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Loyola University Chicago

Faculty Center for Ignatian Pedagogy

Sharing Rubrics

Rubric Creation and Sharing

(Adapted from http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm)

What is a Rubric?

A rubric can be defined as a scoring scale used to assess student performance along a task-specific set of criteria” (Mueller, 2010). A rubric is a criterion-referenced measure, meaning that mastery or success is determined by how performance aligns with a set of pre-selected skills and/or knowledge.

Rubric Mechanics

As a rule, “each rubric has at least two criteria and at least two levels of performance” (2010).  A common rubric construction includes: pre-set criteria (skills and/or knowledge) listed on the left side of the grid, standards for what merits a certain level of performance in each grid cell, and levels of performance across the top of the grid. 

General rubric layout:

Assignment Title


Lowest level of performance

Progressively higher level

Progressively higher level

Highest level of performance

Criteria #1

Standards for criteria #1 at lowest level of performance

Standards for criteria #1 at second lowest level of performance

Standards for criteria #1 at second highest level of performance

Standards for criteria #1 at highest level of performance

Criteria #2

See above

See above

See above

See above

Criteria #3

See above

See above

See above

See above

A very basic example rubric:

Research Report






Frequent grammatical and punctuation errors

Some grammatical and punctuation errors

Few grammatical and punctuation errors


Used fewer than 4 references

Used 4 references

Used more than 4 references

Rubrics are formative by nature; they can be strictly formative or a combination of formative and summative if grading is involved. When used for grading, the total number of points can be determined in a variety of ways, including:

· All criteria can have the same number of levels of performance and thus the same score range (i.e. 1-4).

· Each criterion can have the same number of levels of performance but different points assigned to each level (e.g., one criteria gets 0 points for “poor,” 1 point for “good,” and 2 points for “excellent,” while another gets 0 points for “poor,” 2 points for “good,” and 3 points for “excellent”).

· It may be desirable for one criterion to factor more heavily into the total score. In this case, a weight can be assigned to the score given for this criterion (e.g. the total score is multiplied by 2).

Levels of Performance

· Levels of performance in a rubric are used to determine how a student performed on a given skill or knowledge area. In the example rubric, the three levels of performance are “poor,” “good,” and “excellent.”  They provide:



Types of Rubrics

Analytic rubric(refer to "Research Report" rubric for an example)

Holistic rubric


3 - Excellent Researcher

  • included 10-12 sources
  • no apparent historical inaccuracies
  • can easily tell which sources information was drawn from
  • all relevant information is included

2 - Good Researcher

  • included 5-9 sources
  • few historical inaccuracies
  • can tell with difficulty where information came from
  • bibliography contains most relevant information

1 - Poor Researcher

  • included 1-4 sources
  • lots of historical inaccuracies
  • cannot tell from which source information came
  • bibliography contains very little information

(From http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm)

After the Rubric is Completed



Mueller, J. (2010). Rubrics. Retrieved from http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htmhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm


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