High quality rubrics assist educators with marking consistency whilst providing clear instruction and feedback to students on the expectations of the assessment. Use the resource below to evaluate your rubric and identify possible areas for revision.
Rubric for a Rubric
| | Best practice
(Pass level plus…) | Achieving standard
(Pass level) | Below standard |
|---|
| Applies principles of constructive alignment | - Descriptors at pass level detail the minimum requirements to demonstrate achievement of the learning outcomes
| - All criteria are aligned to the learning outcomes for the assessment.
- All criteria are aligned to the assessment instructions provided to students.
| - Criteria do not align to the assessment learning outcomes or assessment instructions.
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| Enables grading that reflects the relative level of student achievement | - Marks at each standard are reasonable for effort and benefit
| - Criteria are weighted according to their relative importance in demonstrating achievement of learning outcomes
- Standards of performance are distinct and definite
| - Criteria are not weighted according to importance
- Standards are too easy or too difficult to achieve
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| Chose rubric type and design that are justified for the assessment context | | - Rubric type (eg. analytic or holistic) and the number of criteria used is appropriate for the assessment type, assessment weighting and marking budget.
| - There are too many criteria (usually a maximum of 6), and/or the rubric format is not appropriate to the assessment type, assessment weighting or marking budget.
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| Descriptors convey the required evidence for achievement at each standard of performance | - Verbs (eg. analysed, applied etc) are used to describe performance rather than adjectives (eg. Excellent, minimal etc).
- Focus in on what to do rather than what not to do.
| - Descriptors convey the meaning of each standard clearly and succinctly.
- Descriptors are written clearly to allow markers to make consistent decisions.
- Descriptors are written clearly to be understood by students to guide and provide feedback on performance.
| - Descriptors are unclear, ambiguous or open to interpretation.
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