more supporting seemingly random
supported by at least supported by two main information. collection of
three main points. points. information.
Support for Each main point is Supporting details and Supporting details and Supporting details and
supported by at least information are information are information are
Position three relevant, relevant, but one key relevant, but several typically unclear or not
accurate and specific issue or portion of the key issues or portions related to the position.
pieces of information. position is of the position are
unsupported. unsupported.
Sources All sources used for All sources used for Most sources used for Many sources used for
quotes and facts are quotes and facts are quotes and facts are quotes and facts are
credible and cited credible and most are credible and cited less than credible
correctly. cited correctly. correctly. (suspect) and/or are
not cited correctly.
Opposing The writer successfully The writer successfully The writer attempts to The writer made no
identifies and refutes identifies and refutes identify opposing attempt to identify
Arguments all opposing arguments. one or two opposing arguments. opposing arguments.
arguments.
Conclusion The conclusion is The conclusion is The conclusion is There is no clear

strong and leaves the recognizable, but the recognizable, but does conclusion, the paper
reader with a feeling reader is not not tie up several just ends.
that s/he understands convinced. loose ends.
and is convinced of the
writers opinion.
Mechanics There are no spelling There is one spelling There are 2-3 spelling The final draft has
or punctuation errors or punctuation error and punctuation errors more than 3 spelling
in the final draft. in the final draft. in the final draft. and punctuation
errors.
(Adapted from Rubi-Star & Hibbard, et al., 1996)

Persuasive Writing Rubric (High School Level)
Position The position is The position is The position is clear, The position is not
introduced and clearly introduced and stated. but there is a need for clear. There is a
stated. The position is The position is more supporting seemingly random
supported by at least supported by three information. collection of
four main points. main points. information.
Support for Each main point is Supporting details and Supporting details and Supporting details and
supported by at least information are information are information are
Position three relevant, relevant, but one key relevant, but several typically unclear or not
accurate and specific issue or portion of the key issues or portions related to the position.
pieces of information position is of the position are
that go beyond the unsupported. unsupported.
obvious or predictable.
Sources All sources used for All sources used for Most sources used for Many sources used for
quotes and facts are quotes and facts are quotes and facts are quotes and facts are
current, credible and credible and most are credible and cited less than current, not
cited correctly. cited correctly. correctly. credible (suspect)
and/or are not cited
correctly.
Analyzing The writer successfully The writer successfully The writer attempts to The writer did not
identifies and states the identifies and states the identify alternate identify alternate
Positions and needs underlying their needs underlying their positions. positions.
Needs own and all other own and one other
alternate positions. alternate position.
Comparing and The writer accurately The writer identifies The writer identifies The writer does not
identifies and describes and describes the some differences compare and contrast
Contrasting Needs the important important differences between the positions. the differing needs
differences between and similarities in underlying the
the alternate needs positions, but does not positions
and positions, and find areas of common
identifies areas of ground.
common ground.
Identifying The writer proposes Alternatives are Alternatives are There are no
and supports creative suggested, but not suggested, but would alternatives identified.
Alternatives alternatives that are enough detail is only meet the needs of
convincing and appear provided to convince the writer.
workable to the the reader of the
reader. workability.
Presentation There are no spelling There is one spelling There are 2-3 spelling The final draft has
or punctuation errors or punctuation error and punctuation errors more than 3 spelling
in the final draft. The in the final draft. The in the final draft. and punctuation
paper is word- paper is word- errors.
processed. processed
(Adapted from Rubi-Star & Hibbard, et al., 1996)

Working With Others (Elementary)
Contribution I always offer my ideas I usually offer ideas I rarely make

to the Group and suggestions to the and suggestions to the suggestions or I make
group in polite, group. suggestions in
respectful ways. inappropriate ways.
Listening and I always listen and I usually listen to and I rarely listen to other
responding to others respond to other respond to the other people in my group.
people and encourage people in my group.
the members of my
group to work
together.
Completing Tasks I always do my part of I usually do my part of Other members of my

the group tasks and the group task. group sometimes have
my part of the work to complete my part
is done on time. of the group task for
it to be done on time.
Use of Time I am on task all the I am on task most of I need frequent

time. the time. reminders to stay on
task.
Effort My work is always My work is usually My work needs to be

very high quality, good quality, but may checked over by
neatly completed, and not always be the best others or sometimes
reflects my best I could do. be redone.
effort.
(Adapted from Rubi-Star)

