Rubrics are tools that evaluate student performance based on criteria and define various performance levels. They clarify expectations, promote consistent grading, and reduce subjectivity. Well-designed rubrics also speed up grading and encourage student reflection. When creating a rubric, one should define its purpose, establish criteria based on learning outcomes, choose an appropriate rating scale, and write detailed performance descriptors for each scale point. This ensures rubrics clearly communicate standards and how students can demonstrate their learning.

1. USING RUBRICS
TAMU Faculty Orientation

2. WHAT IS A RUBRIC?
• Rubrics are a tool for evaluating student
performance based on a range of criteria.
They provide criteria to define various levels
of performance.

3. RUBRICS ALSO
• Define elements of the learning task and
then describe quality levels of performance.

4. ADVANTAGES OF USING
RUBRICS
• Well-written rubrics help clarify the teacher’s
expectations
• Rubrics help keep the grading process consistent
• Rubrics help reduce the subjectivity inherent in
grading subjective assessments

5. RUBRICS ALSO
• Can help to speed up the grading process by
keeping the grader on task.
• Can help students to review and revise
assignments and promote reflective learning.

6. 1. DEFINE THE PURPOSE
OF THE ASSESSMENT
Questions to consider:
• Will you use the rubric to assign a grade?
• Will you use the rubric to give feedback so students can
improve their performance?
• Is the rubric for a multi-dimensional project or for a
simple, straight-forward assignment?
• What are the learning outcomes?
• How will students demonstrate they've learned these
outcomes?

7. 2. ESTABLISH CRITERIA
Criteria emphasize instructional priorities. This focuses
students’ attention on specific parts of an assignment.
• What should be learned?
• How will students demonstrate that they have
learned?
• What knowledge, skills, and behavior are required
for the task?
• What steps are required for the task?
• What are the characteristics of the final product?

8. 3. ESTABLISH A RATING SCALE
More rating points provide more detail, but can
make it more difficult to delineate differences
between each point.
Examples include:
• Meets or does not meet the standard
• Unsatisfactory, satisfactory
• Below/meets/exceeds expectations
• Never, sometimes, usually, or always
• Limited, acceptable, or proficient
• Poor, fair, good, excellent, superior

9. 4. WRITE PERFORMANCE DESCRIPTORS
Write performance descriptors for each scale point.
Descriptors should:
• Describe observable and measurable behavior
• Written in consistent and parallel language
across the scale.
• Indicate the degree to which the standards are
met.
• The behavior may vary in degree through
amount, frequency, or intensity.

10. SAMPLE RUBRIC