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15 Free Rubric Templates

By Kate Eby | August 30, 2018

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Often found in the education sector, a rubric is a tool for scoring performance based on specific criteria. However, businesses also use a rubric to measure things like employee performance and to evaluate the success of a project or product. Below you’ll find a range of free, customizable rubric templates for business and academic use. Save time and create an efficient grading process with easy-to-use, printable rubric templates.

Project Management Rubric

Project Management Rubric Template

Evaluate project managers’ performance with this Excel rubric template. Enter the stages of a project or important objectives and milestones. Then use the rating scale to judge and provide a basic description of the management of those stages. This template can also be a useful self-evaluation tool for project managers to learn from and inform decision making on future projects.

Download Project Management Rubric

Excel | Word | PDF | Smartsheet

Business Plan Rubric

Business Plan Rubric Template

Break down your business plan into sections and use this rubric to evaluate the strength of each part. Is your mission statement merely sufficient, highly advanced, or somewhere inbetween? Is your market analysis thorough, or does it need to be fleshed out? Use this template to identify weak points and areas for improvement in your business plan.

Download Business Plan Rubric

Job Interview Rubric Template

Job Interview Rubric Template

Use this rubric template to evaluate job interview candidates. Add your own criteria based on the applicant’s resume, references, skills, experience, and other important factors. The template includes a scoring scale with four levels as well as an additional column for criteria that the job candidate is missing or that are not applicable.

Download Job Interview Rubric Template

Excel | Word | PDF

Employee Performance Rubric

Employee Performance Rubric Template

Create a rubric for ranking employee performance in selected areas, such as customer service, teamwork, leadership, time management, attendance, and other criteria. This template provides a simple way to create a comprehensive evaluation tool that you can use for multiple employees. This system of measurement helps support a fair evaluation process and provides an overview of an employee’s performance in an organized format.

Download Employee Performance Rubric

Excel | Word | PDF  | Smartsheet

Product Rubric Template

Product Rubric Template

Before investing in a new product, use this rubric template to determine how it aligns with your business objectives. You can rank and compare several products to get an idea of which one may offer the best return on investment. This rubric template is available as a Word or fillable PDF file, making it easy to print and use in a team meeting or brainstorming session .

Download Product Rubric Template

Marketing Plan Rubric

Marketing Plan Rubric Template

Evaluate all the elements of your marketing plan, from research and analysis to strategy and action items. Make sure your marketing plan can stand up to scrutiny and deliver results. Use this rubric template to add up points for each category and calculate a total score. The scoring system will indicate the overall strength of the marketing plan as well as which sections you need to refine or develop further.

Download Marketing Plan Rubric

Excel | Word  | PDF

Group Project Rubric Template

Group Project Rubric Template

This teamwork rubric allows teachers to assess how a group handled a shared project. Evaluate both process and content by including criteria such as supporting materials used, evidence of subject knowledge, organization, and collaboration. The template offers a simple layout, but you can add grading components and detailed criteria for meeting project objectives.

Download Group Project Rubric Template

Art Grading Rubric Template

Art Grading Rubric Template

Create a rubric for grading art projects that illustrates whether students were able to meet or exceed the expectations of an assignment. You can edit this template and use it with any grade level, student ability, or type of art project. Choose your grading criteria based on what you want to evaluate, such as technique, use and care of classroom tools, or creative vision.

Download Art Grading Rubric Template

Science Experiment Rubric

Science Experiment Rubric Template

Evaluate science experiments or lab reports with this scoring rubric template. Criteria may be based on the scientific process, how procedures were followed, how data and analysis were handled, and presentation skills (if relevant). Easily modify this rubric template to include additional rows or columns for a detailed look at a student’s performance.

Download Science Experiment Rubric

Poster Rubric Template

Poster Rubric Template

This Google Docs rubric template is designed for scoring an elementary school poster assignment. Include whatever elements you want to evaluate — such as graphics used, grammar, time management, or creativity — and add up the total score for each student’s work. Teachers can share the rubric with students to inform them of what to aim for with their poster projects.

Download Poster Rubric Template

Excel | Word | PDF | Google Docs

Research Project Rubric

Research Project Rubric Template

Use this template to create a research project, written report, or other writing assignment rubric. Assess a student’s analytical and organizational skills, use of references, style and tone, and overall success of completing the assignment. The template includes room for additional comments about the student’s work.

‌ Download Research Project Rubric — Excel

Oral Presentation Rubric Template

Oral Presentation Rubric Template

List all of the expectations for an effective oral presentation along with a point scale to create a detailed rubric. Areas to assess may include the thoroughness of the project, speaking and presentation skills, use of visual aids, and accuracy. Use this information to support the grading process and to show students areas they need to strengthen.

Download Oral Presentation Rubric Template

Grading Rubric Template

Grading Rubric Template

This grading rubric template provides a general outline that you can use to evaluate any type of assignment, project, or work performance. You can also use the template for self-assessment or career planning to help identify skills or training to develop. Quickly save this Google Docs template to your Google Drive account and share it with others.

Download Grading Rubric Template

Blank Rubric Template

Blank Rubric Template

Add your own information to this blank, editable template to create an evaluation tool that suits your particular needs. You can download the rubric as a Word or PDF file and start using it immediately. Use color or formatting changes to customize the template for use in a classroom, workplace, or other setting.

Download Blank Rubric Template

Holistic Rubric Template

Holistic Rubric Template

A holistic rubric provides a more generalized evaluation system by grouping together assignment requirements or performance expectations into a few levels for scoring. This method is different from analytic rubrics, which break down performance criteria into more detailed levels (which allows for more fine-tuned scoring and specific feedback for the student or employee). This holistic rubric template offers a basic outline for defining the characteristics that constitute each scoring level.

Download Holistic Rubric Template

What Is a Rubric Template?

A rubric is a tool for evaluating and scoring performance based on a set of criteria, and it provides an organized and consistent method for evaluation. Teachers commonly use rubrics to evaluate student performance at all levels of education, from elementary and high school to college. They can also be used in business settings to evaluate a project, employee, product, or strategic plan.

How to Make a Rubric Template

A variety of options exist for creating rubrics, including software, online tools, and downloadable templates. Templates provide a simple, reusable, and cost-effective solution for making a basic rubric. After downloading a rubric outline template, you can add your own criteria, text, and increase the number of rows or columns as needed.

All rubrics typically contain some version of the following elements:

  • A description of the task to be evaluated
  • A rating scale with at least three levels
  • The criteria used to judge the task
  • Descriptive language to illustrate how well the task (or performance, item, etc.) meets expectations

The rating scale on a rubric is often a combination of numbers and words (language often ranging from low to high, or poor to excellent quality). Using descriptive language allows for a thorough understanding of different elements of a task or performance, while a numeric scale allows you to quantitatively define an overall score. For example, level one may be worth one point and could be described as “beginner,” “low quality,” or “needs improvement;” level two could be worth two points and described as “fair” or “satisfactory.” The scale would continue up from there, ending with the highest level of exemplary performance.

