Rubric Development Guidelines

1) If you have student work samples for the task, sort them into 3 - 4 scoring groups from lowest to highest.

2) Write DESCRIPTORS (statements that describe each level of the performance) for each group.
These will be the range shown on your rubric (think of it as the x axis or horizontal boxes in a chart as shown below).
Begin with describing the highest level. After you write your descriptors for the highest level, note the words in that box that will vary from one student performance to another. These words will be the ones that you will change as you write the less than top level performances.

If you are using the rubric for grading, you will need to make sure that the descriptors that indicate the lowest acceptable level of performance carry enough weight to allow a student to "pass" - probably the equivalent of a "C" grade.

Think about using words that convey various degrees of performance: Depth, Breadth, Quality, Scope, Extent, Complexity, Degrees, Accuracy, or that show a range such as presence to absence, complete to incomplete, many to some to none, major to minor, consistent to inconsistent, or a frequency like always to generally to sometimes to rarely.

3) The headings for the columns will be the SCALE.
Select terms that show the range or scoring scoring levels - examples: Needs Improvement, Satisfactory, Good, Exemplary, or Beginning, Developing, Accomplished, Exemplary, or Novice, Apprentice, Proficient, Distinguished or a numeric scale ranging from 1 to 4 etc. Avoid odd numbers. Generally, in numeric scales, one is the lowest number, but, If appropriate, a score of zero may be included (for example, if there is a probability that some students will not include an element at all).

4) Now, put these descriptors into categories of critical PERFORMANCE ELEMENTS.
These will become the elements in your vertical (or y axis). 3 - 15 items is an acceptable range.
Each rubric item should focus on a different skill.

You should evaluate only measurable criteria - subjective descriptors ("The topic was interesting") or elements (Audience Interest) are hard to measure objectively and harder to justify later.

5) Ideally, the entire rubric should fit on one sheet of paper

6) Test the rubric by using it with a few student papers. It is the rare rubric that doesn't get revised after being used.

 
SCALE =
1 point - NOVICE
2 - APPRENTICE
3 - PROFICIENT
4 - DISTINGUISHED
performance elements are in this column
descriptors for lowest performance levels will be in this column
this column represents what is the highest level you expect to see

sample

CLARITY & COHERENCE

Sentence structure, word choice, lack of transitions and/or sequencing of ideas make reading and understanding difficult.
Sentence structure and/or word choice sometimes interfere with clarity. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow.
Sentences are structured and words are chosen to communicate ideas clearly. Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points easy to follow.
In addition to meeting the requirements for a “3,” writing flows smoothly from one idea to another. The writer has taken pains to assist the reader in following the logic of the ideas expressed.