powerpoint assignment rubric

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

Can p lace an emphasis on what learners can demonstrate rather than what they cannot
Save grader time by minimizing the number of evaluations to be made for each student
Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

Provide less specific feedback than analytic/descriptive rubrics
Can be difficult to choose a score when a student’s work is at varying levels across the criteria
Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

Provide detailed feedback on areas of strength or weakness
Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

More time-consuming to create and use than a holistic rubric
May not be used consistently across raters unless the cells are well defined
May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

Easier to create than an analytic/descriptive rubric
Perhaps more likely that students will read the descriptors
Areas of concern and excellence are open-ended
May removes a focus on the grade/points
May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

Helpful strategies for defining grading criteria:

Collaborate with co-instructors, teaching assistants, and other colleagues
Brainstorm and discuss with students
Can they be observed and measured?
Are they important and essential?
Are they distinct from other criteria?
Are they phrased in precise, unambiguous language?
Revise the criteria as needed
Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
How many levels would you like to include (more levels means more detailed descriptions)
Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

Describe observable and measurable behavior
Use parallel language across the scale
Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

Limit the rubric to a single page for reading and grading ease
Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

	Above Average (4)	Sufficient (3)	Developing (2)	Needs improvement (1)
(Thesis supported by relevant information and ideas	The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.	The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.	The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis.	The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected.
(Sequencing of elements/ ideas)	Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can mostly follow.	Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought.
(Correctness of grammar and spelling)	Minimal to no distracting errors in grammar and spelling.	The readability of the work is only slightly interrupted by spelling and/or grammatical errors.	Grammatical and/or spelling errors distract from the work.	The readability of the work is seriously hampered by spelling and/or grammatical errors.

Example of a holistic rubric for a final paper

The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

Advanced (evidence of exceeding standards)	Criteria described a proficient level	Concerns (things that need work)
	Criteria #1: Description reflecting achievement of proficient level of performance
	Criteria #2: Description reflecting achievement of proficient level of performance
	Criteria #3: Description reflecting achievement of proficient level of performance
	Criteria #4: Description reflecting achievement of proficient level of performance
90-100 points	80-90 points	<80 points

More examples:

Single Point Rubric Template ( variation )
Analytic Rubric Template make a copy to edit
A Rubric for Rubrics
Bank of Online Discussion Rubrics in different formats
Mathematical Presentations Descriptive Rubric
Math Proof Assessment Rubric
Kansas State Sample Rubrics
Design Single Point Rubric

Technology Tools: Rubrics in Moodle

Moodle Docs: Rubrics
Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

Google Assignments
Turnitin Assignments: Rubric or Grading Form

Other resources

DePaul University (n.d.). Rubrics .
Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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PowerPoint Rubric


					__/3
	Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.	Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.	Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.	__/3
					___/3
	The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.	___/3
		2 points			___/3
	The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	The introduction is clear and coherent and relates to the topic.	The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.	___/3
					___/3
	The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources.	The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.	The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable.	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.	___/3
					___/3
	The fonts are easy to read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.	___/3
					___/3
	The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.	The layout uses horizontal and vertical white space appropriately.	The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.	___/3
					___/3
	Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format.	Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.	Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format.	No way to check validity of information.	___/3
					___/3
	The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.	___/3
					___/3
	The text is written with no errors in grammar, capitalization, punctuation, and spelling.	The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	Spelling, punctuation, and grammar errors distract or impair readability. (three or more errors)	Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader, and major editing and revision is required. (more than five errors)	___/3
TOTAL POINTS					___ /27

* Primary sources can include original letters and diaries, personal observations, interviews, first-hand accounts, newspaper articles, magazine articles, journal articles, Web pages, audio recordings, video productions and photography.

Examples of Other Rubrics

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Presentation Design

Presentation Rubric for a College Project

Image contains a person writing some powerpoint rubrics on a whiteboard

We seem to have an unavoidable relationship with public speaking throughout our lives. From our kindergarten years, when our presentations are nothing more than a few seconds of reciting cute words in front of our class…

...till our grown up years, when things get a little more serious, and the success of our presentations may determine getting funds for our business, or obtaining an academic degree when defending our thesis.

Image contains a person speaking with a microphone

By the time we reach our mid 20’s, we become worryingly used to evaluations based on our presentations. Yet, for some reason, we’re rarely told the traits upon which we are being evaluated. Most colleges and business schools for instance use a PowerPoint presentation rubric to evaluate their students. Funny thing is, they’re not usually that open about sharing it with their students (as if that would do any harm!).

What is a presentation rubric?

A presentation rubric is a systematic and standardized tool used to evaluate and assess the quality and effectiveness of a presentation. It provides a structured framework for instructors, evaluators, or peers to assess various aspects of a presentation, such as content, delivery, organization, and overall performance. Presentation rubrics are commonly used in educational settings, business environments, and other contexts where presentations are a key form of communication.

A typical presentation rubric includes a set of criteria and a scale for rating or scoring each criterion. The criteria are specific aspects or elements of the presentation that are considered essential for a successful presentation. The scale assigns a numerical value or descriptive level to each criterion, ranging from poor or unsatisfactory to excellent or outstanding.

