Article: Rubrics are generally used for longer assignments or projects that involve multiple sections or parts that will require a certain amount of subjectivity in the grading. In other words, you wouldn't use a rubric for a multiple-choice test but you might use one to grade an essay or a presentation. Articulating the particular goals of the project to be graded helps you come up with the more specific things you'll look for in evaluating it. Consider the following questions: What is the main purpose of the assignment you're grading? What are the students supposed to have learned by completing the assignment? How will you recognize a successful assignment? What makes a project stand out? What's "good enough"? To start breaking the grade down, distinguish between the parts of the grade that cover the content and the parts of the grade that are morel like completion points. There are typically two main categories of components that you'll need to determine to complete a comprehensive rubric, depending on the assignment you're grading: content and process. Content components refer to the actual meat of the assignment and the quality of what the student produces. This includes things like: Style Engagement with course themes or objectives Argument or thesis Organization Creativity and voice Process components are the individual steps that a student must complete to perform the assignment. This refers to things like: Title page, name, and date Time or length requirements Formatting Is it going to be worthwhile to assign a point-value to the student's use of transitional sentences? Their breath-control while giving a speech? The quality of the binder they use? Try to pick a manageable number of criteria to look for and to grade. The less complicated your rubric the better. It should be comprehensive, but not overwhelming, which makes it more frustrating for you to grade and more difficult for the student to understand. Be judicious in choosing the criteria and cut it down to the fewest possible categories. A basic essay rubric, for example, might include five sections, weighted appropriate to their respective values: thesis or argument, organization or paragraphing, intro/conclusion, grammar/usage/spelling, sources/references/citations. It wouldn't make much sense to throw a rubric that assigned fifty points for thesis statements if you haven't talked about writing thesis statements in class. You would use the content of your lessons to evaluate the assignment, so use the same content to develop your rubric. Within the larger or more basic categories on your rubric, you could get more specific if you wanted to. Within "Thesis or argument" you might assign particular point values to topic sentences, the thesis statement, claims and use of evidence, depending on your students' grade level and the particular things you're focusing on in your lesson plans.
What is a summary of what this article is about?
Determine the objective of the assignment. List all the components of the project to be graded. Keep it simple. Focus the rubric on things you're talking about in class.