Examples of Holistic Rubrics
Low & No Tech [Paper-based]
Using Tech [Within and Outside of Moodle]
Example of a holistic rubric in Moodle. Contact Rob Comtois to learn how to create a rubric in Moodle.
- Here is a rubric which allows you to self-assess your own rubrics [Open Educational Resource]
| Rubrics are a tool for evaluating student work. There are two main types of rubrics: holistic [a rubric that provides one overall score] and analytic [a rubric that provides scores for different categories]. Most of the rubrics in the SFUSD Math Core Curriculum are 4-point holistic rubrics.A rubric is often used in conjunction with an answer key. The rubric provides a broader picture about a student’s demonstration of understanding the standards and mathematical practices, and the answer key provides specific examples of how a student might answer parts of the task. Why do I use rubrics? The primary purpose of a rubric is to provide specific feedback on critical elements of the task and the student work. In addition, rubrics may be used to show students the expectations before they perform a task and to give students feedback and an opportunity for revision after they perform the task. Both of these uses strongly support student learning and achievement. | Sample 4-Point Holistic Rubric
When do I use rubrics? |
How do I use a rubric?One way to give feedback to students is to make a copy of the rubric for each student, and then highlight or circle the parts of the rubric that apply to the student’s work. For example, you might highlight the first and third paragraph of column 3: Meets standards, and highlight the second paragraph in column 2: Approaching standards. This feedback is useful for students because it gives them an indication of the next steps they could take to improve their work.If you are using a holistic rubric, you will sometimes need to decide whether to give only whole points or to sometimes give half points. For example, if student work shows some elements from a score of 3 but mostly elements from a score of 2, you will need to decide whether to give that work a score of 2.5 or a score of 2.
Using a Rubric to Assign Grades
If you are using a rubric for a Milestone Task, and you want to use it to assign grades, think about the score descriptors instead of converting the numbers to percents proportionally. For example, you may want to use this guide to convert rubric scores to grades:
Many teachers require that students revise their work when they receive a score of 0, 1, or 2 so that they can show progress toward mastery of the standards.
There are two types of rubrics and of methods for evaluating students’ efforts: holistic and analytic rubrics.
Select each rubric type identified below to see an example.
- single criteria rubrics [one-dimensional] used to assess participants' overall achievement on an activity or item based on predefined achievement levels;
- performance descriptions are written in paragraphs and usually in full sentences.
| 4 [80-100%] | Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose. |
| 3 [70-79%] | Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does read clearly and coherently. |
| 2 [60-69%] | Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly and incoherently. |
| 1 [50-59%] | Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities, and reads confusingly and incoherently. |
Adapted from John Bean, Engaging Ideas, Exhibit 15.4: Holistic Scale for Grading Article Summaries [262]
- two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Allows you to assess participants' achievements based on multiple criteria using a single rubric. You can assign different weights [value] to different criteria and include an overall achievement by totaling the criteria;
- written in a table form.
| Criteria | Adequate [50-59%] | Competent [60-69%] | Good [70-79%] | Excellent [80-100%] |
| Knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject | Demonstrates limited knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject | Demonstrates some knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject | Demonstrates considerable knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject | Demonstrates thorough and insightful knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject |
| Critical and creative thinking skills | Uses critical and creative thinking skills with limited effectiveness | Uses critical and creative thinking skills with moderate effectiveness | Uses critical and creative thinking skills with considerable effectiveness | Uses critical and creative thinking skills with a high degree of effectiveness |
| Communication of information and idea | Communicates information and idea with limited clarity | Communicates information and ideas with some clarity | Communicates information and ideas with considerable clarity | Communicates information and ideas with a high degree of clarity and with confidence |
| Quality of argument and writing | Argument is simple and unoriginal, and the writing is weak and inconsistent | Argument takes on a fair and expected position, and the writing is moderately clear and coherent | Argument bridges on the complex and original, and the writing is clear and coherent | Argument is complex and original, and the writing is strong, fluid, and creatively coherent |
| Spelling and grammar | Several errors in spelling and grammar | A few errors in spelling and grammar | Some errors in spelling and grammar | No errors in spelling and grammar |
Adapted from Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric [“Rubrics: Useful Assessment Tools.