Each of the criteria can be expanded upon with descriptive phrases to illustrate performance expectations. For example, if you were to evaluate an employee, and one of the criteria is communication skills, you would elaborate on each potential level of performance, such as in the following sample phrases:

  • Level 1: Rarely shares ideas or exhibits teamwork during meetings or group projects.
  • Level 2: Occasionally shares ideas or exhibits teamwork during meetings.
  • Level 3: Often shares ideas or exhibits teamwork during meetings or group projects.
  • Level 4: Frequently shares ideas or exhibits teamwork in meetings or group projects.

The above copy is just one example phrase with four different qualifiers, but several sentences may be required to demonstrate different aspects of communication skills and how well they are performed in various situations.

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Rubric Best Practices, Examples, and Templates

Instructors have many tasks to perform during the semester, including grading assignments and assessments. Feedback on performance is a critical factor in helping students improve and succeed. Grading rubrics can provide more consistent feedback for students and create efficiency for the instructor/grader.

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work, including essays, group projects, creative endeavors, and oral presentations. Rubrics are helpful for instructors because they can help them communicate expectations to students and assess student work fairly and efficiently. Finally, rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

  • Workshop Recording (Fall 2022)
  • Workshop Registration

Step 1: Define the Purpose

The first step in the rubric-creation process is to define the purpose of the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

  • What is the assignment?
  • Does the assignment break down into different or smaller tasks?  
  • Are these tasks equally important as the main assignment?  
  • What are the learning objectives for the assignment?  
  • What do you want students to demonstrate through the completion of this assignment?
  • What would an excellent assignment look like?
  • How would you describe an acceptable assignment?  
  • How would you describe an assignment that falls below expectations?
  • What kind of feedback do you want to give students for their work?
  • Do you want/need to give them a grade? If so, do you want to give them a single overall grade or detailed feedback based on a variety of criteria?
  • Do you want to give students specific feedback that will help them improve their future work?

Step 2: Decide What Kind of Rubric You Will Use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric consists of a single scale with all the criteria to be included in the evaluation (such as clarity, organization, mechanics, etc.) being considered together. With a holistic rubric, the rater or grader assigns a single score (usually on a 1-4 or 1-6 point scale) based on an overall judgment of the student’s work. The rater matches an entire piece of student work to a single description on the scale.

Advantages of holistic rubrics:

  • Place an emphasis on what learners can demonstrate rather than what they cannot
  • Save time by minimizing the number of decisions to be made
  • Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

  • Do not provide specific feedback for improvement
  • Can be difficult to choose a score when a student’s work is at varying levels across the criteria
  • Criteria cannot be weighted

Analytic/Descriptive Rubric . An analytic rubric resembles a grid with the criteria for an assignment listed in the left column and with levels of performance listed across the top row, often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric, each of the criteria is scored individually.

Advantages of analytic rubrics:

  • Provide feedback on areas of strength or weakness
  • Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

  • More time-consuming to create and use than a holistic rubric
  • May not be used consistently across raters unless the rubrics are well defined
  • May limit personalized feedback to help students improve

Single-Point Rubric . Similar to an analytic/descriptive rubric in that it breaks down the components of an assignment into different criteria. The detailed performance descriptors are only for the level of proficiency. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

  • Easier to create than an analytic/descriptive rubric
  • More likely that students will read the descriptors
  • Areas of concern and excellence are open-ended removes a focus on the grade/points
  • May increase student creativity in project-based assignments
  • Requires more work for instructors writing feedback

Step 3: Define the Criteria

Ask yourself: What knowledge and skills are required for the assignment/assessment? Make a list of these, group and label them, and eliminate any that are not critical.

  Helpful strategies for defining grading criteria:

  • Review the learning objectives for the course; use the assignment prompt, existing grading checklists, peer response sheets, comments on previous work, past examples of student work, etc.
  • Try describing A/B/C work.
  • Consider “sentence starters” with verbs describing student performance from Bloom’s Taxonomy  or other terms to indicate various levels of performance, i.e., presence to absence, complete to incomplete, many to some to none, major to minor, consistent to inconsistent, always to usually to sometimes to rarely
  • Collaborate with co-instructors, teaching assistants, and other colleagues
  • Brainstorm and discuss with students
  • Can they be observed and measured?
  • Are they important and essential?
  • Are they distinct from other criteria?
  • Are they phrased in precise, unambiguous language?
  • Revise the criteria as needed
  • Consider how you will weigh them in relation to each other

Step 4: Design the Rating Scale

Most ratings scales include between 3 and 5 levels. Consider the following questions:

  • Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
  • Will you use numbers or descriptive labels for these levels?
  • If you choose descriptive labels, what labels are most appropriate? Will you assign a number to those labels?
  • In what order will you list these levels — from lowest to highest or vice versa?

Step 5: Write Descriptions for Each Level of the Rating Scale

Create statements of expected performance at each level of the rubric. For an analytic rubric, do this for each particular criterion of the rubric. These descriptions help students understand your expectations and their performance in regard to those expectations.

Start with the top/exemplary work category –what does it look like when a student has achieved excellence in each category? Then look at the “bottom” category –what does it look like when students have not achieved the learning goals in any way? Then add the categories in between.

Also, take into consideration that well-written descriptions:

  • Describe observable and measurable behavior
  • Use parallel language across the scale
  • Indicate the degree to which the standards are met

Step 6: Create your Rubric

  • Develop the criteria, rating scale, and descriptions for each level of the rating scale into a rubric
  • Include the assignment at the top of the rubric, space permitting  
  • For reading and grading ease, limit the rubric to a single page, if possible
  • Consider the effectiveness of your rubric and revise accordingly
  • Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 7: Pilot-test your Rubric

Prior to implementing your rubric on a live course, obtain feedback from:

  • Teacher Assistants

Also, try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

  • Use Parallel Language . Make sure that the language from column to column is similar and that syntax and wording correspond. Of course, the words will change for each section or assignment, as will the expectations, but in terms of readability, make sure that the rubric can be easily read from left to right or vice versa. In addition, if you have an indicator described in one category, it will need to be described in the next category, whether it is about “having included” or “not having included” something. This is all about clarity and transparency to students.
  • Use Student-Friendly Language . If students can’t understand the rubric, it will not be useful for guiding instruction, reflection, and assessment. If you want students to engage in using the rubric, they have to understand it. Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
  • Use the Rubric with Your Students . You have to use the rubric with the students. It means nothing to them if you don’t. For students to find the rubric useful in terms of their learning, they must see a reason for using it. Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
  • Don’t Use Too Many Columns . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.
  • Common Rubrics and Templates are Awesome . Avoid rubric fatigue, as in creating rubrics to the point where you just can’t do it anymore. This can be done with common rubrics that students see across multiple classroom activities and through creating templates that you can alter slightly as needed. Design those templates for learning targets or similar performance tasks in your classroom. It’s easy to change these types of rubrics later. Figure out your common practices and create a single rubric your team can use.
  • Rely on Descriptive Language. The most effective descriptions are those that use specific descriptions. This means avoiding words like “good” and “excellent.” At the same time, don’t rely on numbers, such as a number of resources, as your crutch. Instead of saying, “find excellent sources” or “use three sources,” focus your rubric language on the quality use of whatever sources students find and on the best possible way of aligning that data to the work. It isn’t about the number of sources, and “excellent” is too vague for students. Be specific and descriptive.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric.