Collaborative Work Skills Rubric (Middle Level)
Contributions Routinely provides Usually provides useful Sometimes provides Rarely provides useful
useful ideas when ideas when useful ideas when ideas when
participating in the participating in the participating in the participating in the
group. A definite group. A strong group group. A satisfactory group. May refuse to
leader who contributes member who tries group member who participate.
a lot of effort. hard. does what is required.
Quality of Work Provides work of the Provides high quality Provides work that Provides work that
highest quality. work. occasionally needs to usually needs to be
be checked or redone checked or redone by
by other group others
members to ensure
quality.
Time-Management Is consistently focused Usually task focused; Tends to procrastinate, Rarely gets things done
on the task and uses the group does not but usually gets things by the deadlines AND
time well throughout have to adjust done by the deadlines. group has to adjust
the project to ensure deadlines or work Group may have to deadlines or change
things get done on responsibilities because adjust deadlines or work responsibilities
time. of this person. work responsibilities because of this person.
because of this person.
Problem-Solving Actively looks for and Refines solutions Does not suggest or Does not try to solve
suggests solutions to suggested by others. refine solutions, but is problems or help
problems. willing to try out others solve problems.
solutions suggested by Lets others do the
others. work.
Working with Almost always listens Usually listens to, Often listens to, shares Rarely listens to,
to, shares with, and shares with, and with, and supports the shares with, or
Others supports the efforts of supports the efforts of efforts of others, but supports the efforts of
others. Tries to keep others. Does not cause sometimes is not a others. Often is not a
people working well waves in the group. good team member. good team player.
together.

Collaborative Work Skills Rubric (High School Level)
Contributions Routinely works Usually works to Sometimes works to Rarely provides useful
toward clarifying identify common goals. attain shared goals. A ideas when
common goals and A strong group satisfactory group participating in the
provides useful ideas member who tries member who does group. May refuse to
and positive hard. what is required. participate.
suggestions. A definite
leader who contributes
a lot of effort.
Quality of Work Provides work of the Provides high quality Provides work that Provides work that
highest quality. work. occasionally needs to usually needs to be
be checked or redone checked or redone by
by other group others.
members to ensure
quality.
Time-Management Is consistently focused Usually task focused; Tends to procrastinate, Rarely gets things done
on the task and uses the group does not but usually gets things by the deadlines AND
time well throughout have to adjust done by the deadlines. group has to adjust
the project to ensure deadlines or work Group may have to deadlines or change
things get done on responsibilities because adjust deadlines or work responsibilities
time. Assists group of this person. work responsibilities because of this person.
with planning and time because of this person.
management.
Problem-Solving Actively looks for and Refines solutions Does not suggest or Does not try to solve
suggests solutions to suggested by others. refine solutions, but is problems or help
problems. willing to try out others solve problems.
solutions suggested by Lets others do the
others. work.
Working with Consistently provides Usually provides Provides some Is discouraging and
encouragement, encouragement, encouragement, non-supportive.
Others support and support and feedback. minimal support and Provides destructive
constructive feedback. little feedback. feedback.

How might I use rubrics in my subject area and my grade level?
What modifications would I need to make before I could use rubrics with my students?