Common criteria found in presentation rubrics may include:

Content: This criterion assesses the quality and relevance of the information presented. It looks at factors like accuracy, depth of knowledge, use of evidence, and the clarity of key messages.
Organization: Organization evaluates the structure and flow of the presentation. It considers how well the introduction, body, and conclusion are structured and whether transitions between sections are smooth.
Delivery: Delivery assesses the presenter's speaking skills, including vocal tone, pace, clarity, and engagement with the audience. It also looks at nonverbal communication, such as body language and eye contact.
Visual Aids: If visual aids like slides or props are used, this criterion evaluates their effectiveness, relevance, and clarity. It may also assess the design and layout of visual materials.
Audience Engagement: This criterion measures the presenter's ability to connect with the audience, maintain their interest, and respond to questions or feedback.
Time Management: Time management assesses whether the presenter stayed within the allotted time for the presentation. Going significantly over or under the time limit can affect the overall effectiveness of the presentation.
Creativity and Innovation: In some cases, rubrics may include criteria related to the creative and innovative aspects of the presentation, encouraging presenters to think outside the box.
Overall Impact: This criterion provides an overall assessment of the presentation's impact on the audience, considering how well it achieved its intended purpose and whether it left a lasting impression.

“We’re used to giving presentations, yet we’re rarely told the traits upon which we’re being evaluated.

Well, we don’t believe in shutting down information. Quite the contrary: we think the best way to practice your speech is to know exactly what is being tested! By evaluating each trait separately, you can:

Acknowledge the complexity of public speaking, that goes far beyond subject knowledge.
Address your weaker spots, and work on them to improve your presentation as a whole.

I’ve assembled a simple Presentation Rubric, based on a great document by the NC State University, and I've also added a few rows of my own, so you can evaluate your presentation in pretty much any scenario!

CREATE PRESENTATION

What is tested in this powerpoint presentation rubric.

The Rubric contemplates 7 traits, which are as follows:

Image contains seven traits: "Organization, Subject knowledge, mechanics, eye contact, poise, elocution, enthusiasm".

Now let's break down each trait so you can understand what they mean, and how to assess each one:

Presentation Rubric

How to use this Rubric?:

The Rubric is pretty self explanatory, so I'm just gonna give you some ideas as to how to use it. The ideal scenario is to ask someone else to listen to your presentation and evaluate you with it. The less that person knows you, or what your presentation is about, the better.

WONDERING WHAT YOUR SCORE MAY INDICATE?

21-28 Fan-bloody-tastic!
14-21 Looking good, but you can do better
7-14 Uhmmm, you ain't at all ready

As we don't always have someone to rehearse our presentations with, a great way to use the Rubric is to record yourself (this is not Hollywood material so an iPhone video will do!), watching the video afterwards, and evaluating your presentation on your own. You'll be surprised by how different your perception of yourself is, in comparison to how you see yourself on video.

Image contains a person using a whiteboard

Related read: Webinar - Public Speaking and Stage Presence: How to wow?

It will be fairly easy to evaluate each trait! The mere exercise of reading the Presentation Rubric is an excellent study on presenting best practices.

If you're struggling with any particular trait, I suggest you take a look at our Academy Channel where we discuss how to improve each trait in detail!

It's not always easy to objectively assess our own speaking skills. So the next time you have a big presentation coming up, use this Rubric to put yourself to the test!

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Higher Education

How to (Effectively) Use a Presentation Grading Rubric

Almost all higher education courses these days require students to give a presentation, which can be a beast to grade. But there’s a simple tool to keep your evaluations on track.

Enter: The presentation grading rubric.

With a presentation grading rubric, giving feedback is simple. Rubrics help instructors standardize criteria and provide consistent scoring and feedback for each presenter.

How can presentation grading rubrics be used effectively? Here are 5 ways to make the most of your rubrics.

1. Find a Good Customizable Rubric

There’s practically no limit to how rubrics are used, and there are oodles of presentation rubrics on Pinterest and Google Images. But not all rubrics are created equal.

Professors need to be picky when choosing a presentation rubric for their courses. Rubrics should clearly define the target that students are aiming for and describe performance.

2. Fine-Tune Your Rubric

Make sure your rubric accurately reflects the expectations you have for your students. It may be helpful to ask a colleague or peer to review your rubric before putting it to use. After using it for an assignment, you could take notes on the rubric’s efficiency as you grade.

You may need to tweak your rubric to correct common misunderstandings or meet the criteria for a specific assignment. Make adjustments as needed and frequently review your rubric to maximize its effectiveness.

3. Discuss the Rubric Beforehand

On her blog Write-Out-Loud , Susan Dugdale advises to not keep rubrics a secret. Rubrics should be openly discussed before a presentation is given. Make sure reviewing your rubric with students is listed on your lesson plan.

Set aside time to discuss the criteria with students ahead of presentation day so they know where to focus their efforts. To help students better understand the rubric, play a clip of a presentation and have students use the rubric to grade the video. Go over what grade students gave the presentation and why, based on the rubric’s standards. Then explain how you would grade the presentation as an instructor. This will help your students internalize the rubric as they prepare for their presentations.

4. Use the Rubric Consistently

Rubrics help maintain fairness in grading. When presentation time arrives, use a consistent set of grading criteria across all speakers to keep grading unbiased.

An effective application for rubrics is to apply a quantitative value to students across a cohort and over multiple presentations. These values show which students made the most progress and where they started out (relative to the rest of their class). Taken together, this data tells the story of how effective or ineffective the feedback has been.

5. Share Your Feedback

If you’re using an electronic system, sharing feedback might be automatic. If you’re using paper, try to give copies to presenters as soon as possible. This will help them incorporate your feedback while everything is still fresh in their minds.

If you’re looking to use rubrics electronically, check out GoReact, the #1 video platform for skill development. GoReact allows you to capture student presentations on video for feedback, grading, and critique. The software includes a rubric builder that you can apply to recordings of any kind of presentation.

Presenters can receive real-time feedback by live recording directly to GoReact with a webcam or smartphone. Instructors and peers submit feedback during the presentation. Students improve astronomically.

A presentation grading rubric is a simple way to keep your evaluations on track. Remember to use a customizable rubric, discuss the criteria beforehand, follow a consistent set of grading criteria, make necessary adjustments, and quickly share your feedback.