presentation rubric maker

  • Single Point Rubric Template ( variation )
  • Analytic Rubric Template make a copy to edit
  • A Rubric for Rubrics
  • Single Point Discussion Rubric
  • Mathematical Presentations Descriptive Rubric
  • Math Proof Assessment Rubric
  • Kansas State Sample Rubrics
  • Design Single Point Rubric

Technology Tools: Rubrics in Moodle

  • Moodle Docs: Rubrics
  • Moodle Docs: Grading Guide (use for single-point rubrics)

Supplemental Tools with Rubrics in Moodle

  • Google Assignments
  • Turnitin Assignments: Rubric or Grading Form
  • DELTA – Rubrics: Making Assignments Easier for You and Your Students (2/1/2022)
  • DePaul University (n.d.). Rubrics. Retrieved from
  • Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics. Cult of Pedagogy. Retrieved from
  • Goodrich, H. (1996). Understanding rubrics. Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
  • Miller, A. (2012). Tame the beast: tips for designing and using rubrics. Retrieved from
  • Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Rubrics for Oral Presentations


Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.

A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students.  Creating Rubrics

Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.

A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.

When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions.  Evaluating Group Projects

Creating Rubrics

The steps for creating an analytic rubric include the following:

1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?

2. Look for existing rubrics that can be adopted or adapted for the specific assignment

3. Define the criteria to be evaluated

4. Choose the rating scale to measure levels of performance

5. Write descriptions for each criterion for each performance level of the rating scale

6. Test and revise the rubric

Examples of criteria that have been included in rubrics for evaluation oral presentations include:

  • Knowledge of content
  • Organization of content
  • Presentation of ideas
  • Research/sources
  • Visual aids/handouts
  • Language clarity
  • Grammatical correctness
  • Time management
  • Volume of speech
  • Rate/pacing of Speech
  • Mannerisms/gestures
  • ​​​​​​​Eye contact/audience engagement

Examples of scales/ratings that have been used to rate student performance include:

  • Strong, Satisfactory, Weak
  • Beginning, Intermediate, High
  • Exemplary, Competent, Developing
  • Excellent, Competent, Needs Work
  • Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
  • Exemplary, Proficient, Developing, Novice
  • Excellent, Good, Marginal, Unacceptable
  • Advanced, Intermediate High, Intermediate, Developing
  • Exceptional, Above Average, Sufficient, Minimal, Poor
  • Master, Distinguished, Proficient, Intermediate, Novice
  • Excellent, Good, Satisfactory, Poor, Unacceptable
  • Always, Often, Sometimes, Rarely, Never
  • Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable

Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Using Rubrics Cornell University Center for Teaching Innovation

Rubrics DePaul University Teaching Commons

Building a Rubric University of Texas/Austin Faculty Innovation Center

Building a Rubric Columbia University Center for Teaching and Learning

Rubric Development University of West Florida Center for University Teaching, Learning, and Assessment

Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning

Designing Grading Rubrics ​​​​​​​ Brown University Sheridan Center for Teaching and Learning

Examples of Oral Presentation Rubrics

Oral Presentation Rubric Pomona College Teaching and Learning Center

Oral Presentation Evaluation Rubric University of Michigan

Oral Presentation Rubric Roanoke College

Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness

Presentation Skills Rubric State University of New York/New Paltz School of Business

Oral Presentation Rubric Oregon State University Center for Teaching and Learning

Oral Presentation Rubric Purdue University College of Science

Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School

Eberly Center

Teaching excellence & educational innovation, creating and using rubrics.

A rubric is a scoring tool that explicitly describes the instructor’s performance expectations for an assignment or piece of work. A rubric identifies:

  • criteria: the aspects of performance (e.g., argument, evidence, clarity) that will be assessed
  • descriptors: the characteristics associated with each dimension (e.g., argument is demonstrable and original, evidence is diverse and compelling)
  • performance levels: a rating scale that identifies students’ level of mastery within each criterion  

Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.

Benefitting from Rubrics

  • reduce the time spent grading by allowing instructors to refer to a substantive description without writing long comments
  • help instructors more clearly identify strengths and weaknesses across an entire class and adjust their instruction appropriately
  • help to ensure consistency across time and across graders
  • reduce the uncertainty which can accompany grading
  • discourage complaints about grades
  • understand instructors’ expectations and standards
  • use instructor feedback to improve their performance
  • monitor and assess their progress as they work towards clearly indicated goals
  • recognize their strengths and weaknesses and direct their efforts accordingly

Examples of Rubrics

Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric.

  • Example 1: Philosophy Paper This rubric was designed for student papers in a range of courses in philosophy (Carnegie Mellon).
  • Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology (Carnegie Mellon).
  • Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology (Carnegie Mellon).
  • Example 4: History Research Paper . This rubric was designed for essays and research papers in history (Carnegie Mellon).
  • Example 1: Capstone Project in Design This rubric describes the components and standards of performance from the research phase to the final presentation for a senior capstone project in design (Carnegie Mellon).
  • Example 2: Engineering Design Project This rubric describes performance standards for three aspects of a team project: research and design, communication, and team work.

Oral Presentations

  • Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division course in history (Carnegie Mellon).
  • Example 2: Oral Communication This rubric is adapted from Huba and Freed, 2000.
  • Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in history (Carnegie Mellon).

Class Participation/Contributions

  • Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course (Carnegie Mellon).
  • Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.

See also " Examples and Tools " section of this site for more rubrics.

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Create or reuse a rubric for an assignment

This article is for instructors.

In Assignments, you can create, reuse, view, grade, and share rubrics for individual assignments. You can give feedback with scored or unscored rubrics. If you use scored rubrics, students see their score when you return their work.

Add or view a rubric 

Rubric overview.

Labelled rubric

Create a rubric

You can create up to 50 criteria per rubric and up to 10 performance levels per criterion. Before you can create a rubric, the assignment must have a title.  

Important : Before you begin, link your Google Workspace for Education Fundamentals account to Assignments. For details, go to Create an assignment .

  • Go to your learning management system (LMS).
  • Click the course.
  • Create an assignment. For more information, go to  Create an assignment .


  • (Optional) If you turned on scoring, next to Sort the order of points by , select how to view the criteria, either descending or ascending in value. Note : You can enter levels in any order, and rubrics automatically sorts the levels by value. 
  • Under Criterion , enter your first criterion. For example, enter  Grammar , Teamwork , or Citations .

presentation rubric maker

  • Under Points , enter the number of points awarded for the performance level. Note : The rubric's total score automatically updates as you add points.
  • Under Level , enter a level of performance. For example, enter  Excellent , Full mastery , or Level B .
  • Under Description , enter the performance expectations.


  • To add a blank criterion, in the bottom-left corner, click Add a criterion and repeat steps 6–11.
  • To copy a criterion, in the bottom-right corner, click Duplicate criterion and repeat steps 6–11.
  • To save your rubric, in the bottom-right corner, click Save .

Reuse a rubric

You can reuse rubrics you previously created. You can preview the rubric you want to reuse, and then edit it in your new assignment. Your edits don’t affect the original rubric. To reuse a rubric, your new assignment needs a title. 

