Rubrics are often used to evaluate student work based on predetermined criteria. Scoring rubrics include evaluative criteria with performance descriptors and are either applied collectively as a holistic score or individually as an analytic score (Popham, 2017). The evaluative criteria defined by a scoring rubric should focus on the specific skills the teacher wants to measure. In other words, your rubric should directly align with your learning objective(s). Therefore, it makes sense to complete the creation, adoption, or modification of a scoring rubric during the second stage of the Backward Design process. In this chapter, you will explore different types of rubrics along with how to develop effective rubrics.

Types of Scoring Rubrics

There are a variety of methods to evaluate student work. Scoring rubrics can be holistic or analytical. The following sections will provide details about both analytical and holistic rubrics along with learning roadmaps. This alternative rubric option often works well in skill-based content areas like the arts and PE.

The Analytic Rubric*

The Analytic rubric is perhaps the one most commonly used by teachers. It features a grid of criteria (columns) and “levels” of achievement (rows). By separating the total activity score into separate criteria (e.g., summary, argument, grammar & mechanics), the rubric provides detailed feedback to students on the strengths and weaknesses of each aspect of their work. This provides students with targeted information they can employ to improve their grades in subsequent assignments. By providing students with a copy of the rubric when you give them an assignment, you help students focus on the assignment criteria that you have identified as most important, which may help relieve student apprehension.

The rubric below is an example of an analytic rubric. The evaluative criteria are listed in the left-most column: summary, argument, grammar & mechanics, and formatting & citations. Each of the evaluative criteria should align with a SMART learning objective. The remaining columns define the various performance levels with descriptions of student work at various levels. I strongly encourage you to consider Mark Wise’s suggestions from an administrator’s perspective on how to Build Rubrics that Get Results. Wise shares insight into how to positively state your performance descriptors and how to assign points to ensure that the most important components of your task are carrying the correct amount of weight in the final score.

The Holistic Rubric*

While less common, holistic rubrics are a way to quickly give feedback by providing a score based on levels for one criterion. In addition to making grading go more quickly, holistic rubrics appeal to instructors who are uncomfortable separating the evaluation of student work into discrete criteria. The holistic rubric is good for situations where you might want to give a single overall score to a student’s work, but the drawback is that students do not get specific feedback.

Below is an example of a holistic rubric. Similar to the analytic rubric, you see performance descriptors on the right. However, each evaluative criterion has been placed in a single cell. When using holistic rubrics, the assessor looks for where the majority of evidence lies to determine what score to assign.

Learning Roadmaps

Learning Roadmaps are very similar to rubrics in that they distinguish between different performance levels across different criteria. If you are in the PE setting, or any other skill-based content area, then you might be interested in seeing how Joey Feith builds Learning Roadmaps. Check out the links below to learn how these tools might help you and your students assess progress in not just a skill but also knowledge and understanding of that skill.

• • #PhysEd Learning Roadmaps
  • Grade Level Outcomes vs. Student Learning Targets
  • Designing Learning Roadmaps

Steps for Building a Rubric🤖

Designing a rubric is a process that blends clarity, intentionality, and fairness. A well-constructed rubric helps both teachers and students understand what quality work looks like and how performance will be evaluated. The following steps can guide you through the process of building an effective rubric.

1. Identify the Learning Objective(s)
Start with your learning goal. Ask yourself, What do I want students to know or be able to do by the end of this lesson or assessment? The rubric should measure the specific knowledge, skills, or behaviors described in your objective(s).

Example: Students will be able to write a persuasive paragraph that uses evidence to support a clear claim.

2. Select the Evaluative Criteria
Identify 3–5 observable and measurable traits or dimensions of quality that demonstrate mastery of the objective. These become the rows or criteria in your rubric.

Example criteria: clarity of claim, use of evidence, organization, and grammar/conventions.

3. Determine the Rubric Type
Choose between an analytic or holistic rubric.

• Analytic rubrics assess each criterion separately and provide detailed feedback.
• Holistic rubrics assess the overall quality of the performance or product.

4. Define the Performance Levels
Decide how many levels of performance your rubric will include—typically 3 to 5. Common labels include Exceeds Expectations, Proficient, Developing, and Beginning. Ensure that each level represents a meaningful difference in quality.

5. Write the Performance Descriptors
Describe what performance looks like at each level for each criterion. Focus on observable behaviors and specific evidence of learning rather than subjective impressions (e.g., “well done” or “poor”). Start with the “Proficient” level to anchor expectations, then describe what stronger and weaker performances look like.

6. Review and Refine
Evaluate your rubric for clarity, fairness, and alignment. Ask:

• Does each descriptor clearly connect to the learning objective?
• Are the criteria distinct and measurable?
• Will students understand the language used?

Finally, consider using the Rubric for Rubrics to self-assess your work.

Using Generative AI to Support Rubric Design🤖

Generative AI tools (such as ChatGPT, MagicSchool AI, or Diffit) can be valuable partners when developing or refining rubrics. These tools can help teachers brainstorm ideas, clarify wording, and save time while maintaining professional judgment and instructional intent.

Ways AI Can Help:

1. Brainstorm Evaluative Criteria:
   Provide your learning objective and ask, “What key skills or behaviors could demonstrate mastery of this objective?”

2. Draft Performance Descriptors:
   Ask AI to generate 3–5 performance levels for a criterion (e.g., “Write four levels of performance for the criterion ‘use of supporting evidence’”).

3. Refine Language and Tone:
   Use AI to make descriptors more student-friendly or to align the tone across your rubric.

4. Check Alignment and Clarity:
   Ask AI to review your rubric for clarity, bias, or redundancy and to suggest ways to make expectations more measurable.

Best Practices When Using AI:

• Always review, revise, and validate AI-generated text. The teacher—not the tool—determines the accuracy and appropriateness of final rubric language.
• Ensure the rubric reflects your specific task, learners, and context.
• Avoid using AI output “as is”; instead, treat it as a starting point for your professional judgment.
• Follow your institution’s AI use policy and, if appropriate, note when AI assisted in drafting materials.

Conclusion

Rubrics are used to evaluate student work based on predetermined criteria. Scoring rubrics include evaluative criteria with performance descriptors and are either applied in a holistic or analytic format. The performance descriptors defined by a rubric focus on defined learning objectives. Teachers can use scoring rubrics as part of instruction by giving students the rubric during instruction, providing several responses, and analyzing these responses in terms of the rubric.

Summarizing Key Understandings

Suggested Activities

Activity: Developing Rubrics

References & Attributions

AI Assistance: Sections marked with 🤖 include text that was drafted or refined with the assistance of OpenAI’s GPT-5-mini. All content has been reviewed and edited by the author for accuracy, clarity, and alignment with learning objectives.

Attribution: “The Analytic Rubric and The Holistic Rubric” sections were adapted in part from Teaching in Desire2Learn by the University of Wisconsin, licensed CC BY-NC-SA 4.0

Popham, W. J. (2017).Classroom assessment: What teachers need to know, 8th edition. Boston, MA: Pearson