By following these five steps, both you and your students can reap the benefits that great rubrics have to offer.

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iRubric: Group PowerPoint Presentation Rubric

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Rubric Code: By Ready to use Public Rubric Subject: Type: Grade Levels: 6-8

Grading Rubric

PowerPoint Presentation Rubric
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Creating and using rubrics for assessment, in this section, tools and ideas for creating your rubrics.

Many of these rubrics grew out of a long-term commitment to building alternative assessments in our Instructional Design , and Math Specialist and Teaching and Assessing Writing online courses.

What's New?

Video Conferencing Rubric

Our Top Five Rubrics

Online Discussion
Video Project
Middle School/High School Group Work
Elementary Teamwork

Tools for Creating Your Rubrics

Presentation rubrics.

Video Conferencing Rubric Maggie Rouman's rubric assesses real-time sessions to foster community, present topics, and enhance learning.

Podcast Rubric Ann Bell's rubric helps students assess what makes a good podcast.

PowerPoint Rubric 10 performance categories

Oral Presentation Rubric (Word doc)

VoiceThread Participation Rubric (pdf) Michelle Pacansky-Brock's general formative assessment is used when students view a mini video lecture/presentation. Contributions are rated on originality, comprehension, and clarity.

Oral Presentation Checklist 4Teachers.org provides an online tool to customize the checklist for your grade level

Effective Project Presentations Buck Institute for Education (BIE) rubric for high school presentations

Poster Rubric

Speaking and Writing Rubrics bilingual education (English and Spanish) Spanish Partial-Immersion Program Rubrics for Writing and Speaking in English and Spanish for Grades 1-5

Social Media Project Rubrics

Wiki Rubric Criteria for assessing individual and group Wiki contributions.

Blog Rubric Assess individual blog entries, including comments on peers' blogs.

Twitter Rubric Assess learning during social networking instructional assignments.

Discussion, Teamwork, and Group Work Rubrics

Online Discussion Board Rubric Criteria for assessing the ability to share perspectives, refine thoughts through the writing process, and participate in a meaningful discussion Primary Grade Self-Evaluation Teamwork Rubric (PDF) Features of a sandwich to graphically show the criteria

Upper Elementary Teamwork Rubric Karen Franker's rubric includes six defined criteria for assessing the team and individual responsibility

Middle School/High School Collaboration Rubric Six defined criteria for collaboration with strong performance descriptors

ePortfolio and Web Page Rubrics

These rubrics are related to our Instructional Design courses.

e-Portfolio Rubric Electronic portfolio rubric created by Joan Vandervelde includes 7 categories with 4 levels of achievement

Web Page Rubric Joan Vandervelde's rubric details 9 categories for evaluating a web page

CyberFair Peer Review Student Web Page Rubric Online feedback form for CyberFair Project.

Concept Map and Graphic Organizer Rubric

Graphic Organizer and Mind Map Rubric Concept map diagram rubric to assess a visual storyboard of a final project or to chart a flow of work and ideas by Karen Franker

Storyboard Rubric Concept map and/or storyboard specification of instructional sequencing and messaging details.

Video and Multimedia Project Rubrics

These rubrics are related to our Elearning and Online Teaching course and flipped classroom course.

Video Project Rubric Joan Vandervelde lists criteria for video production and editing

Multimedia Project Rubric Rubric developed by Caroline McCullen, Jamie McKenzie, and Terrie Gray

Virtual Simulations and Games Rubric

Assessing Student Learning in Virtual Simulations and Serious Games A grading rubric created by Ann Bell with 6 performance criteria

Research Process Rubrics

Research Process Rubric - Elementary Karen Franker's rubric to assess planning, gathering, organizing and citing information in grades 3-5

Research Process Rubric - Middle School Karen Franker's rubric assesses performance with the research process

Rubric for Research Process Joyce Valenza's rubric assesses 5 research performance areas for high school students

Research Process Reflection Joyce Valenza's Question Brainstormer encourages students to ask focus questions and reflect on the research process

Academic Research Writing and APA Formatting Rubric Kay Lehmann's rubric for high school or college level

Writing Rubrics

These rubrics are related to our Teaching and Assessing Writing courses .

Student-Friendly Writing Rubric

Samples of Student Writing, Scored With a 6+1 Trait Rubric An extensive archive of assessment materials associated with the 6-Traits assessment approach.

NWREL's Six Traits of Writing Rubric English and Spanish versions of the 6-Traits of Writing Rubric and other rubrics for listening, public speaking, and reading

Writing Rubrics K-12 - Opinion/Argument, Narrative, and Informative/Explanatory

Research Paper Rubric (Word doc)

Rubric for Scoring Effective Writing (Word doc)

Persuasive Essay Rubric (Word document)

Reflective Writing Rubric (PDF)

Reflection Paper Rubric (PDF)

Historical Fiction Essay Rubric (pdf) Blake Green's history class rubric.

Rubrics for Middle School Includes invention report, book talk, persuasive essay, and autobiographical event essay

Autobiographical Rubric (PDF)

Math and Science Rubrics

These rubrics are related to our Math Specialist courses .

Math Rubrics 4 levels of math understanding with performance criteria

NCTM Math Standard Rubric (pdf) Performance criteria for problem-solving reasoning and proof communication connections representation

Science Rubric (pdf) Performance criteria for the use of scientific tools, science reasoning and strategies, science concepts and use of data and communication Scientific Report Rubric Easy to modify for any kind of high school research report

Physics Project Rubric A good example of a performance rubric tuned a specific project. Easy to adapt to other subjects.

Rubrics for Primary Grades

Kindergarten Rubrics Assess literacy development

Kindergarten Rubrics Evaluates communication, fine muscle development, emergent reading and writing, large muscle development, math development, creative arts, personal development, and work habits, play, and social skills.