  • Go to your learning management system (LMS).


  • (Optional) To reuse the rubric, click Select .
  • To reuse the rubric, click Select .


See an assignment’s rubric 


Share a rubric with export and import

  • When you export a rubric , it saves as a spreadsheet in your Google Drive, in a folder called Rubric Exports . If you share the Rubric Exports folder with another teacher, they can import your rubric to their assignment.
  • After you import a shared rubric , you can edit it in your assignment. Your edits don’t affect the original rubric. Don’t edit the shared rubric spreadsheet in the Drive folder. 

Share a rubric with export

  • Under Rubric , click the rubric.


  • To share your entire Rubric Exports folder, right-click the Rubrics Exports folder.
  • Click Send .

Import a shared rubric

  • Go to your LMS.
  • Click the course. 
  • (Optional) Edit the imported rubric in Assignments. Note : Don't edit the shared rubric spreadsheet in the Drive folder.
  • In the top-right corner, click Save .

Edit or delete a rubric 

Edit an assignment's rubric.

You can’t edit a rubric after you start grading with it.

Delete an assignment’s rubric

Note : You can’t delete a rubric after you start grading with it. 

  • To confirm, click Delete .

Related article

  • Grade with a rubric

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Download Project Based Learning Rubrics

We've created a wide range of rubrics - for designing and teaching PBL to guiding students through key stages of the PBL process. 

All of our resources – rubrics, project ideas, student handouts, videos, and more – are available at . You can download over 25 different rubrics there!

Go to for all rubrics

Below are some of the most popular rubric downloads. 

Project Based Teaching Rubric

This rubric describes beginning, developing, and Gold Standard levels for Project Based Teaching Practices for K-12 teachers and features detailed, concrete indicators that illustrate what it means to teach in a PBL environment.

Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.

Download here

Rubric for Rubrics

This rubric describes a well-written rubric, distinguishing between rubrics that meet, approach, or are below standards for selection of criteria, distinction between levels, and quality of writing. It also describes how a rubric is created and used with students.

Project Design Rubric

The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with BIE's Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.

You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

Grades 9-12 Presentation Rubric

This rubric helps teachers guide students in grades 9-12 in making effective presentations in a project, and it can be used to assess their performance. 

Use this rubric to guide students and assess their work, or to inform your thinking as you create your own assessment tools. Schools and districts can adopt or adapt this rubric for use across all classrooms.

Grades 6-12 Creativity & Innovation Rubric

The first part of this rubric helps teachers guide students in grades 6-12 in using an effective process for innovation in various phases of a project, and it can be used to assess their performance. 

The second part of the rubric can be used to assess the degree of creativity shown in the products students create in a project.

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As an assessment tool, a rubric sets the criteria for evaluating performance or work completed in a course or program. A rubric can communicate the expectations for learning and provide a framework for instructors to make decisions about instruction.

Rubrics are used for both formative assessment (in-process feedback to be used for improvement) and summative assessment (evaluation of student learning at the conclusion of an assignment or project). Essentially, a rubric is a tool for communication between instructor and student.

Rubrics promote good practice in:

  • Communication : A rubric creates a common framework and clear expectations
  • Consistency and Fairness : Same criteria and standards across students and reviewers/graders
  • Transparency : Progress and grades are clear, reduces mystery
  • Faster Assessment : Assessment and evaluation can be done more efficiently
  • Identifying Strengths and Weaknesses : Shows where students are doing well and where they need more support (Is it a ‘B’ paper all the way through?)
  • Objective Criteria : Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, "Did the student meet the criteria for level 5 of the rubric?" rather than "How well did this student do compared to other students?"

On this page : Introduction to Rubrics

See also : Co-Creating Rubrics with Students , Using Rubrics for Peer Review

Introduction to Rubrics

This recorded presentation provides a brief introduction to rubrics for use in university courses. In the presentation, you will learn about the appropriate uses for rubrics and become familiar with the essential components of designing a rubric for class assignments. For more in-depth study, please see the additional resources listed below.

0:00:00.531,0:00:06.960 [Stephanie Foster:] Hello! This is  introduction to rubrics. I'm Stephanie Foster,  

0:00:06.960,0:00:11.280 Assessment Lead in the Center for Teaching &  Learning at the University of Colorado Boulder.  

0:00:11.840,0:00:16.400 In this session, you will learn about the  appropriate uses for rubrics and become  

0:00:16.400,0:00:20.800 familiar with the essential components of  designing a rubric for class assignments

0:00:22.880,0:00:30.720 The use of rubrics as an assessment tool dates  back to the mid-1990s. So, not so long ago.  

0:00:30.720,0:00:36.480 Rubrics have since been growing in popularity  and use in higher education since at least 2005  

0:00:36.480,0:00:40.000 and are currently being used  in many different contexts.  

0:00:41.120,0:00:47.040 A rubric is a guide that articulates the  expectations for an assignment and communicates  

0:00:47.040,0:00:54.160 the level of quality for performance or learning.  Rubrics are typically used to score student  

0:00:54.160,0:01:00.160 performance on defined criteria and levels of  quality, or intellectual or skill development  

0:01:00.160,0:01:08.160 over time. Rubrics can be simple and short or  complex; they can be qualitative, providing  

0:01:09.920,0:01:16.800 feed– narrative feedback, or quantitative,  providing numerical scores. Or all of the above.  

0:01:18.400,0:01:22.400 There are two main types of  rubrics used in higher education:  

0:01:22.400,0:01:28.000 the analytic rubric is what we'll spend our time  talking about today but I'd like to show you both.  

0:01:28.000,0:01:33.200 So the analytic rubric specifies at least two  characteristics to be assessed at each performance  

0:01:33.200,0:01:39.520 level and provides a separate score for each  characteristic. You would use analytic rubrics  

0:01:39.520,0:01:46.480 for identifying particular strengths and areas of  improvement across a research paper, for instance,  

0:01:47.360,0:01:51.760 and you can use it to provide detailed  formative feedback on student work.  

0:01:53.280,0:01:58.720 A holistic rubric, on the other hand, provides  a single score based on an overall impression  

0:01:58.720,0:02:04.560 of a student's performance on a task. You should  use a holistic rubric when a single dimension is  

0:02:04.560,0:02:11.520 adequate, so perhaps you have a short assignment  or you want to give quick or summative feedback.  

0:02:12.480,0:02:19.440 I'd like to show you an example of both an  analytic and a holistic rubric used for the  

0:02:19.440,0:02:25.920 same task. When I was at George Mason  University, I created a product rubric  

0:02:25.920,0:02:30.960 for the– looking at the results of  undergraduate research products.

0:02:33.600,0:02:42.720 So for this purpose, we defined an analytic  rubric. We wanted to understand the dimensions  

0:02:42.720,0:02:46.640 of what went into that student product.  Now, a student product might be  

0:02:47.600,0:02:55.920 a research paper or report; it might be a poster  at an event; but basically this is the the end of  

0:02:55.920,0:03:02.480 their work so this is summative evaluation. So you  see the dimensions listed on the left, starting  

0:03:02.480,0:03:09.200 with articulation of problem purpose or focus and  continuing down the line to quality of delivery.  