How Do I Use Rubrics In Grading?
If necessary, there are a number of different ways that rubrics can be used in the grading process. At the
elementary school level, if you have a limited number of report card categories (3 or 4) you can use
those categories to describe the levels of performance. There are two advantages to this approach: it
simplifies the process of translating rubric scores onto the reporting document and it supports student
and parent understanding about the meaning of those indicators. For example, the rubric that follows
corresponds with the report card indicators: Independent, Developing, and Beginning (Skill Levels).
Math Problem Solving Rubric (Grade 1)

Criteria Independent Developing Beginning
Understanding I get the right answer I understand how to I try to do the
the Problem to the problem and solve the problem, problem, but I dont
can work it out with but I may make understand it.
no mistakes. I use mistakes.
math words correctly.
Knowing How to I can show more than I show most of how I I show some of how I
Solve one way to solve the solve the problem. solve the problem.
the Problem problem.
Explaining What I can explain exactly I can explain what I I can explain some of
You Did what I did to solve did to solve the what I did to solve
the problem and why problem. the problem.
I solved it that way.
(Adapted from VanderKloot, 2001)

If you are teaching in the upper elementary grades and your report card categories are: Exceeding,
Meeting, Beginning to Meet, or Not Yet Meeting (Expectations), a rubric for problem solving could be
formatted this way in order to align the rubric and the report card.
Problem Solving Rubric (Grade 8)

Beginning to Not Yet
Criteria Exceeding Meeting Meet Meeting
Mathematical Solutions are accurate Solutions to problems Solutions are only Solutions contain many
and demonstrate are accurate. slightly inaccurate, inaccuracies.
Accuracy understanding of the resulting from errors
structure of the in calculations.
problem.
Organization of Organization Information is Some attempt is made Information is not

demonstrates organized in a fairly to organize the organized.
Information recognition of the systematic fashion. information, but the
patterns in problem system is ineffective.
solving.
Method of Solution Methods used are Appropriate methods Appropriate method Either no method used
highly elegant and used to solve used, but either not or method used was
efficient, revealing problems; likely to fully executed or inappropriate.
comprehensive yield correct answers. possibly based on rote
understanding of the application only.
problem.
Description of The description Description adequately Description reveals Description is missing

describes a systematic describes a systematic limited attempt to use or reveals a trial and
Procedure approach. The approach. a systematic approach, error approach to the
explanation is efficient but is not entirely problem.
and clear, revealing successful.
complete
problem.
(Adapted from Danielson, 1997)

Unweighted Rubrics
If you are teaching at a level where you must provide numerical grades, you can use a mathematical
formula to arrive at a score: number of criteria X number of levels = total possible score. To calculate an
individual score, you add up the points a student received. In the rubric on page 26 there are 3 criteria X
4 levels = 12 total possible score. If a student scored (as highlighted) a 4 in Mathematical Knowledge
and 3s in Strategic Knowledge and Explanation, their score would be 10/12.
Weighted Rubric
A rubric can also be weighted. Weighted rubrics are used to explicitly demonstrate to students and
parents which criteria take precedence over others. This emphasis can occur over the course of an entire
term or year, or at different points in the year as one concept or another is highlighted. So, if you
determine that Mathematical and Strategic Knowledge are twice as significant in scoring problem
solving, you can weight them that way. Thus, the rubric remains the same, but the scoring is different.
To calculate the grade in the rubric on page 27 with weighted criteria:

(Criteria A x Number of levels x Weight) + (Criteria B x Number of levels x Weight) +
(Criteria C x Number of levels x Weight) = Total Possible Score
In this example the total possible score would be 20. If the student responded as highlighted, the
student would score 17/20.

Category 4 3 2 1
Mathematical Shows complete Shows nearly complete Shows understanding Shows very limited
understanding of the understanding of the of some of the understanding of the
Knowledge problems mathe- problems mathe- problems problems
matical concepts and matical concepts and mathematical concepts mathematical concepts,
principles. Uses principles. Uses nearly and principles. May and principles. May
appropriate mathe- correct mathematical contain serious misuse or fail to use
matical terminology terminology and computational errors. mathematical terms.
and notation (e.g., notation. Executes May contain major
labels as appropriate). algorithms completely. computational errors.
Executes algorithms Computations are
completely and generally correct, but
correctly. may contain minor
errors.
Strategic Identifies all important May use relevant Identifies some May attempt to use
elements of the outside information important elements of irrelevant outside
Knowledge problem and shows of a formal or the problem but shows information. Fails to
understanding of the informal nature. only limited identify important
relationship between Identifies the most understanding of the elements or places too
them. Reflects an important elements relationships between much emphasis on
appropriate and of problem and them. Gives some unimportant elements.
systematic strategy for shows general evidence of a solution May reflect an
solving the problem. understanding of process. inappropriate strategy
Gives clear evidence of the relationships for solving the
a solution process, and between them. problem. Gives
solution process is Solution process is minimal evidence of a
complete and nearly complete. solution process.
systematic. Process may be
difficult to identify.
Explanation of
Solution Gives a complete Gives a fairly Gives some Provides minimal