Primary Grade Self-Evaluation Teamwork Rubric (PDF) Features a sandwich to graphically show when all criteria are met

Third Grade Venn Diagram Rubric

These tools are explored in our e-learning course .

Rubistar Choose a topic and create a new rubric based on a template. Save and edit your rubric online.

Rubric Template Insert the task and criteria into this template.

Rubric Template (Word doc) Word document template to download and modify to meet authentic assessment needs (University of West Florida).

Quick Rubric

iRubric develop rubrics and access them from anywhere

Single-Point Rubric (Word doc)

Rubric Generator Build your own grading rubrics online by filling out a form. You can include a graphic and print the rubric.

Readings about Authentic Assessment Helpful background information about rubric design and implementation in the classroom.

Grades 6-12
School Leaders

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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

Collage of scoring rubric examples including written response rubric and interactive notebook rubric

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

A holistic scoring rubric laying out the criteria for a rating of 1 to 4 when creating an infographic

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Layout of an analytic scoring rubric, describing the different sections like criteria, rating, and indicators

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

A developmental rubric example for reading fluency

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Rubric that can be used for assessing any elementary school project

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Rubric for assessing student behavior in school and classroom

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

An argumentative rubric example to use with middle school students

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

A rubric example for assessing student role play in the classroom

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

A rubric used to grade middle school art projects

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

A rubric for grading middle school diorama projects

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubric example for grading oral presentations given by middle school students

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Example of a rubric used to grade a high school project presentation

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

A rubric for assessing a student's performance in a high school debate

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

A rubric for assessing high school project based learning assignments

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Rubric for scoring an essay with a final score out of 100 points

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

A rubric teachers can use to evaluate a student's participation and performance in a theater production

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

Scoring rubrics help establish expectations and ensure assessment consistency. Use these rubric examples to help you design your own.

Instructional scaffolding examples including sentence starters and graphic organizers

18 Smart Instructional Scaffolding Examples for Every Classroom

Tips and ideas for teachers and school leaders. Continue Reading

Eberly Center

Teaching excellence & educational innovation, grading and performance rubrics, what are rubrics.

A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Advantages of Using Rubrics

Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment helps ensure that the instructor’s grading standards don’t change over time. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments. Finally, grading rubrics are invaluable in large courses that have multiple graders (other instructors, teaching assistants, etc.) because they can help ensure consistency across graders and reduce the systematic bias that can be introduced between graders.

Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.

Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.

Examples of Rubrics

Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.

Paper Assignments

Example 1: Philosophy Paper This rubric was designed for student papers in a range of philosophy courses, CMU.
Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology, CMU.
Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU.
Example 4: History Research Paper . This rubric was designed for essays and research papers in history, CMU.
Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
Example 2: Engineering Design Project This rubric describes performance standards on three aspects of a team project: Research and Design, Communication, and Team Work.

Oral Presentations

Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU.
Example 2: Oral Communication
Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.

Class Participation/Contributions

Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course, CMU.
Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.

Faculty and Staff

Assessment and Curriculum Support Center

Creating and using rubrics.

Last Updated: 4 March 2024. Click here to view archived versions of this page.

On this page:

What is a rubric?
Why use a rubric?
What are the parts of a rubric?
Developing a rubric
Sample rubrics
Scoring rubric group orientation and calibration
Suggestions for using rubrics in courses
Equity-minded considerations for rubric development
Tips for developing a rubric
Additional resources & sources consulted

Note: The information and resources contained here serve only as a primers to the exciting and diverse perspectives in the field today. This page will be continually updated to reflect shared understandings of equity-minded theory and practice in learning assessment.

1. What is a rubric?

A rubric is an assessment tool often shaped like a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior.

There are two main types of rubrics:

Analytic Rubric : An analytic rubric specifies at least two characteristics to be assessed at each performance level and provides a separate score for each characteristic (e.g., a score on “formatting” and a score on “content development”).

Advantages: provides more detailed feedback on student performance; promotes consistent scoring across students and between raters
Disadvantages: more time consuming than applying a holistic rubric
You want to see strengths and weaknesses.
You want detailed feedback about student performance.

Holistic Rubric: A holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.

Advantages: quick scoring; provides an overview of student achievement; efficient for large group scoring
Disadvantages: does not provided detailed information; not diagnostic; may be difficult for scorers to decide on one overall score
You want a quick snapshot of achievement.
A single dimension is adequate to define quality.

2. Why use a rubric?

A rubric creates a common framework and language for assessment.
Complex products or behaviors can be examined efficiently.
Well-trained reviewers apply the same criteria and standards.
Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, “Did the student meet the criteria for level 5 of the rubric?” rather than “How well did this student do compared to other students?”
Using rubrics can lead to substantive conversations among faculty.
When faculty members collaborate to develop a rubric, it promotes shared expectations and grading practices.

Faculty members can use rubrics for program assessment. Examples:

The English Department collected essays from students in all sections of English 100. A random sample of essays was selected. A team of faculty members evaluated the essays by applying an analytic scoring rubric. Before applying the rubric, they “normed”–that is, they agreed on how to apply the rubric by scoring the same set of essays and discussing them until consensus was reached (see below: “6. Scoring rubric group orientation and calibration”). Biology laboratory instructors agreed to use a “Biology Lab Report Rubric” to grade students’ lab reports in all Biology lab sections, from 100- to 400-level. At the beginning of each semester, instructors met and discussed sample lab reports. They agreed on how to apply the rubric and their expectations for an “A,” “B,” “C,” etc., report in 100-level, 200-level, and 300- and 400-level lab sections. Every other year, a random sample of students’ lab reports are selected from 300- and 400-level sections. Each of those reports are then scored by a Biology professor. The score given by the course instructor is compared to the score given by the Biology professor. In addition, the scores are reported as part of the program’s assessment report. In this way, the program determines how well it is meeting its outcome, “Students will be able to write biology laboratory reports.”