0:03:10.320,0:03:16.160 So in this case, in this rubric,  you will see that the dimensions  

0:03:17.280,0:03:23.840 are then aligned with four levels of  performance, from expert to novice, and in each–  

0:03:24.800,0:03:32.400 each lines up with a description of student  performance. So in this case we're looking at the  

0:03:32.400,0:03:39.920 fourth dimension down, analysis or interpretation.  You'll see that at the emerging level, the product  

0:03:39.920,0:03:45.840 would show that the student used evidence  to support a limited analysis of the problem  

0:03:46.400,0:03:52.480 and that their interpretation is partially linked  to the theoretical framework or scholarly model.  

0:03:53.680,0:03:58.800 If you just move up to the proficient level  of performance, you'll see that there there's  

0:03:58.800,0:04:04.080 an improvement the evidence now supports an  adequately complex analysis of the problem  

0:04:04.640,0:04:09.040 and the interpretation is adequately  linked to the theoretical framework or  

0:04:09.040,0:04:17.200 scholarly model. And as you see improvement,  you can move up into the expert category. Now,  

0:04:18.240,0:04:22.880 one of the really great uses of an  analytic rubric is that you can define  

0:04:22.880,0:04:28.560 where specifically where students are performing  really well and other areas where they're  

0:04:28.560,0:04:34.720 performing not so well. So they may be stronger  in articulating their problem, for instance,  

0:04:34.720,0:04:41.840 and weaker in, say, their quality of  delivery or their implications or impact.  

0:04:43.200,0:04:49.520 Now for that same product that we're looking at,  we could use a holistic rubric and here's the  

0:04:49.520,0:04:55.120 example. So you'll notice we use the same four  levels of performance from expert to novice,  

0:04:55.120,0:05:00.880 but in this case there's a very  brief summary under each of those–  

0:05:02.800,0:05:09.840 under each of those scales. So, the  reason we designed the rubric in this way  

0:05:10.560,0:05:15.840 is that the– we had two different purposes in  mind. The first was that the analytic rubric  

0:05:15.840,0:05:25.920 would be used by the instructor or the mentor to  look in-depth at a student product. We felt like  

0:05:25.920,0:05:30.480 that instructor or mentor was the only person who  could really look at the product in that detail.  

0:05:31.680,0:05:37.120 But we were also holding celebrations of  scholarship and presentations where students would  

0:05:37.120,0:05:44.080 present their work or show their posters in  poster sessions, and we wanted to be able to  

0:05:44.880,0:05:52.400 do an assessment of those products quickly by  reviewers who were not the mentors, so we would  

0:05:52.400,0:05:58.640 need something where they could very quickly  assess the entire product and give it one score  

0:05:59.280,0:06:07.120 so both the analytic and the holistic rubrics  are– have important uses at certain times.

0:06:09.440,0:06:15.840 Now why should you use rubrics? Essentially,  a rubric is a communication tool between the  

0:06:15.840,0:06:24.000 instructor and the student. So a rubric creates  a common framework and clear expectations for  

0:06:24.000,0:06:32.800 how students will perform. It creates consistency  and fairness using the same criteria and standards  

0:06:32.800,0:06:39.760 across all of the students in your class,  and across reviewers or multiple graders. I  

0:06:39.760,0:06:45.440 should note here that it's important that if  you are using multiple reviewers or graders  

0:06:45.440,0:06:53.360 that you need to spend time training them on  the rubric and norming their scoring across  

0:06:54.000,0:07:00.880 samples, so that graders are not interpreting  the language in different ways, and thus this  

0:07:00.880,0:07:06.240 consistency and fairness notion would kind of  go out the window. So you want to make sure  

0:07:06.240,0:07:10.880 that everybody's using this in the same  way to promote consistency and fairness.  

0:07:12.320,0:07:20.720 Rubrics can promote transparency, so that progress  towards a final product and grades are clear.  

0:07:20.720,0:07:28.240 It reduces mystery when and helps students to  understand why they earn the grade or the feedback  

0:07:28.240,0:07:36.560 that they receive. Some faculty think that rubrics  can be used for faster assessment and it can be  

0:07:36.560,0:07:43.840 done more efficiently when you have a rubric with  well-defined categories and criteria for success.  

0:07:44.480,0:07:50.320 Now I might add here that it's important when  you're giving student feedback that you always add  

0:07:50.320,0:07:57.040 something particular to that student work: that  you don't only use the rubric but that students  

0:07:57.040,0:08:02.640 also receive written feedback and comments  from you that are specific to their assignment.  

0:08:04.000,0:08:07.280 Rubrics can be used to identify  strengths and weaknesses, so  

0:08:08.000,0:08:12.720 using the example that I just showed you,  it could show exactly where students are  

0:08:12.720,0:08:18.000 doing well and where they need more support.  So usually when students earn a B on a paper,  

0:08:19.440,0:08:25.280 you assess the paper in a holistic way to earn a  B but there are specific components that are not  

0:08:25.280,0:08:32.800 all earning B grades. You may have strengths in  some areas and areas maybe the conclusion was not  

0:08:32.800,0:08:40.080 a B, maybe the conclusion was a D, but overall the  student performed well, but this could really help  

0:08:40.080,0:08:46.880 to identify specific strengths and weaknesses. And  finally, rubrics are used for objective criteria.  

0:08:46.880,0:08:54.400 Rubrics are criterion-referenced: this means  that you compare all student work against the  

0:08:54.400,0:09:04.880 criteria for success, and not norm-referenced, so  you're not comparing students to each other. So  

0:09:04.880,0:09:13.360 when should you use rubrics? A rubric can be used  for assignments for which there's more more than  

0:09:13.360,0:09:18.320 one answer, so really, there's no point in using  rubrics for a multiple choice exam, for instance;  

0:09:20.000,0:09:25.040 you can use rubrics for formative or summative  assessment and what's the difference here? I  

0:09:25.040,0:09:30.640 really like what evaluator Robert Stake  wrote, that when the cook tastes the soup,  

0:09:30.640,0:09:35.600 that's formative. You still have time to  improve it. But when the guests eat the soup,  

0:09:35.600,0:09:42.480 that's summative, you're done. So– so you can use  rubrics in both a formative and a summative way.

0:09:44.800,0:09:54.240 You can use rubrics for both process or product or  performance. A process element might be something  

0:09:54.240,0:09:58.800 like how well a student communicated  with team members for a group project.  

0:10:00.160,0:10:06.640 A product or performance might be a final research  paper or the performance of a choreography.

0:10:08.800,0:10:16.640 Rubrics are very useful when done appropriately  for peer review so students can use rubrics to  

0:10:16.640,0:10:22.560 look at each other's work and get feedback  for improvement. And finally, rubrics  

0:10:22.560,0:10:28.480 are useful for self assessment and improvement.  This can promote higher-order thinking such as  

0:10:28.480,0:10:34.080 critical thinking and self-reflection, and can  communicate that back with their instructor.

