Another Rubric for Rubrics
Clarity
Collaborative
Purposeful
Objectively
Quantifiable
Criteria
Excellent
Criteria well defined, developed,
and appropriate; allows for
scoring; point values well defined
Proficient
Criteria exist but not well developed or
are tangential; scoring difficult; point
values not specific
Substandard
Criteria not well defined or developed or
inappropriate; does not consider scoring;
point values missing
Student sees value of rubric for
achieving learning outcomes;
students use rubric to guide
outcomes and for self-assessment;
available ahead of time; easy to
use
Students are participants in
creation of rubric; outcomes
satisfy both teacher and student
expectations; rubric honed
through teacher/student
discussion
Categories clearly and concisely
articulated; no jargon;
understandable
Student sees value of rubric for grading
only; students use rubric for selfassessment; rubric available to students
after completion of assignment;
difficult to use
Students passive in creation and see no
value; time intensive, not easily used or
relevant; students cannot use rubric for selfassessment; rubric never presented to
students; rubric impossible to use
Students have limited input in creation
of rubric; outcomes satisfy only teacher
expectations; teacher hones rubric
without student discussion
Students have no input in creation of rubric;
outcomes are unsatisfactory to students and
teachers; rubric not optimized
Categories are partially articulated;
limited jargon; open for interpretation
Categories vague; excessive jargon;
confusing
This rubric was created using the Rubricscube Method by member of the 2011 WAC Academy held at East Carolina University. The
Rubricscube method is discussed in the WAC Academy Newsletter.