10 Examples of Rubrics

The rubrics They are tables that are used in educational institutions as guides to evaluate the learning processes, tasks and exams of students. In addition, they can be implemented in other fields, for example, in business, to evaluate projects or employee performance.

The rubrics allow teachers to establish what are the objectives and the criteria that will be taken into account to give a grade, since, for For example, if a group work is evaluated, different indicators will be considered, such as the division of tasks, the organization of the team and the elaboration of the production final.

In relation to the students, the rubrics allow them to previously know the criteria with which they will be graded. In addition, these tools imply that there is a feedback process, in which the students can know what they are. their strengths and what aspects they need to improve and, in some cases, they have the possibility of self-assessing their tasks or processes.

Rubric elements

Rubrics consist of three elements:

Types of rubrics

There are two types of rubrics, which are classified according to the information they provide:

Analytical rubric for the correction of an essay

Criteria:

• Originality of the central idea.
  • Insufficient. He doesn't deliver the job.
  • Regular. The central idea is not original or could be better stated.
  • Good. The central idea is interesting, but it is not new or could be improved.
  • very well. The central idea is interesting and novel.
  • Great. The central idea is very interesting and very novel.

• Elaboration of secondary ideas.
  • Insufficient. He doesn't deliver the job.
  • Regular. Secondary ideas are not original and do not relate to the central idea.
  • Good. Secondary ideas are related to the central idea.
  • very well. Secondary ideas are interesting and relate to the central idea.
  • Great. Secondary ideas are interesting and original and relate to the central idea.

• Writing, cohesion and coherence.
  • Insufficient. He doesn't deliver the job.
  • Regular. Argumentation, punctuation, cohesion and coherence must be improved.
  • Good. The argumentation, punctuation, cohesion and coherence are correct, but some aspects need to be improved.
  • Very well. The argumentation, punctuation, cohesion and coherence are correct.
  • Great. Argumentation, punctuation, cohesion and coherence are highlighted.

• Making the requested corrections.
  • Insufficient. He doesn't deliver the job.
  • Regular. Make few corrections.
  • Good. Make some corrections.
  • very well. Make almost all corrections.
  • Great. Make all the corrections.

• Orthography.
  • Insufficient. He doesn't deliver the job.
  • Regular. You should improve the stress and spelling of words.
  • Good. You must improve some aspects in relation to the stress and the writing of the words.
  • very well. Makes almost no mistakes in stress and spelling of words.
  • Great. Don't make spelling mistakes.

Steps to create a rubric

After having made the table, the teacher has to:

Examples of rubrics

1. Global rubric for the correction of a written exam.

1. Analytical rubric for the qualification of a learning process.

Criteria:

• Understanding of the contents.
  • Insufficient. Does not show understanding or interest in the contents.
  • Regular. Understands some content, but shows little interest.
  • Good. Understands various contents and shows interest in the topics of the subject.
  • very well. Understands almost all the contents and shows great interest in the subject.
  • Great. Understands all the contents and shows great interest in the subject.

• Application of the contents.
  • Insufficient. Does not apply the contents.
  • Regular. Applies some content in some tasks.
  • Good. Applies various content to many tasks.
  • very well. Applies almost all the contents in the tasks.
  • Great. Applies all the contents in the tasks.

• Use of critical thinking.
  • Insufficient. Does not critically analyze activities and content.
  • Regular. Critically analyzes some activities and some contents.
  • Good. Critically analyzes many activities and many contents.
  • very well. Critically analyzes almost all activities and almost all content.
  • Great. Critically analyze all activities and all content.

• Class participation.
  • Insufficient. Participates little or not at all in class.
  • Regular. Participates little in class.
  • Good. Participates in class, but could participate more.
  • very well. Participate a lot in class.
  • Great. Participate in all classes.

• Collaboration with other students.
  • Insufficient. He doesn't help his teammates.
  • Regular. Little help to his companions.
  • Good. Help your peers and work well in a group.
  • very well. He helps his colleagues a lot and works very well in a group.
  • Great. He always helps his classmates and collaborates a lot in group work.

• Completion of tasks in a timely manner.
  • Insufficient. Does not complete tasks.
  • Regular. Complete some tasks.
  • Good. Meets almost all tasks and performs them well.
  • very well. Completes all tasks and performs them very well.
  • Great. Completes all tasks and performs them outstandingly.

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