While there are a variety of ways to create rubrics, all rubrics maintain similar attributes including:
- Focus on measuring a stated objective (affective, psychomotor, cognitive)
- Determine whether criteria are best assessed through holistic or analytical scoring rubrics
- Use of a rating scale (usually between 0-20) to evaluate student achievement
- Contain specific performance criteria ranging from low to high degrees to which the stated objective has been met
- Definitions and examples to clarify the meaning of each trait or dimension
Scoring rubrics include one or more dimensions on which performance is rated, definitions and examples that illustrate the attribute(s) being measured and a rating scale for each dimension. Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors.
For more information regarding writing rubrics see the following website: http://health.usf.edu/publichealth/eta/Rubric_Tutorial/#why
3 Common Features
Rubrics can be created in a variety of forms and levels of complexity, however, they all contain three common features which:
* focus on measuring a stated objective (performance, behavior, or quality).
* use a range to rate performance.
* contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
Taken from: http://edtech.kennesaw.edu/intech/rubrics.htm