4 Demonstrates a thorough understanding of the important concepts and generalizations; &
Expresses such in elegant language;
Sees logical and creative connections or linkages; and
Elaborates on them; and
Provides new insights into some aspect of that information.
3 Displays a complete and accurate understanding of the important concepts or generalizations in own words;
Sees some connections or linkages; and
Gives standard elaboration of such; and
Provides new insight into at least one aspect of that information.
2 Displays an incomplete understanding of the important concepts or generalizations;
Expresses such some vagueness and some notable misconceptions;
Sees few connections or linkages; and
Offers no new insight into any apsect of that information.
1 Demonstrates severe misconceptions about the concepts and generalizations;
Response is riddled with underdeveloped or wrong applications;
Sees no obvious linkages or connections; and
Offers inadequate insight into the major concepts and understandings; as well as
No new insight into the area.
0 No submission or no show.
Rubric for Content & Product
What Is a Rubric?
A. What is a rubric? A rubric is a set of scoring guidelines for evaluating student work. Rubrics answer the questions: By what criteria should performance be judged? Where should we look and what should we look for to judge performance success? What does the range in the quality of performance look like? How do we determine validly, reliably, and fairly what score should be given and what that score means? How should the different levels of quality be described and distinguished from one another?
A typical rubric:
1. Contains a scale of possible points to be assigned in scoring work, on a continuum of quality. High numbers usually are assigned to the best performances: scales typically use 4, 5 or 6 as the top score, down to 1 or 0 for the lowest scores in performance assessment.
2. Provides descriptors for each level of performance to enable more reliable and unbiased scoring.
3. Is either holistic or analytic. If holistic, a rubric has only one general descriptor for performance as a whole. If analytic, there are multiple rubrics corresponding to each independent dimension of performance being scored. Examples:
∑ “Syntax,” “focus,” and “voice” in writing
∑ “Precision of calculations” and “understanding of scientific method” in science
4. Is generic, genre or task specific. If generic, it can be used to judge a very broad performance, such as communication or problem solving. If genre specific, it applies to a more specific type of performance within the broad performance category (e.g. essay or speech or narrative as forms of communication; open-ended problems or closed-ended problems as kinds of problems solved). Task specific is unique to a single task.
5. May be longitudinal. It measures progress over time toward mastery of educational objectives such that we assess developmental change in sophistication or level of performance.
B. The best rubrics:
1. Are sufficiently generic to relate to general goals beyond an individual performance task but specific enough to enable useful and sound inferences on the task.
2. Discriminate among performances validly, not arbitrarily - by the central features of performance, not by the easiest to see, count, or score.
3. Do not combine independent criteria in one rubric.
4. Are based on analysis of many work samples, and based on the widest possible range of work samples - including valid exemplars.
5. Rely on descriptive language - what quality, or its absence, looks like - as opposed to relying heavily on mere comparatives or value language (e.g. “not as thorough as,” or “excellent product”) to make the discrimination.
6. Provide useful and apt discrimination to enable sufficiently fine judgments -- but not using so many points on the scale as to threaten reliability (typically involving, therefore, 6-12 points on a scale).
7. Use descriptors that are sufficiently rich to enable student performers to verify their score, accurately self-assess, and self-correct.
• The use of bulleted “indicators” makes the description less ambiguous- hence, more reliable - by providing examples of what to look for in recognizing each level of performance. (Indicators are useful concrete signs or examples of criteria being met, but not always reliable or appropriate in a given context.)
8. Highlight the judging of the “impact” of performance - the effect, given the purpose - as opposed to over-rewarding merely the processes, the formats, or the content used; and/or the good-faith effort made.
 The word “rubric” derives from the Latin word for “red.” It was once used to signify the highlights of a legal decision as well as the directions for conducting religious services, found in the margins of liturgical books -- both written in red.