Steps in Developing a Rubric

1. Performance Element: the major, critical attributes which focus upon best practice.
2. Scale: the possible points to be assigned (high to low).
3. Criteria: the conditions of a performance that must be met for it to be considered successful.
4. Standard: a description of how well the criteria must be met for the performance to be considered "good".
5. Descriptors: statements that describe each level of the performance.
6. Indicators: specific, concrete examples or tell-tale signs of what to look for at each level of the performance.

Determine learning outcomes (standards)

• 4 - 15 items using brief statements
• each focusing on a different skill
• must be a measurable criteria

Select terms to use in measuring performance range or scoring levels

• Needs Improvement...Satisfactory...Good...Exemplary
• Beginning...Developing...Accomplished...Exemplary
• Novice...Apprentice...Proficient...Distinguished
• Numeric scale ranging from 1 to 4 etc. - avoid odd numbers to disallow readers "sitting on the fence" with mid-range scores.
• If appropriate, a score of zero may be included.

Write descriptors and indicators for each range or level. 

• Begin with describing the highest level. 
• Note the key words used which will generally be what changes as you write the lower performance descriptions.
• The lowest level may be the minimum acceptable performance or a description of anticipated flaws in a performance.
• Try using words that convey degrees of performance: Depth, Breadth, Quality, Scope, Extent, Complexity, Degrees, Accuracy...
• and words that present a clear range, such as from complete to incomplete, major to minor, consistent to inconsistent, always to rarely...

Rubrics home