3. What are the parts of a rubric?

Rubrics are composed of four basic parts. In its simplest form, the rubric includes:

A task description . The outcome being assessed or instructions students received for an assignment.
The characteristics to be rated (rows) . The skills, knowledge, and/or behavior to be demonstrated.
Beginning, approaching, meeting, exceeding
Emerging, developing, proficient, exemplary
Novice, intermediate, intermediate high, advanced
Beginning, striving, succeeding, soaring
Also called a “performance description.” Explains what a student will have done to demonstrate they are at a given level of mastery for a given characteristic.

4. Developing a rubric

Step 1: Identify what you want to assess

Step 2: Identify the characteristics to be rated (rows). These are also called “dimensions.”

Specify the skills, knowledge, and/or behaviors that you will be looking for.
Limit the characteristics to those that are most important to the assessment.

Step 3: Identify the levels of mastery/scale (columns).

Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the “catch-all” category.

Step 4: Describe each level of mastery for each characteristic/dimension (cells).

Describe the best work you could expect using these characteristics. This describes the top category.
Describe an unacceptable product. This describes the lowest category.
Develop descriptions of intermediate-level products for intermediate categories.

Important: Each description and each characteristic should be mutually exclusive.

Step 5: Test rubric.

Apply the rubric to an assignment.
Share with colleagues.

Tip: Faculty members often find it useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a “1” or “2” on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable), does not meet the minimum quality expectations. We encourage a standard setting session to set the score needed to meet expectations (also called a “cutscore”). Monica has posted materials from standard setting workshops, one offered on campus and the other at a national conference (includes speaker notes with the presentation slides). They may set their criteria for success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need to be taken.

Step 6: Discuss with colleagues. Review feedback and revise.

Important: When developing a rubric for program assessment, enlist the help of colleagues. Rubrics promote shared expectations and consistent grading practices which benefit faculty members and students in the program.

5. Sample rubrics

Rubrics are on our Rubric Bank page and in our Rubric Repository (Graduate Degree Programs) . More are available at the Assessment and Curriculum Support Center in Crawford Hall (hard copy).

These open as Word documents and are examples from outside UH.

Group Participation (analytic rubric)
Participation (holistic rubric)
Design Project (analytic rubric)
Critical Thinking (analytic rubric)
Media and Design Elements (analytic rubric; portfolio)
Writing (holistic rubric; portfolio)

6. Scoring rubric group orientation and calibration

When using a rubric for program assessment purposes, faculty members apply the rubric to pieces of student work (e.g., reports, oral presentations, design projects). To produce dependable scores, each faculty member needs to interpret the rubric in the same way. The process of training faculty members to apply the rubric is called “norming.” It’s a way to calibrate the faculty members so that scores are accurate and consistent across the faculty. Below are directions for an assessment coordinator carrying out this process.

Suggested materials for a scoring session:

Copies of the rubric
Copies of the “anchors”: pieces of student work that illustrate each level of mastery. Suggestion: have 6 anchor pieces (2 low, 2 middle, 2 high)
Score sheets
Extra pens, tape, post-its, paper clips, stapler, rubber bands, etc.

Hold the scoring session in a room that:

Allows the scorers to spread out as they rate the student pieces
Has a chalk or white board, smart board, or flip chart
Describe the purpose of the activity, stressing how it fits into program assessment plans. Explain that the purpose is to assess the program, not individual students or faculty, and describe ethical guidelines, including respect for confidentiality and privacy.
Describe the nature of the products that will be reviewed, briefly summarizing how they were obtained.
Describe the scoring rubric and its categories. Explain how it was developed.
Analytic: Explain that readers should rate each dimension of an analytic rubric separately, and they should apply the criteria without concern for how often each score (level of mastery) is used. Holistic: Explain that readers should assign the score or level of mastery that best describes the whole piece; some aspects of the piece may not appear in that score and that is okay. They should apply the criteria without concern for how often each score is used.
Give each scorer a copy of several student products that are exemplars of different levels of performance. Ask each scorer to independently apply the rubric to each of these products, writing their ratings on a scrap sheet of paper.
Once everyone is done, collect everyone’s ratings and display them so everyone can see the degree of agreement. This is often done on a blackboard, with each person in turn announcing his/her ratings as they are entered on the board. Alternatively, the facilitator could ask raters to raise their hands when their rating category is announced, making the extent of agreement very clear to everyone and making it very easy to identify raters who routinely give unusually high or low ratings.
Guide the group in a discussion of their ratings. There will be differences. This discussion is important to establish standards. Attempt to reach consensus on the most appropriate rating for each of the products being examined by inviting people who gave different ratings to explain their judgments. Raters should be encouraged to explain by making explicit references to the rubric. Usually consensus is possible, but sometimes a split decision is developed, e.g., the group may agree that a product is a “3-4” split because it has elements of both categories. This is usually not a problem. You might allow the group to revise the rubric to clarify its use but avoid allowing the group to drift away from the rubric and learning outcome(s) being assessed.
Once the group is comfortable with how the rubric is applied, the rating begins. Explain how to record ratings using the score sheet and explain the procedures. Reviewers begin scoring.
Are results sufficiently reliable?
What do the results mean? Are we satisfied with the extent of students’ learning?
Who needs to know the results?
What are the implications of the results for curriculum, pedagogy, or student support services?
How might the assessment process, itself, be improved?

