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A scoring rubric is a tool teachers use to assess students’ performance. It is an assessment guide that describes evaluation criteria (or grading standards) based on students’ expected outcomes and performances.
Rubrics are often used to score or grade written assignments or oral presentations. Moreover, rubrics can also be used for self-evaluation, reflection, and peer review. As the Office of Graduate Studies Teaching at UNL confirmed in 2017, scoring rubrics are incredibly useful for assessing complex tasks or assignments like written work (e.g., assignments, essay tests, papers, portfolios), presentations (e.g., debates, role plays), group work, or other types of work products or performances (e.g., artistic works, portfolios).
Typically, scoring rubrics are presented in a table containing several criteria to be rated, quality descriptions for each criterion, and a rating scale for the quality descriptions. Each rubric consists of grading criteria and the associated point values for each criterion.
Rubrics are “powerful tools for both teaching and assessment,” which means they are used not only for assessment but also to help students improve their writing skills (Reddy and Andrade, 2010). As a result, rubrics can be used in writing classes to help teachers evaluate students’ performances and to assist teachers in their teaching.
Teachers will grade students’ performances based on the criteria and indicators outlined in the rubrics, provide relevant feedback, and guide students in improving their performance. More importantly, rubrics are frequently used as part of “a learner-centered approach to assessment” (Reddy and Andrade, 2010), which involves students in evaluating their performance.
Students can self-evaluate their work and provide feedback to one another through rubrics because rubrics are pretty clear, with detailed explanations (Sundeen, 2014). As a result, students can better understand their writing difficulties.
|Criteria||Limited 1||Adequate 2||Proficient 3||Excellent 4|
|Structure||Bad organization of topic subtopic||Acceptable organization of topic subtopic||Satisfactory organization of topic subtopic||Excellent organization of topic subtopic|
|Grammar||Never using correct grammar in statements||Sometimes using correct grammar in statements||Often using correct grammar in statements||Always use correct grammar in statements|
|Terminology||Never using the precise technical term||Sometimes using the precise technical term||Often using the precise technical term||Always using the precise technical term|
|Content||Never present concrete facts with evidence||Sometimes present concrete facts with evidence||Often present concrete facts with evidence||Always present concrete facts with evidence|
|Components of Writing||4-Excellent||3-Good||2-Fair||1-Poor||Weighting|
|Content (C)||Present the information in well-chosen details across the paragraph||Present the information with details in parts of the paragraph||Present the information with some details||Present no clear information||3|
|Vocabulary (V)||Good vocabulary choice||Error in vocabulary choice are few and do not interfere with understanding.||Errors in vocabulary choice are and sometimes interfere with understanding.||Many errors in vocabulary choice that severally interferes with understanding||2.5|
|Grammar (G||Good in grammar||Errors in grammar choice are few and do not interfere with understanding.||Errors in grammar choice are and sometimes interfere with understanding.||Many errors in grammar choice that severally interferes with understanding||2.5|
|Mechanics (M)||Good in spelling, punctuation, and capitalization understanding||Error in spelling, punctuation, and capitalization are few.||Error in spelling, punctuation, and capitalization and sometimes interfere with understanding.||Error in spelling, punctuation, and capitalization severely interfere with understanding||2|
|Writing Authenticity||Very original||Original||Fairly Original||Less Original||Not Original|
|Content accordance with the title||Content is very in accordance with the title||Content is in accordance with the title||Content is fairly in accordance with the title||Content is in less accordance with the title||Content is not in accordance with the title|
|Text harmony||The harmony of the text is very precise||The harmony of the text is precise||The harmony of the text is quite precise||The harmony of the text is less precise||The harmony of the text is not precise|
|Vocabulary selection||Vocabulary selection is very appropriate||Vocabulary selection is appropriate||Vocabulary selection is quite appropriate||Vocabulary selection is less appropriate||Vocabulary selection is inappropriate|
|Grammar options||The selection of grammar is very proper||Selection of grammar is proper||The selection of grammar is quite proper||Selection of grammar is less proper||Selection of grammar is improper|
|Vocabulary Writing||Vocabulary writing is very precise||Vocabulary writing is precise||Vocabulary writing is quite precise||Vocabulary writing is less precise||Vocabulary writing is not precise|
|Writing Tidiness||Writing is neat and easily readable||Writing is untidy but easily readable||Writing is neat but not easily readable||Writing is untidy and hardly readable|