0:10:38.560,0:10:46.000 Now let's talk about how do you create a rubric?  In its simplest form, a rubric includes five  

0:10:46.000,0:10:53.360 things. The essentials are a task description,  the outcomes or dimensions to be rated  

0:10:53.360,0:10:59.840 (these are the rows of the rubric), the levels of  performance or the scale (those are the columns),  

0:11:00.640,0:11:06.400 a description of each characteristic at each level  of performance or scale (this– this is the content  

0:11:06.400,0:11:13.840 of each of the cells), and a scoring strategy.  We are going to focus on numbers one through four  

0:11:14.480,0:11:18.080 the scoring strategy will be  covered in a separate presentation.  

0:11:19.760,0:11:24.880 So I'm going to continue to use the example that  I showed you earlier from George Mason University;  

0:11:25.520,0:11:30.800 you should have a link to that in the content on  the website where you're viewing this video right  

0:11:30.800,0:11:37.280 now. A task description: so on the first  page there's actually quite a bit of text  

0:11:37.280,0:11:42.640 but if you sort through that text, ultimately  you'll find the task description. This rubric  

0:11:42.640,0:11:46.800 is designed to evaluate the product of an  undergraduate research or creative project.  

0:11:47.520,0:11:51.760 Products may include written  documents, poster presentations,  

0:11:51.760,0:11:56.240 oral presentations or performances,  artistic expressions, and interviews.

0:11:58.720,0:12:03.040 So when you write your rubric, you should be  very clear about the activity, the assignment,  

0:12:03.040,0:12:08.720 the performance or presentation  that's being assessed. Okay, the next  

0:12:09.520,0:12:16.640 uh– when you take a look at an analytic rubric,  you'll see these uh different pieces. So you want  

0:12:16.640,0:12:23.440 to define your dimensions. Your dimensions  are either about the product or performance,  

0:12:23.440,0:12:28.000 which we've discussed, so, for instance,  the use of evidence to make an argument  

0:12:28.000,0:12:33.520 could be a dimension, the use of examples could  be a dimension, or the organization of ideas,  

0:12:34.240,0:12:42.240 or it can be about process. So we use the example  of communication for teamwork, for example,  

0:12:42.240,0:12:48.080 or did the student follow proper protocols. This  is whether they– how they perform the process  

0:12:49.040,0:12:55.600 of producing the work. And across the top you'll  see the scales or level of– levels of performance.  

0:12:55.600,0:13:00.560 This describes how well the task is  performed. So you might have different levels:  

0:13:00.560,0:13:06.160 you could have language describing those levels  such as exemplary, proficient, or needs work;  

0:13:06.880,0:13:11.440 complete, partial, or none; or you  could have letter grades across the top.

0:13:14.880,0:13:20.800 So let's look at dimensions or outcomes and  in this case I'm continuing to use the example  

0:13:20.800,0:13:26.880 of this– the product rubric. The outcomes or  dimensions to be rated, these are the rows;  

0:13:26.880,0:13:34.400 these are the skills knowledge and or behavior to  be demonstrated. You should specify which skills,  

0:13:34.400,0:13:39.920 knowledge, or behaviors you are looking for here,  and limit the characteristics to those that are  

0:13:39.920,0:13:47.120 most important to the assignment. So one thing I  want to caution faculty on here is something I see  

0:13:47.120,0:13:54.960 quite often and that is when I interview faculty  about an assignment they say, "I want students to  

0:13:55.520,0:14:02.800 develop critical thinking skills. I want them  to understand how to use multiple sources to  

0:14:02.800,0:14:09.360 make an argument." They almost never say things  like, "I want students to use proper grammar,"  

0:14:09.360,0:14:15.520 "I want them to use proper syntax and have no  spelling errors," and yet when I take a look at  

0:14:15.520,0:14:23.680 their rubric, their rubric significantly weights  things like grammar, syntax, and spelling errors.  

0:14:24.320,0:14:33.040 So if those are things that you want to grade  students on, then those things need to be included  

0:14:33.040,0:14:39.280 in your rubric and be clearly spelled  out. Now of course you're going to have  

0:14:40.640,0:14:45.680 things that happen in student assignments that  are unexpected. Maybe somebody does something  

0:14:45.680,0:14:52.640 that is wonderful and you want to reward them  for that. Maybe they do something unexpected in  

0:14:53.760,0:14:58.960 various ways and you want to be able to comment  on that. You should always leave room for  

0:14:58.960,0:15:04.640 the the unexpected or the wonderful things that  you see in student work. But by defining these,  

0:15:05.360,0:15:12.560 and clarifying these expectations, you do that  not only for the student but for yourself.  

0:15:14.080,0:15:18.560 Now when you're thinking about scales or levels  of performance, these are the labels that you  

0:15:18.560,0:15:24.800 use to describe the levels of performance,  and they should be clear and meaningful. One  

0:15:24.800,0:15:34.240 of the things that I like to do that I prefer  is to always have positive language. Positive  

0:15:34.240,0:15:40.320 and developmental language. So what I mean by  developmental is that we know that students  

0:15:40.320,0:15:47.360 are learning and growing and we want to represent  that. So this is not representing a failure,  

0:15:47.360,0:15:53.520 but that you are performing at a certain level  and we know that you'll be able to improve. Now of  

0:15:53.520,0:15:59.520 course you may use letter grades, or you may use a  word, uh, instead of "novice" here you might have  

0:15:59.520,0:16:04.720 "unacceptable," or maybe that's off the scale:  maybe you also have an unacceptable category or  

0:16:05.280,0:16:10.480 maybe you just don't see an element in the  student work at all, so they're required  

0:16:10.480,0:16:15.840 to articulate their problem and maybe they  don't do that at all. So that's not a novice,  

0:16:15.840,0:16:23.200 that's– that's a zero because they didn't do that  and so you just need to be clear what you expect.

0:16:27.440,0:16:35.200 So when you're completing in an analytic rubric,  the description of each of these dimensions  

0:16:35.200,0:16:44.720 at– and according to each level of performance,  it's good practice to start with the top category.  

0:16:44.720,0:16:50.720 So this describes the best work you expect using  all of the characteristics. And then define the  

0:16:50.720,0:16:56.560 lowest category. What's an unacceptable product,  or the bare minimum that you expect to see? And  

0:16:56.560,0:17:04.080 then develop the descriptions of the intermediate  level products in the categories. You should make  

0:17:04.080,0:17:10.320 sure that the language from column to column is  similar, and that your syntax and wording are  

0:17:10.320,0:17:18.560 aligned. So you should use specific descriptions,  avoiding words like "good" or "excellent" but use  

0:17:18.560,0:17:24.800 words that are clearer to students and  provide areas that they can use to improve.

0:17:26.880,0:17:34.240 I like to start my list of outcomes with  the content, ideas, arguments, and then move  

0:17:34.240,0:17:40.560 to things like organization, grammar, and  citation if those things are being evaluated.

0:17:45.040,0:17:52.240 Now what I've given to you today has been a  very brief introduction to rubrics with not  

0:17:52.240,0:17:57.360 a lot of examples. If rubrics is something  that you really want to learn more about,  

0:17:57.360,0:18:02.240 there are a couple really great books  on the subject, pretty recent books;  

0:18:02.240,0:18:07.600 the second one, "Introduction to Rubrics," should  probably be on every faculty member's shelf.