7. Suggestions for using rubrics in courses

Use the rubric to grade student work. Hand out the rubric with the assignment so students will know your expectations and how they’ll be graded. This should help students master your learning outcomes by guiding their work in appropriate directions.
Use a rubric for grading student work and return the rubric with the grading on it. Faculty save time writing extensive comments; they just circle or highlight relevant segments of the rubric. Some faculty members include room for additional comments on the rubric page, either within each section or at the end.
Develop a rubric with your students for an assignment or group project. Students can the monitor themselves and their peers using agreed-upon criteria that they helped develop. Many faculty members find that students will create higher standards for themselves than faculty members would impose on them.
Have students apply your rubric to sample products before they create their own. Faculty members report that students are quite accurate when doing this, and this process should help them evaluate their own projects as they are being developed. The ability to evaluate, edit, and improve draft documents is an important skill.
Have students exchange paper drafts and give peer feedback using the rubric. Then, give students a few days to revise before submitting the final draft to you. You might also require that they turn in the draft and peer-scored rubric with their final paper.
Have students self-assess their products using the rubric and hand in their self-assessment with the product; then, faculty members and students can compare self- and faculty-generated evaluations.

8. Equity-minded considerations for rubric development

Ensure transparency by making rubric criteria public, explicit, and accessible

Transparency is a core tenet of equity-minded assessment practice. Students should know and understand how they are being evaluated as early as possible.

Ensure the rubric is publicly available & easily accessible. We recommend publishing on your program or department website.
Have course instructors introduce and use the program rubric in their own courses. Instructors should explain to students connections between the rubric criteria and the course and program SLOs.
Write rubric criteria using student-focused and culturally-relevant language to ensure students understand the rubric’s purpose, the expectations it sets, and how criteria will be applied in assessing their work.
For example, instructors can provide annotated examples of student work using the rubric language as a resource for students.

Meaningfully involve students and engage multiple perspectives

Rubrics created by faculty alone risk perpetuating unseen biases as the evaluation criteria used will inherently reflect faculty perspectives, values, and assumptions. Including students and other stakeholders in developing criteria helps to ensure performance expectations are aligned between faculty, students, and community members. Additional perspectives to be engaged might include community members, alumni, co-curricular faculty/staff, field supervisors, potential employers, or current professionals. Consider the following strategies to meaningfully involve students and engage multiple perspectives:

Have students read each evaluation criteria and talk out loud about what they think it means. This will allow you to identify what language is clear and where there is still confusion.
Ask students to use their language to interpret the rubric and provide a student version of the rubric.
If you use this strategy, it is essential to create an inclusive environment where students and faculty have equal opportunity to provide input.
Be sure to incorporate feedback from faculty and instructors who teach diverse courses, levels, and in different sub-disciplinary topics. Faculty and instructors who teach introductory courses have valuable experiences and perspectives that may differ from those who teach higher-level courses.
Engage multiple perspectives including co-curricular faculty/staff, alumni, potential employers, and community members for feedback on evaluation criteria and rubric language. This will ensure evaluation criteria reflect what is important for all stakeholders.
Elevate historically silenced voices in discussions on rubric development. Ensure stakeholders from historically underrepresented communities have their voices heard and valued.

Honor students’ strengths in performance descriptions

When describing students’ performance at different levels of mastery, use language that describes what students can do rather than what they cannot do. For example:

Instead of: Students cannot make coherent arguments consistently.
Use: Students can make coherent arguments occasionally.

9. Tips for developing a rubric

Find and adapt an existing rubric! It is rare to find a rubric that is exactly right for your situation, but you can adapt an already existing rubric that has worked well for others and save a great deal of time. A faculty member in your program may already have a good one.
Evaluate the rubric . Ask yourself: A) Does the rubric relate to the outcome(s) being assessed? (If yes, success!) B) Does it address anything extraneous? (If yes, delete.) C) Is the rubric useful, feasible, manageable, and practical? (If yes, find multiple ways to use the rubric: program assessment, assignment grading, peer review, student self assessment.)
Collect samples of student work that exemplify each point on the scale or level. A rubric will not be meaningful to students or colleagues until the anchors/benchmarks/exemplars are available.
Expect to revise.
When you have a good rubric, SHARE IT!

10. Additional resources & sources consulted:

Rubric examples:

Rubrics primarily for undergraduate outcomes and programs
Rubric repository for graduate degree programs

Workshop presentation slides and handouts:

Workshop handout (Word document)
How to Use a Rubric for Program Assessment (2010)
Techniques for Using Rubrics in Program Assessment by guest speaker Dannelle Stevens (2010)
Rubrics: Save Grading Time & Engage Students in Learning by guest speaker Dannelle Stevens (2009)
Rubric Library , Institutional Research, Assessment & Planning, California State University-Fresno
The Basics of Rubrics [PDF], Schreyer Institute, Penn State
Creating Rubrics , Teaching Methods and Management, TeacherVision
Allen, Mary – University of Hawai’i at Manoa Spring 2008 Assessment Workshops, May 13-14, 2008 [available at the Assessment and Curriculum Support Center]
Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation , 7(25).
NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills . [PDF] (June 2005)

Contributors: Monica Stitt-Bergh, Ph.D., TJ Buckley, Yao Z. Hill Ph.D.

McGraw Center for Teaching and Learning

Presentation assignments.

In-class presentation assignments give students valuable opportunities to consolidate learning and research into coherent explanations or arguments. Presentation tools such as Powerpoint, Keynote, and Google Slides are easy to use and for the most part, already very familiar to students. While presentation slides are often used to simply display a textual outline of the talk, these tools also allow the inclusion of animations, slide transitions, and video recordings that can be used effectively to focus audience attention and to emphasize certain points.

