Rubrics are designed for very specific purposes, usually when a grade is needed for a learning activity. Rubrics describe in detail the performance needed to reach a particular standard. They are like a very detailed rating scale.
It is best if learners help to develop the rubric for an assignment. Learners can help describe what a person would have to do to reach a certain standard. In this way, learners are clear about what is expected of them. Also, the instructor or tutor can get a good idea of how much learners actually know about reaching a particular learning goal. The discussions can reveal gaps in instruction or understanding on the part of the learners.
In the following sample rubric for a paragraph, simply substitute a rating scale of 1 - 4 for Beginner to Advanced, as indicated, if the learner needs a grade. Certain categories of performance may need to be weighted more than others. For example, if the emphasis in class has been more on the structure of the paragraph, double the weight of the opening sentence, supporting sentences, closing sentence, and organization of ideas. However, if the emphasis in class has been on language and tone, weigh vocabulary or word use and tone more heavily than the other categories. The following rubric is an example only. Please adapt the contents to suit the contexts of individual learners and your organization.
| Categories of Performance: | Beginner (1) | Basic (2) | Intermediate (3) | Advanced (4) |
|---|---|---|---|---|
| Tone | The tone is inappropriate for the writing purpose. | The tone shifts from formal to informal and is not consistent. | The tone shifts occasionally from formal to informal, or vice versa. | The appropriate tone is used consistently. |
| Opening sentence | The sentence is incomplete and does not state the main idea. | The sentence is complete, but does not state the main idea. | The sentence is complete and adequately states the main idea. | The sentence is complete and clearly states the main idea. |
| Supporting sentences | Some sentences are incomplete or run-on and do not support the main idea. | Some sentences are incomplete or run-on, but support the main idea. | Most sentences are complete and support the main idea. | All sentences are complete and support the main idea. |
| Closing sentence | The sentence is incomplete and does not sum up the paragraph. | The sentence is complete, but it does not sum up the paragraph. | The sentence is complete and adequately sums up the paragraph. | The sentence is complete and clearly sums up the paragraph. |
| Organization of ideas | Ideas in the paragraph are disorganized and do not support the main idea, causing a confusion of meaning. | A few ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning. | Ideas in the paragraph support the main idea, but could be organized more clearly. | Ideas flow in the paragraph and clearly support the main idea, creating meaning. |
| Vocabulary or word use | Some inappropriate vocabulary is used and some words are used in the wrong context. | Some words are used in the wrong context. | All words are used appropriately. | All words are used appropriately and there is evidence of some new vocabulary being used. |
| Spelling, capitalization, and punctuation | There are many errors in spelling, capitalization, and punctuation. | There are some errors in spelling, capitalization, and punctuation. | There are only a few errors in spelling, capitalization, and punctuation. | There are no errors in spelling, capitalization, or punctuation. |