Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being fair, and to set goals for future learning.
In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.
- Routinely have students score peers essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewers Comments section to add any praise, constructive criticism, or questions.
- Alter some expectations or add additional traits on the rubric as needed. Students needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
- After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
The main idea or a thesis statement is clearly defined. There may be more than one key point. Appropriate relevant information and details are shared from a variety of sources including personal experiences, observations, and prior knowledge. Supporting details are accurate, relevant, and helpful in clarifying the main idea(s).
The main idea can be identified. The writer shares relevant information, facts and experiences. There is a clear distinction between general observations and specifics. Supporting details are relevant and explain the main idea.
The main idea can be identified. The writer shares some information, facts and experiences, but may show problems going from general observations to specifics. Stronger support and greater attention to details would strengthen this paper.
More than one of the following problems may be evident: The main idea is not identifiable. The writer shares some information, but it is limited or unclear. Details are missing or repetitious.
Writer’s Voice, Audience Awareness,
The paper is honest and enthusiastic. The language is natural yet thought-provoking. It brings the topic to life. The reader feels a strong sense of interaction with the writer and senses the person behind the words.
Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure
Writer's voice is consistent and strong. The writer is aware of an audience. The reader is informed and remains engaged. Sentences have varied structure.
Writer's voice may emerge strongly on occasion, then retreat behind general, vague, tentative, or abstract language. The writer is aware of an audience. The reader is informed, but must work at remaining engaged. Sentence structure shows some variety.
Writing is confusing, hard to follow. Language is vague. No audience awareness. No variety in sentence structure.
Spelling, punctuation, capitalization
Punctuation, spelling, capitalization are correct. No errors.
Punctuation, spelling, capitalization are generally correct, with few errors. (1-2)
A few errors in punctuation, spelling, capitalization. (3-4)
Distracting errors in punctuation, spelling, capitalization.