Learning goals

In-class presentations provide opportunities to consolidate learning and research into coherent explanations or arguments
In preparing presentations, students can focus on the sequence of information being presented, the major points being empahsized, and to the audience to which they are speaking.
Students gain experience in public speaking

Considerations

If you typically assign oral presentations, consider trying something different by assigning a video-recorded version of the assignment. Similar to a traditional oral presentation, the process involves outlining, planning, and scriptwriting, but can also give students opportunities to reflect upon their presentation in the process of putting it together. Video presentations also facilitate the use of music and sound effects when appropriate.
Lightning talks are very short presentation (usually 3-5 minutes), usually intended for a non-specialist audience.
TED talks can be slightly longer than lightning talks, but are meant never to exceed 18 minutes. TED talks provide ample time for students to show their expertise in a topic while also be short enough to keep the audience attention focused.
Pecha Kucha is a format that uses 20 slides or images that are displayed for 20 seconds each. Slides are configured to advance automatically, ensuring that the presentation is concise, and that students get through all of their content.
In many courses, presentation and performance assignments also include a peer feedback component. Students may be expected to comment upon their fellow students’ presentations via a discussion board or blog post, or complete a peer-feedback rubric developed for the assignment.
Powerpoint, Keynote, and Google Slides all include tools for animating elements within a presentation. While these features can certainly be over-used and may only have a cosmetic benefit, they can also be used to great effect to focus the audience’s attention and heighten interest.

Student preparation

While some of the tools commonly used while presenting may require documentation, it is unlikely that it will be necessary to dedicate class time to training.

Possible tools

Microsoft Powerpoint
Google Slides
Adobe Spark Page
Microsoft Sway

Rubrics and resources

We Have a Solution for That: Student Presentations, Posters, and Websites . The Innovative Instructor Blog, Center for Educational resources, Johns Hopkins University.
Pecha Kucha
Create Slides People will Remember
The Secret Structure of Steve Job's iPhone Launch
Steve Jobs Launch Speech iPhone 1, 2007 (abridged)
Telling Stories with Data in Three Steps -- Harvard Business School
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Evaluation Rubric

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Are you familiar with the concepts of "rubrics" in the academic sense? It's like a table where assignments (and the work behind them) are graded. This is a very simple description, so we think that it's best if you see it yourself. Check out this pack of evaluation rubrics! Completely editable and printable, these are ready to be used by educators or teachers who are also tired of using just white paper. A little bit of design makes the difference!

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PPC IV & V Practice Based Learning and Improvement Presentation Guide: PPC V PBLI Presentation Recorded PowerPoint Assignment & Rubric

Formatting Slides
Assignment Instructions & Step 1
Writing Effective Learning Objectives
Steps 2 & 3
Step 5: Relevance
Step 5: Validity
Step 5: POEM Versus DOE
Step 5: Clinical Guidelines - PPC IV only
Steps 6 & 7
PPC IV Rubric
Important Dates
PPC V PBLI Presentation Recorded PowerPoint Assignment & Rubric
Library Resources & Support
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Assignment Help Sessions

Help Sessions

PPC V Rubric

Learning Objectives

At the end of this session, students will be able to:

apply their EBM skills to ask and answer a clinical question about a patient you observed during a PACE visit,
use PPICO to create a clinical question
perform a literature search to find a research article/clinical guideline that is relevant to their patient's care
evaluate a research article or meta-analysis for it's relevance and validity
apply a research article or meta-analysis to patient care and provide an answer to the clinical question to a clinician and the patient.
apply feedback from your fall presentation to improve your performance

PPC V Assignment

Choose a patient you have observed during a PACE visit or at the student run clinic.
You will need to ask a different clinical question from the fall semester.
This time you will create a recorded PBLI presentation.
The difference is this semester, there is NO live oral presentation small group session .
Your presentation should be 9-12 minutes in length. It is an a utomatic redo if > 12 minutes in length.
You will use the appropriate JBI checklist to analyze the validity of your research article or met-analysis.
Your slide backgrounds can be colorful.
You will turn in a recorded PowerPoint presentation and a copy of the research article or meta-analysis . The narration needs not to be perfect.
Your patient encounter information can be 2-3 sentences. You will be expected to provide a more detailed description of the patient encounter for your clerkship PBLI presentation.
You will upload your recorded slides and your research article or met-analysis to the PPC V CANVAS assignment tool.
Note that the first section rubric for PPC V is different from the first section of the PPC IV rubric.
You may turn in your completed slides and article/guideline anytime between the first day of class and the due date on March 26th at 11:55 pm.
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Last Updated: Jun 13, 2024 1:41 PM
URL: https://libraryguides.neomed.edu/PPCIVPBLIPresentation