written explanation of complete written explanation of the explanations of
the solution process explanation of the solution process solution process. May
employed. Includes solution process employed, but fail to complete or may
appropriate and employed. May communication is omit significant parts of
complete diagram with contain some minor vague or difficult to the problem.
explanation of gaps. May include a interpret. May include Explanation missing or
elements. May provide nearly complete diagram that is flawed, difficult to follow. May
examples and counter diagram with some unclear, or not include a diagram
examples if explanation. explained. which incorrectly
appropriate. represent the problem
situation or diagram
may be unclear and
difficult to interpret.
(Illinois Rubric for Mathematics K-12)

Category 4 3 2 1
Mathematical Shows complete Shows nearly complete Shows understanding Shows very limited
Knowledge understanding of the understanding of the of some of the understanding of the
problems mathema- problems problems problems
tical concepts and mathematical concepts mathematical concepts mathematical concepts,
(Criteria A) principles. Uses and principles. Uses and principles. May and principles. May
Weight = 2 appropriate mathe- nearly correct contain serious misuse or fail to use
matical terminology mathematical computational errors. mathematical terms.
and notation (e.g., terminology and May contain major
labels as notation. Executes computational errors.
appropriate). algorithms completely.
Executes algorithms Computations are
completely and generally correct, but
correctly. may contain minor
errors.
Strategic Identifies all important May use relevant Identifies some May attempt to use
elements of the outside information important elements of irrelevant outside
Knowledge problem and shows of a formal or the problem but shows information. Fails to
(Criteria B) understanding the informal nature. only limited identify important
Weight = 2 relationship between Identifies the most understanding of the elements or places too
them. Reflects an important elements relationships between much emphasis on
appropriate and of problem and them. Gives some unimportant elements.
systematic strategy for shows general evidence of a solution May reflect an
solving the problem. understanding of process. inappropriate strategy
Gives clear evidence of the relationships for solving the
a solution process, and between them. problem. Gives
solution process is Solution process is minimal evidence of a
complete and nearly complete. solution process.
systematic Process may be
difficult to identify.
Explanation of Gives a complete Gives a fairly Gives some Provides minimal

written explanation of complete written explanation of the explanations of solution
Solution the solution process explanation of the solution process process. May fail to
(Criteria C) employed. Includes solution process employed, but complete or may omit
Weight = 1 appropriate and employed. May communication is significant parts of the
complete diagram with contain some minor vague or difficult to problem. Explanation
explanation of gaps. May include a interpret. May include missing or difficult to
elements. May provide nearly complete diagram that is flawed, follow. May include a
examples and counter diagram with some unclear, or not diagram which
examples if explanation. explained. incorrectly represent
appropriate. the problem situation
or diagram may be
unclear and difficult to
interpret.
(Illinois Rubric for Mathematics K-12)

