Rubrics are assessment tools that clarify assessment criteria. They define multiple levels of performance for different aspects of a task. Creating effective rubrics involves: focusing on measurable objectives; describing competency stages for each criteria element; keeping rubrics brief and on one page; writing clear descriptions of competency levels; and evaluating and refining the rubric. Rubrics make assessment more consistent, explicit to students, and provide feedback to improve performance.

1. How to create and use a Rubric
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

2. How often have you attempted to grade your students'
work only to find that the assessment criteria were
vague and unclear? Would you be able to justify the
assessment or grade if you had to defend it?
A rubric is one assessment tool
which can be used to assess
criteria which are complex and
subjective.
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

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ru stages
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S am Research Task Assessment Rubric
1 2 3 4
Summarise Notes are not Some notes are Most of the notes All the notes are
information from student's own work student's own work are student's own student's own work
elements
another source work
Coverage of Few have been Some have been Most have been All, or more than
guiding questions covered covered covered all, have been
covered
Key points within Key points not Some key points Many key points All key points have
each guiding covered have been covered have been covered been covered
question
Number and Information is from Information is from A small variety and A large number of
variety of sources one resource only a few resources or number of resources of
from resources of resources have different kinds have
the same kind been used been used
Selection of Sources used are Some sources are Some sources are Selection of sources
sources and inappropriate good choices and good choices and has been wise and
authorship authorship of at authorship of most all authorship is
least one can be can be trusted known and can be
trusted trusted
descriptions
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

4. The advantages of using rubrics in assessment are that they
can:
•allow assessment to be more consistent, valid and reliable
•impel teachers to clarify their criteria in specific terms
•make explicit to the student what is expected in a task and how
their work will be evaluated
•provide students and teachers with useful feedback to improve
their performances and practices
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

5. Rubrics can be created in a variety of
forms and levels of complexity, however,
they all contain common features that:
•focus on measuring stated objectives
(performance, behaviour or quality)
and
•contain specific performance characteristics
arranged in stages indicating the degree to which a
standard has been met
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

6.
•Have each rubric item focus on a different element
and clearly describe the stages in developing competence
in that element
•Keep it short and simple - use brief statements
or phrases and not too many elements. Ideally,
the entire rubric should fit on one sheet of
paper.
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

7. c
b ri
ru stages
e
pl
S am Research Task Assessment Rubric
1 2 3 4
Summarise Notes are not Some notes are Most of the notes All the notes are
information from student's own work student's own work are student's own student's own work
elements
another source work
Coverage of Few have been Some have been Most have been All, or more than
guiding questions covered covered covered all, have been
covered
Key points within Key points not Some key points Many key points All key points have
each guiding covered have been covered have been covered been covered
question
Number and Information is from Information is from A small variety and A large number of
variety of sources one resource only a few resources or number of resources of
from resources of resources have different kinds have
the same kind been used been used
Selection of Sources used are Some sources are Some sources are Selection of sources
sources and inappropriate good choices and good choices and has been wise and
authorship authorship of at authorship of most all authorship is
least one can be can be trusted known and can be
trusted trusted
descriptions
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

8. Describing the range of competence
Writing clear descriptions of the stages of competence of an
element is often quite difficult. It is sometimes easier to write
the two outside columns (no competence and full competence)
first, then describe what the stages in between might look like.
High Distinction…Distinction…Credit…Pass…Fail
Beginning...Developing...Accomplished...Exemplary
Needs Improvement...Satisfactory...Good...Exemplary
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au

9. •Evaluate and refine the rubric
Did it work?
Was it clear enough?
Was it sufficiently detailed?
Printed from the Learning, Teaching and Assessment Guide at http://www.ltag.education.tas.gov.au