Let’s get down to the nitty gritty: making a good rubric. A really good one. One that is thorough, clear, and concise.
Here’s the criteria we’ve developed for building such a rubric. Tell us what makes your rubrics great in the comments below.
Clear and Actionable
Your rubric should be accessible to a student - clear and concise, using familiar language from your lesson/classroom.
The standards outlined in a rubric and the accompanying feedback should also beg an obvious action/response from a student. It provides a clear course of action for the next time around or outlines a new plan for moving forward.
We never want a student to review feedback on an assignment and then say “what does this mean?” Rubric criteria should be user-friendly to a student, using specific language to outline what distinguishes work as being at each level.
As you go from standard to standard, there should be a certain level of consistency across your rubric. This is a nice way of saying no huge jumps between your achievement levels. There should be a general progression in work quality between point values.
Similarly, using the same rubric for multiple assignments is a nice way to reinforce standards in a classroom. Students will become accustomed to what is expected of them and there is a certain level of transparency in the assessment process. Your rubric says: this is what I’m looking for. This is what I care a lot about. This is what I’ll be thinking about when I look at what you’ve created. Take note.
One last thing. If you're as into assessment as we are, you might also enjoy this TeachThought piece by Chalkup's own Justin Chando. Lots of talk about quality feedback.