Reference List
Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership 57 (5), 13-
18.
Cote, B. (2001). Rubric for evaluating reports/presentation rubric. Retrieved June 11, 2003 from
Saskatchewan Learning Web site:
http://www.sasked.gov.sk.ca/curr_content/elemath/Lesson7/printrubric.htm
Danielson, D. (1997). A collection of performance tasks and rubrics: Middle school mathematics. Larchmont,
NY: Eye On Education, Inc.
Hibbard, K. M., Wagenen, L., Lewbebel, S., Waterbury-Wyatt, S., Shaw, S., Pelletier, K., et al. A teachers
guide to performance-based learning and assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
Illinois Rubric for Mathematics. (n.d.). Retrieved June 13, 2003 from:
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/MathRubrics.pdf
Jamison, P. (1999). Student evaluation a staff development handbook. Regina, SK: Saskatchewan Education
and Saskatchewan Professional Development Unit.
McTighe, J. & Wiggins, G. (1998). The understanding by design handbook. Alexandria, VA Association for
Supervision and Curriculum Development.
Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing
House 73 (6), 324-328.
Popham, J. (1997). Whats wrongand whats rightwith rubrics. Educational Leadership 55 (2), 72-75.
Saskatchewan Education. (1998). English Language Arts 20: A Curriculum Guide for the Secondary Level.
Regina, SK: The author.
Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Prentice-Hall, Inc.
VanderKloot, C. (2001). K-5 Mathematics assessment. Retrieved June 13, 2003 from Springfield Public
School District Web site: http://www.springfield.k12.il.us/resources/math/assessment.html
Volk, J. (2002). Assessment strategies. Regina, SK: Saskatchewan LearningRegion 3.

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When? Why? How?

Jane Macleod, Saskatchewan Professional Development Unit

Assessment and Evaluation Unit, Saskatchewan Learning

Writer/Developer, Cheryl Erlandson, Saskatchewan Professional Development Unit

Design/Layout: Desktop Publishing Department, Saskatchewan Teachers Federation

What Are Rubrics? ..............................................................3

Holistic Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Why Use Rubrics? ..............................................................7

How Could I Use Rubrics? .....................................................9

Where Can I Find Rubrics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

How Do I Develop A Rubric? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Persuasive Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

How Do I Use Rubrics In Grading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Problem Solving Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Rubrics: When? Why? How? 1

2 Rubrics: When? Why? How?

Whether holistic or analytical, rubrics should:

contain the essential criteria (traits, qualities, descriptors) by which a product or a

(Volk, 2002; McTighe & Wiggins, 1998)

Rubrics: When? Why? How? 3

4 Rubrics: When? Why? How?

Summarizing Patterns and Clearly states the

beyond just summar-

Prediction Clearly and Explained how the Somewhat explained Difficulty in

Explanation of Clearly and Explains why they Somewhat explains Difficulty in

Mechanics Spelling No spelling mistakes. A few spelling

Grammar No grammatical A few grammatical Some grammatical Frequent

(Cote (2001), Rubric for Evaluating Reports/Presentation)

Eg. Creative writing

Which kind of rubric would be best suited to my students?

6 Rubrics: When? Why? How?

For students, a well-constructed rubric:

Finally, there are also benefits for parents. A rubric:

(Jamison, 1999; Volk, 2002)

Rubrics: When? Why? How? 7

What might be some possible challenges for

How might I overcome those challenges?

8 Rubrics: When? Why? How?

Demonstrations (live or taped)

Presentations (live or taped)

Rubrics: When? Why? How? 9

What products or performances do I currently ask students to complete in that subject

10 Rubrics: When? Why? How?

Print resources available from the Stewart Resources Centre:

Education Services Center Region 20

Rubrics: When? Why? How? 11

The Staff Room for Ontarios K-12 Teachers

12 Rubrics: When? Why? How?

Steps in developing a rubric:

Rubrics: When? Why? How? 13

Criteria Terrific OK Not Yet

14 Rubrics: When? Why? How?

Criteria 4 Excellent 3 Good 2 Fair 1 Poor

Rubrics: When? Why? How? 15

Persuasive Writing Rubric (Elementary)

Explanation of My I explained each of my I explained one or I did not explain my

Sentences I wrote in full Most of my writing is Most of my work is

(Adapted from Hibbard et al., 1996)

16 Rubrics: When? Why? How?

Conclusion The conclusion is The conclusion is The conclusion is There is no clear

(Adapted from Rubi-Star & Hibbard, et al., 1996)