Examples of Rubrics
Several examples of rubrics that can be found on the web are linked below to aid in the development of rubrics for post secondary education settings.
Template for Creating a Rubric
The below link is to a MSWord file that contains a template for a rubric and instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric.
AAC&U VALUE Rubrics
The AAC&U VALUE initiative (2007-09) developed 16 VALUE rubrics for the LEAP Essential Learning Outcomes. Elements and descriptors for each rubric were based on the most frequently identified characteristics or criteria of learning for each of the 16 learning outcomes. Drafts of each rubric have been tested by faculty with their own students’ work on over 100 college campuses.
The VALUE rubrics contribute to the national dialogue on assessment of college student learning. The AAC&U web is widely used by individuals working in schools, higher education associations, colleges, and universities in the United States and around the world.
Instructors can use the rubrics in their current form. They can also modify the language and rubric elements to meet the specific needs of their assignment or assessment goal.
Access to the VALUE Rubrics is free. AAC&U requests that users register before downloading PDF or Word versions of the rubrics to assist their research on rubric use.
External link to AAC&U Rubric download page: http://www.aacu.org/value-rubrics
Collections of Rubric Links
Interactive Quality of an Online Course
Student Peer Review
Theses and Dissertations
Updated: 06/20/16 gb
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
Preview the Written Communication VALUE Rubric: click to expand
Download the Written Communication VALUE Rubric at no cost via AAC&U's Shopping Cart (link below):
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally determined and sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
This rubric focuses assessment on how specific written work samples or collections of work respond to specific contexts. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing.
Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is including reflective work samples of collections of work that address such questions as: What decisions did the writer make about audience, purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing -- in the content, organization and structure, reasoning, evidence, mechanical and surface conventions, and citational systems used in the writing? This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate.
The first section of this rubric addresses the context and purpose for writing. A work sample or collections of work can convey the context and purpose for the writing tasks it showcases by including the writing assignments associated with work samples. But writers may also convey the context and purpose for their writing within the texts. It is important for faculty and institutions to include directions for students about how they should represent their writing contexts and purposes.
Faculty interested in the research on writing assessment that has guided our work here can consult the National Council of Teachers of English/Council of Writing Program Administrators' White Paper on Writing Assessment (2008) and the Conference on College Composition and Communication's Writing Assessment: A Position Statement (2008)
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
- Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose.
- Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted? The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember.
- Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g. introductory strategies, use of passive voice or first person point of view, expectations for thesis or hypothesis, expectations for kinds of evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments and to document critical perspectives on the topic. Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers.
- Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text.
- Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices, e.g. lab reports, academic papers, poetry, webpages, or personal essays.
- Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example.
Acceptable Use and Reprint Permissions
For information on how to reference and cite the VALUE rubrics, visit: How to Cite the VALUE Rubrics.
Individuals are welcome to reproduce the VALUE rubrics for use in the classroom, on educational web sites, and in campus intra-institutional publications. A permission fee will be assessed for requests to reprint the rubrics in course packets or in other copyrighted print or electronic publications intended for sale. Please see AAC&U's permission policies for more details and information about how to request permission.
VALUE rubrics can also be used in commercial databases, software, or assessment products, but prior permission from AAC&U is required. For all uses of rubrics for commercial purposes, each rubric must be maintained in its entirety and without changes.