Rubrics

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Teachers and district administrators can create advanced rubrics, with descriptions per achievement level.  In addition, they have the option of adding default weighting or points for the parts of the rubric that are used to total an overall assignment score. Teachers can create their own rubrics, partner with other teachers to share rubrics, or use those created by the district. 

Rubrics are an optional feature designed to make creating an assignment easier. They are also used to communicate to students what they need to do to achieve proficiency, as well as providing examples/exemplars if attached. They also ensure consistency across teachers who are using the same rubric, so that students are assessed in a consistent fashion.

Filtering Rubrics

  1. From the Dashboard, select Grading > Rubrics.
  2. Choose My RubricsOther teachers' rubrics, or District Rubrics.
  3. Select Filter, then Search and choose from filters as needed.
    Note: Select Add next to the Search field to add additional filters.
  4. Choose a rubric.

Planning the Contents of Rubrics

Before creating a rubric, plan what your rubric needs to contains and how it will be used. Identify the standards, criteria, and values for each level of the rubric to make the process of building the rubric more efficient. 

You may choose to follow an example you have used in the past, one that your district or grade-level team developed, one developed by your state department of education, or one that a colleague has shared.


For example, you can copy some of the following sample standards and criteria for a 9th-grade Writing course as you create a new rubric in Unified Classroom.

Values: EMAB scale, with E = Exceeds, M = Meets, A = Approaches, B = Below

Focus: 9-10.W.02a – Introduce a topic and organize complex ideas, concepts, and information.

* E. Introduces topic in a sophisticated thesis statement

* M. Introduces topic in a clear thesis statement

* A. Introduces superficial topic in a weak thesis statement

* B. Fails to introduce a relevant topic or lacks a thesis statement

Language: 9-10.W.02c – Use varied transitions and sentence structures.

* E. Uses purposeful and varied sentence structure

* M. Uses correct and varied sentence structure

* A. Uses limited or repetitive sentence structure

* B. Uses sentence fragments and/or run-ons

Organization: 9-10.W.04 – Produce clear and coherent writing.

* E. Purposefully and logically uses a variety of techniques to organize information

* M. Uses a variety of techniques to organize ideas and concepts

* A. Uses few techniques to organize ideas

* B. Includes little or no discernible organization of ideas

Development: 9-10.W.09 – Draw evidence from texts to support analysis, reflection, and research.

* E. Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other examples that are pertinent and substantial

* M. Provides sufficient and relevant evidence to develop the topic

* A. Provides minimal or irrelevant evidence to develop the topic

* B. Provides inaccurate, little, or no evidence to support topic

For some projects, you may wish to evaluate behavioral criteria. For example, a rubric containing the following criteria would be suitable for evaluating an individual's effort on a group project.

Contribution:

* E. A leader who contributed ideas and effort

* M. Did what was required

* A. Inconsistent effort

* B. Did not participate

Focus on Task:

* E. Very self-directed

* M. Dependably on task

* A. Needs to be reminded to stay on task

* B. Rarely on task; lets others do the work

Working with Others:

* E. Almost always shares with and supports the efforts of others; tries to keep people working productively together

* M. Usually listens to and shares ideas with others; can be counted on as a strong team member

* A. Often listens to and shares ideas with others, and is sometimes a good team member

* B. Rarely listens to or shares ideas with others; not a good team player

Time Management:

* E. Successfully manages time and completes all assigned tasks

* M. Consistent in managing time and completing tasks

* A. Inconsistent in managing time or completing tasks

* B. Fails to manage time or complete tasks

Creating Rubrics

  1. Navigate to Grading > Rubrics, then select Create.
  2. Enter a Name and Description.
  3. Select a Default Score Calculation Method.
    Note: If you choose to use points, choose between converting the grade scale or using numbers
  4. Select Criteria + to add criteria to the rubric. Standards, Other Criteria, or a combination of both can be selected to measure student success
    1. Choose from the list of Standards .
    2. Choose Other Criteria, then select from the drop-down to view and choose from the lists of My Criteria, Other Teachers' Criteria, or District Criteria.
    3. You can also create and add new criteria.  
      1. Select Other Criteria, then click Criteria +.
      2. Enter the criteria Name and Descriptions.
      3. Select Edit to select a Grade Scale
      4. Choose from the Grade Scale options, then select Submit
        Note: The mapped Grade Scale, Description of each grade, and Color Levels that appear are determined in the SIS at the district level. 
        A sample five point rubric including Color Levels and Cutoff scores for each level.
    4. Select Save Criteria.
  5. A grid displays the selected criteria. Select a row to enter Descriptions of student work for each level of success, then select OK.
    Note: Teachers can attach links to examples of student work at each level, as well as links to other resources using the rich text editor.
    A description of student's performance at each level is provided to serve as a reference when scoring student work.
    The descriptions you enter when creating a rubric appear when you hover over its associated value while scoring assignments assigned that rubric.
    One of the descriptions you entered is visible when hovering over it's associated value.
  6. Modify the Default Weight and Default Points for each level, if necessary.
  7. select Save. These defaults are saved and appear when the rubric is used again.
    The rubric editor is open to reveal the Default Weight and Default Points being modified for each level.

Adding Rubrics to an Assignment

When adding an assignment, you have the option of including a rubric, standards, or other criteria to score the assignment.

Select Edit to add rubrics, standards, or other criteria. 

Choose from the drop-down menu to filter rubrics by My Rubrics, Other Teachers' Rubrics, or District Rubrics.
Or, if you wish to add Other Criteria, select Other Criteria, then select from the drop-down menu to sort criteria by My Criteria, Other Teachers' Criteria, or District Criteria.

The assignment editor is open and Other Teachers' Rubrics has been selected.

The selected rubric can be customized for the assignment. Select the arrow beside the rubric to view the scoring criteria. Choose the criteria you wish to have omitted when scoring the assignment, then select OK.

The Evaluation Essay rubric has been selected. The scoring criteria is open.

Students' View of a Rubric

Rubrics are used to communicate to students what they need to do to achieve proficiency. Students can review a rubric prior to completing or uploading the assignment to familiarize themselves with the criteria necessary to receive a proficient score. Students can view the rubric once again when viewing their score.

A student's view of a sample rubric.

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