0:18:09.920,0:18:17.760 And one more slide; I want to talk about  expanding our use of rubrics. So, a 2009  

0:18:17.760,0:18:24.960 review of research on the use of rubrics in higher  education found that students tended to think of  

0:18:24.960,0:18:32.560 rubrics as helping them learn and achieve, so,  that formative use of rubrics, while instructors  

0:18:32.560,0:18:39.200 focused almost exclusively on rubric use for quick  grading. So there's a bit of a mismatch there,  

0:18:40.000,0:18:44.720 and I think that the way that students are  looking at it is the way that I look at it,  

0:18:44.720,0:18:51.600 although I do enjoy quick grading myself, but I'd  like to encourage you to think about using rubrics  

0:18:51.600,0:18:57.280 as an instructional guide instead of or  in addition to the use for grading. So  

0:18:57.280,0:19:03.920 how can you use rubrics to help provide  a richer, more complex communication  

0:19:04.880,0:19:11.840 to students about expectations and about  their ability to to grow and to learn  

0:19:11.840,0:19:18.240 through this assignment? But here's the key: you  can't just hand out the rubric to students. They  

0:19:18.240,0:19:25.280 must be taught how to use it for self-assessment  and improvement. They must get practice and  

0:19:25.280,0:19:31.600 understand the language. So this is important for  self-assessment and for peer assessment as well.  

0:19:33.360,0:19:40.800 Rubrics can be developed to assess learning  performance over time, such as in a portfolio from  

0:19:41.520,0:19:48.480 one semester, from multiple semesters, or over the  course of a student's academic career. Portfolios  

0:19:48.480,0:19:58.000 are very often used in certain academic fields  such as teaching or education programs; they  

0:19:58.000,0:20:07.680 are often used in performance or visual arts, for  example; and in a variety of other areas as well.

0:20:09.760,0:20:13.680 Rubrics can be used to assess learning  across sections of the same course.  

0:20:14.240,0:20:21.440 So if you want to understand, for instance, the  impact of different teaching strategies across the  

0:20:22.160,0:20:28.560 different sections or other elements, you might  use a rubric to do that kind of assessment,  

0:20:28.560,0:20:34.640 or across courses. So you can use the same  rubric for similar kinds of assignments  

0:20:34.640,0:20:41.280 across courses. And finally, rubrics can be  used in a very interesting way as a program  

0:20:42.080,0:20:48.640 guide to make decisions about [a] program's  curriculum and program assessment tools. So  

0:20:48.640,0:20:56.240 rubrics can be used for faculty to have shared  understandings about what students are learning,  

0:20:57.280,0:21:03.040 where you want to see students go, and,  ultimately, what the values of the department  

0:21:03.600,0:21:09.440 are in that program. And it can also be used  to then create program assessment tools such  

0:21:09.440,0:21:19.760 as surveys uh and– and other kinds of um and to  guide other kinds of assessment and evaluation.

Video Resources

  • Slides shown in the video presentation (PDF). 
  • Example rubric in the video: George Mason University Students as Scholars Product Rubric , 2013 (PDF). 
  • Rubric template (Word document). 

Good Practices for Creating Rubrics

In its simplest form, a rubric includes five things:

  • A task description: The activity, assignment, performance, or presentation being assessed.
  • The outcomes or dimensions to be rated (rows): The skills, knowledge, and/or behavior to be demonstrated. Specify the skills, knowledge, and/or behaviors that you will be looking for. Limit the characteristics to those that are most important to the assignment.
  • Not meeting, approaching, meeting, exceeding
  • Exemplary, proficient, marginal, unacceptable
  • Advanced, intermediate high, intermediate, novice
  • Complete, partial, minimal, none
  • Letter grades (A, B, C, D, F)
  • Describe the best work you expect using these characteristics. This describes the top category.
  • Describe an unacceptable product. This describes the lowest category.
  • Develop descriptions of intermediate-level products for intermediate categories.
  • Make sure that the language from column to column is similar, that syntax and wording are aligned.
  • Use specific descriptions, avoiding words like “good” and “excellent.”
  • Start your list of outcomes with the content, ideas, and arguments, then organization, grammar, and citation (if being evaluated)
  • A scoring strategy
  • Test the rubric by applying it to samples of student work.
  • Share the rubric with colleagues.
  • Review feedback and revise.

Good Practices for Using Rubrics*

Use Student-Friendly Language

Use language that is appropriate to the level of the course and your students. If you are using academic or disciplinary language, make sure you spend time teaching and practicing the concepts.

Share the Rubric with Students

Share the rubric with the assignment prompt so that students are familiar with your expectations. This should help students master your learning outcomes by guiding their work in appropriate directions.

Use the Rubric to Grade Student Work

Use the rubric to grade student work and return the rubric with the grading on it. Faculty save time writing extensive comments by marking relevant segments of the rubric. Some instructors include space for additional comments on the rubric, either within each section or at the end.

Develop the Rubric with Students

Students can monitor themselves and their peers using agreed-upon criteria that they help develop. Have students apply your rubric to sample products before they create their own. The ability to evaluate, edit, and improve draft documents is an important skill.

Use the Rubric for Peer Review

Have students exchange paper drafts and give peer feedback using the rubric. Then, give students time to revise before submitting the final draft to you. You might also require that they turn in the draft and peer-scored rubric with their final paper.

Use the Rubric for Student Self-Assessment

Students assess their own work using the rubric and submit the rubric with their assignment. This is a great basis for deep discussion about which aspects they can improve.

*This content was adapted with gratitude from work done by the University of Hawai’i at Mānoa Office of Assessment, 2018

Further Reading & Resources

 Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. Lanham, MD: Rowman & Littlefield.

 Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (second edition). Sterling, VA: Stylus.

  University of Wisconsin–Madison Examples & Resources (webpage; section on Responding, Evaluating, Grading)

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Rubric Maker – Where to Create Free Rubrics Online

Rubrics are a time-honored tool in the classroom. They identify the goal of a particular lesson, communicate clear expectations to students in regard to their work, and spell out the criteria for success. With a rubric in place, you can assess how well your students understood and learned the lesson, and if you need to reteach certain concepts.

Think of the rubric as a road map for each lesson or concept you are trying to teach. Teachers who use rubrics have a clear path for instruction and a means by which to assess student progress.

How rubrics help teachers:

  • Provides focus on the desired outcome of the lesson
  • Helps to eliminate distractions related to the lesson topic
  • Allows for faster and more accurate grading
  • Clarifies lesson elements that may need additional attention

How rubrics help students:

  • Defines the goal of the lesson for students
  • Specifies the elements that make up the lesson
  • Allows them to check their work against the rubric to determine if they meet all criteria
  • Sets up expectations for fairness in grading

But creating a rubric takes time and careful consideration of the lesson you want to teach. Do you want to assess each element of the lesson separately? Do you want to evaluate all the lesson criteria together as a whole? Will you be grading each task individually or will your assessment cover the family of tasks as one?

Creating Rubrics Online

In today’s technology-driven world, creating rubrics online is a way to simplify the process. There are numerous rubric makers to be found online, for practically every need – Common Core, Project-Based Learning, custom and premade.