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COMMENTS

PDF Grading Rubric for PowerPoint Presentation
Grading Rubric for PowerPoint Presentation Rubric. Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. Most information is organized in a clear, logical way. One slide or item of information seems out of place. Some information is logically sequenced.
Rubric Best Practices, Examples, and Templates
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
PDF Sample Rubric for PowerPoint Presentation
Effectiveness. Presentation. 4. Background does not detract from text or other graphics. Choice of background is appropriate for this project. Font formats (e.g., 3. Background does not detract from text or other graphics. Choice of background could have been better suited for the project.
PowerPoint Rubric
PowerPoint Rubric. Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant ...
PowerPoint Presentation Rubric Examples
The first category for this type of rubric focuses on delivery, which looks at the skills needed for presenting ideas. Since a PowerPoint is meant to be shared with an audience, a part of your ...
Presentation Rubric for a College Project
A typical presentation rubric includes a set of criteria and a scale for rating or scoring each criterion. The criteria are specific aspects or elements of the presentation that are considered essential for a successful presentation. The scale assigns a numerical value or descriptive level to each criterion, ranging from poor or unsatisfactory ...
How to (Effectively) Use a Presentation Grading Rubric
2. Fine-Tune Your Rubric. Make sure your rubric accurately reflects the expectations you have for your students. It may be helpful to ask a colleague or peer to review your rubric before putting it to use. After using it for an assignment, you could take notes on the rubric's efficiency as you grade.
PDF RUBRIC -Examples and Speaker Notes.ppt
A rubric is a tool for scoring an assignment that breaks the work into the component parts (which reflect objectives) The rubric provides a score (at a minimum) or a detailed description (ideally) of good or bad performance on each component part. R ub ri cs can be used to grad e st ud ent s. and combined for an overall score.
iRubric: Group PowerPoint Presentation Rubric
iRubric A78826: This rubric is meant to help guide in the creation of your PowerPoint presentation project. Each category in the far left column represents a component of the project that will be taken into consideration when calculating the final grade for this assignment. Review the rubric carefully before, during and after the creation of the PowerPoint presentation, to ensure that all ...
PowerPoint Assignments Rubric
PowerPoint Assignments Rubric - 100 Points. The writer demonstrates an understanding of the subject matter and clearly states the objective of the assignment. Content is clear, insightful, thought provoking, and focused. All assertions are well-supported, and meaningful connections are made between the PowerPoint presentation and course content.
Creating and Using Rubrics for Assessment
Ann Bell's rubric helps students assess what makes a good podcast. PowerPoint Rubric. 10 performance categories. Oral Presentation Rubric (Word doc) VoiceThread Participation Rubric (pdf) Michelle Pacansky-Brock's general formative assessment is used when students view a mini video lecture/presentation.
15 Helpful Scoring Rubric Examples for All Grades and Subjects
The level of detail may vary depending on the assignment and the purpose of the rubric itself. Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading.
PDF POWERPOINT PROJECT EVALUATION RUBRIC CONTENT SCORE COMMENTS The
esentation meets the informationPOWERPOINT PROJECT EVALUATION RUBRIC. ONTENTSCORECOMMENTSThe presentation meets the inf. tion requirements of the assignment.Information is presented in logic. l sequence/structure.Information on slides reflects understanding. effective summarization. Information h.
PDF Rubric for PowerPoint Presentation
Rubric for PowerPoint ® Presentation Task Description: Students will design a presentation which will include their goals, proper attire for a job interview and good personal hygiene practices. It must include information about three career choices in Human Services. Criteria t Strong Impact 4 Good Impact 3 Some Impact 2 Minimal Impact 1
PDF Science PowerPoint Evaluation Rubric
Microsoft Word - Science PowerPoint Evaluation Rubric.doc. Science PowerPoint Evaluation Rubric. Student Name: Score: This analytic rubric is used to verify specific tasks performed when producing a PowerPoint presentation. If the task has been successfully completed, all points are awarded. No points are awarded if the task is not complete.
Rubrics
A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of ...
PowerPoint Rubric (teacher made)
A PowerPoint Rubric for assessing student work with a grading scale for content, presentation of text, design, language and work requirements. You can use this PowerPoint Rubric as a tool to help with assessing student work. The rubric includes a grading scale between one and five for each of the five key elements being assessed, generating a ...
Creating and Using Rubrics
Step 5: Test rubric. Apply the rubric to an assignment. Share with colleagues. Tip: Faculty members often find it useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a "1" or "2" on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable ...
Presentation assignments
Presentation tools such as Powerpoint, Keynote, and Google Slides are easy to use and for the most part, already very familiar to students. ... or complete a peer-feedback rubric developed for the assignment. Powerpoint, Keynote, and Google Slides all include tools for animating elements within a presentation. While these features can certainly ...
Narrated Power Point Grading Rubric
PSYC 700. NARRATED POWERPOINT GRADING RUBRIC Criteria Levels of Achievement. Content 70%. Advanced Proficient Developing Not present. Content. 66 to 70 points The PowerPoint exceeds content requirements: 1) A concise and clear description of the view chosen is present.
PDF Rubric Development for Assessment
A rubric is a scoring tool that lists the criteria for student work and articulates levels of quality for each criterion. Rubrics make grading consistent and fair. Rubrics help clarify expectations to both students and faculty. Rubrics can help identify areas for improvement. Rubrics save time in the grading process, once they have been developed.
Evaluation Rubric
It's like a table where assignments (and the work behind them) are graded. This is a very simple description, so we think that it's best if you see it yourself. Check out this pack of evaluation rubrics! Completely editable and printable, these are ready to be used by educators or teachers who are also tired of using just white paper. A little ...
PPC V PBLI Presentation Recorded PowerPoint Assignment & Rubric
You will upload your recorded slides and your research article or met-analysis to the PPC V CANVAS assignment tool. Note that the first section rubric for PPC V is different from the first section of the PPC IV rubric. The due date is: March 26, 2024.

Rubric Best Practices, Examples, and Templates

How to Get Started

Step 1: Analyze the assignment

Step 2: Decide what kind of rubric you will use

Step 3 (Optional): Look for templates and examples.

Step 4: Define the assignment criteria

Step 5: Design the rating scale

Step 6: Write descriptions for each level of the rating scale

Building a rubric from scratch

Step 7: Create your rubric

Step 8: Pilot-test your rubric

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

Technology Tools: Rubrics in Moodle

Tools with rubrics (other than Moodle)

Other resources

PowerPoint Rubric

Presentation Rubric for a College Project

What is a presentation rubric?

CREATE PRESENTATION

Presentation Rubric

How to use this Rubric?:

WONDERING WHAT YOUR SCORE MAY INDICATE?

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How to (Effectively) Use a Presentation Grading Rubric

1. Find a Good Customizable Rubric

2. Fine-Tune Your Rubric

3. Discuss the Rubric Beforehand

4. Use the Rubric Consistently

5. Share Your Feedback

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iRubric: Group PowerPoint Presentation Rubric

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