Online free rubric makers

  • Annenberg Learner  (custom)
  • iRubric  (custom)
  • Essay Tagger  (Common Core)
  • RubiStar (customizable templates)
  • Teachnology   (premade and customized)
  • Schrockguide  (Common Core)
  • ThemeSpark (Common Core)
  • PBL Checklist (project based learning)
  • RubricMaker  (customizable templates)
  • Teacher Planet  (premade)

Rubrics for PBIS

Can you use rubrics for your PBIS program?

Teachers have been creating behavior charts for years, so using a rubric for PBIS isn’t much of a stretch. A rubric will help spell out exactly the behavior you want to see from students and allow you to award points based on those behavioral goals. Rubrics can be used schoolwide to focus both students and staff on desired behavior.

In the classroom, using a rubric can provide clarity to your lessons and help you to become a more efficient educator. By having clear goals for each lesson you teach, you know exactly what to assess when you’re grading the assignment. Your students know the purpose of that assignment. They are able to plan their work based on the criteria contained in the rubric. And at the completion of the lesson, you’ll be able to clearly see if any concepts need additional instruction.

How do you use rubrics in your classroom?

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Free Rubric Template for PowerPoint

Free Rubric Template for PowerPoint


This is a simple free Rubric Template for PowerPoint that can be used to communicate expectations of quality around a task. The scoring rubric helps toward this goal and are used to delineate consistent criteria for grading. A scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective.

Free Editable Rubric Scoring Template for Microsoft PowerPoint

This simple rubric PowerPoint template contains a table in a slide and space to enter the rubric description, the task or performance that is going to be evaluated.

There are different types of performances that can be assessed with rubrics like this one, including processed and products. Some examples of different uses include work habits, oral communication, doing a forward roll, preparing a slide for the microscope, making a speech to the class, reading aloud, conversing in a foreign language and more.

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Creating an Authentic Maker Education Rubric

To assess maker projects in your class, begin with a three-part rubric to guide students through process, understanding, and product.

A photo of a student drawing on a piece of cardboard with black marker.

While many teachers are excited about the maker movement and may even be creating projects for their classrooms, assessment can be puzzling even to veteran classroom teachers. How can teachers prove that deep, rich learning is occurring through making? How do we justify a grade to students and parents alike, especially to the student who "just isn’t good at art"? By crafting a three-part rubric that assesses process, understanding, and product, teachers can rest assured that they are covering all the bases.

Part 1: Process

A photo of a student glueing pieces of colored paper together.

Part 2: Understanding

Students must demonstrate an understanding of materials and tools. Do your students grasp the nature and properties of different materials? Can they manipulate them and use them appropriately? A student who is using metal and repeatedly bends it until it breaks doesn't show a basic understanding of its nature. Spend a few days in a maker classroom and you will understand that cleaning up, as well as safety, is also important. Do students treat the materials, tools, and space respectfully? Are they considerate of others' process and creations? Creating a "safe" space in the maker classroom, both literally and figuratively, will allow your students to experiment with unusual ideas and build their creative confidence , while negativity or unsafe practices will inhibit them.

Habits of Mind

As part of the process grade, you will need to assess your students' habits of mind . What happens when a student is faced with a problem? Does he or she demonstrate persistence or grit in the face of a setback? Making students conscious of their reactions to adversity, as well as how they navigate their way through it, is important to building resilience. Older students can regularly photograph their projects, which will help them keep track of their struggles and make self-reflection easier, as well as capturing the different stages for their portfolios. Even young students can answer questions like:

  • What was difficult?
  • What did you do when you didn't know what to do?
  • What would you do differently next time?

Making students aware of their choices and actions in these situations empowers them and will help them the next time they struggle. Let them know that you are going to assess their willingness to take risks. Their first idea should not be their final and only one. Expect them to test their ideas and reiterate. An innovator's mindset can be learned through thinking routines, and students can become confident and comfortable in that awkward place of not knowing the "right" answer.

The Story of Understanding

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Part 3: Product

Finally, there is the product itself. Craftsmanship and aesthetics should be considered:

  • Does the construction detract from the project?
  • Has the student successfully manipulated the materials?
  • Does the viewer notice badly-crafted details or is the implementation seamless?

For students whose making skills are still emerging, the written reflection allows them to articulate their intent, while the craftsmanship grade encourages them to pay attention to both manipulation and mastery of materials. In a successful maker project, such as our disaster preparedness unit at Scarsdale High School, students create an artifact which demonstrates their understanding of complex concepts. By crafting a rubric that includes process, understanding, and product, teachers can successfully capture and assess students’ learning through making.

In the comments below, please share your experiences in assessing maker projects.

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  • Class Participation Rubric Generator - A great way to keep students on task! This can be used in a group setting or for individual assignments.
  • Clean Up/ Changing Activities Rubric - This tool allows you to make a rubric to help with assessing student's transitioning skills.
  • General Rubric Generator - This tool allows you to make your own customized rubric. The application includes an extensive number of fields to enter.
  • Homework Rubric Generator - Help your students understand your expectations for homework assignments with this rubric.
  • Lab Report Rubric Generator - Science teachers, make your expectations clear to students with this fun standards-based rubric. Very easy to use.
  • Listening Rubric Generator - This tool will help you assess how well students listen during periods of teacher/student readings.
  • Notebook Rubric Maker - This rubric is a wonderful tool to help you evaluate student oral projects of any kind. Includes the use of visuals, articulation, and presentation.
  • Oral Expression Rubric Generator - A wonderful tool to help you evaluate student oral projects of any kind.
  • Presentation Rubric Generator - Decrease the pressure on your students by sharing this rubric of your expectations. This assessment tool will help your students focus on the content they are presenting.
  • Project Rubric Generator - This generator can be used to help you assess student projects. Helpful for group work and/or individual class projects.
  • Research Report Rubric Maker - This rubric is perfect for any research based body of writing. Has criteria for writing and information gathering.
  • Science Fair Rubric Generator - A rubric that assesses a variety of qualities of science fair projects.
  • Team Work Rubric Generator - This rubric can help you assess how students work cooperatively in a group setting.
  • Web Quest Rubric Maker - If you're using web quests in your classes and having a hard time evaluating your students, this rubric is for you!

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We’re adding a new capability to upload and work with different types of documents inside ChatGPT. This capability builds on our existing Advanced Data Analysis model (formerly known as Code Interpreter) to improve performance on text-rich documents including PDFs, Microsoft Word documents, and presentations.


Available now to all ChatGPT Plus and ChatGPT Enterprise users on the web at, our iOS/Android mobile apps, and coming soon via API.

How does the new file uploads capability work?

The file uploads capability was created to support the following tasks:

Synthesis : Combining or analyzing information from files and documents to create something new, for example:

Upload a spreadsheet, for example a CSV, with a mix of qualitative and quantitative information, and ask ChatGPT to help you understand and visualize the data.

Compare and contrast two documents.

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Apply a framework or rubric from one document to the contents of another.

Transformation : Reshaping information from documents without changing its essence, for example:

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Extraction : Pulling out specific information out of a document, for example:

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All text text and document files uploaded to a GPT or to a ChatGPT conversation are capped at 2M tokens per files. This limitation does not apply to spreadsheets.

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