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A Teacher’s Guide to a Short Story Writing Rubric

A short story writing rubric can your students become fantastic short story writers! Today, we’re going to dive into the world of short story writing rubrics—a tool that can make your teaching journey smoother and your students’ writing skills shine.

What’s a Short Story Writing Rubric, Anyway?

Before we dive in, let’s clear the air about what a short story writing rubric is. Think of it as your trusty roadmap for assessing and guiding your students through the process of crafting awesome short stories. It’s like a checklist, a set of guidelines, or even a secret recipe for creating engaging tales.

Why Do You Need a Short Story Writing Rubric?

You might be wondering, “Why should I bother with a rubric when grading short stories?” Well, here’s the scoop:

• Clarity : A rubric lays out your expectations for students in a clear and understandable way. No surprises!
• Consistency : It helps ensure that all your students are judged fairly and consistently, no matter who’s doing the grading.
• Feedback : Rubrics provide a structured way to give feedback. Instead of writing a novel on each paper, you can pinpoint areas for improvement efficiently.
• Growth : By using a rubric, you give students a roadmap for success, helping them see where they excel and where they need to improve.

Creating Your Short Story Writing Rubric

Step 1: Determine Your Criteria

Decide what aspects of short story writing are most important to you and your curriculum. Here are some common criteria to consider:

• Plot : Is the story engaging? Does it have a clear beginning, middle, and end?
• Characters : Are the characters well-developed and relatable?
• Setting : Does the story transport the reader to a specific time and place?
• Dialogue : Is the dialogue natural and does it advance the plot?
• Grammar and Style : Is the writing clear, and are there few grammatical errors?
• Creativity : Does the story stand out, offering fresh ideas or unique twists?

Step 2: Define Levels of Proficiency

For each of your criteria, create different levels of proficiency . Let’s use a four-level rubric as an example:

• Beginning : This level represents a starting point where students are just beginning to grasp the concept.
• Developing : At this level, students are making progress and showing improvement.
• Achieving : Achieving level indicates that students have reached a satisfactory level of proficiency.
• Mastering : This is the highest level, reserved for students who have demonstrated exceptional mastery of the criterion.

With these four levels, you can provide a more nuanced assessment of your students’ short stories and better guide their development.

Step 3: Describe Each Level

Now, describe what each level means for each criterion. Be specific! For example:

• Plot (Level 3) : The story’s plot is engaging, with a clear beginning, middle, and end. It includes unexpected twists that captivate the reader.
• Plot (Level 2) : The story has a good plot with a clear structure. While it’s engaging, there’s room for a bit more creativity.
• Plot (Level 1) : The story lacks a clear structure, making it difficult to follow.

Repeat these descriptions for all your criteria.

Using Your Short Story Writing Rubric

Alright, you’ve got your rubric ready , but how do you use it effectively?

• Share It : Start by giving your students the rubric before they start writing. This way, they know what you’ll be looking for.
• Self-Assessment : Encourage students to assess their own work using the rubric before turning it in. It’s a great way for them to identify areas they can improve.
• Peer Review : Have students exchange their stories and use the rubric to assess their classmates’ work. It promotes collaboration and helps students see different writing styles.
• Provide Feedback : When grading, use the rubric as a guide. Be sure to provide specific feedback on each criterion to help students understand where they excelled and where they can improve.
• Goal Setting : After grading, discuss the rubric with your students. Help them set goals for their next short story based on your feedback.

Final Thoughts

In the world of teaching short story writing, a rubric is like your secret sauce. It helps you create consistency, provide meaningful feedback, and guide your students toward becoming top-notch storytellers.

So, go ahead, create your short story writing rubric , and watch your students’ writing skills soar to new heights. Happy teaching, and may your classrooms be filled with captivating short stories!

That’s a wrap on our guide to short story writing rubrics for grade 7 teachers. We hope you found this information helpful and can’t wait to see the amazing stories your students will produce.

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Crafting Excellence: Mastering the Creative Writing Rubric

My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.

Understanding the Creative ​Writing Rubric: ​A Comprehensive Guide

Analyzing the criteria: key elements of an outstanding creative writing piece, crafting the perfect plot: strategies for ‍captivating storytelling, language techniques: elevating your​ writing with⁤ vivid imagery and​ figures of⁢ speech, developing well-rounded ‌characters: techniques ⁤to create compelling personalities, show, don’t‌ tell: mastering the art of descriptive writing, mastering the​ writing process: tips for effective drafting, ‌revising, ⁤and editing, frequently asked questions, closing remarks.

Having ‍a clear understanding of⁣ the⁣ creative‌ writing rubric is essential ⁤for any ‍aspiring writer. It ​serves as a valuable tool⁢ that not only‍ guides you in improving ‌your writing ‌skills but ⁣also ​helps evaluators effectively assess your work. In‍ this comprehensive guide, we will⁢ delve into the ⁣intricacies of the creative writing rubric and unveil ‍its​ various elements. So, ‌let’s dive right in!

1. **Content**: The first⁣ aspect of the rubric focuses on the content of your writing. This ⁣includes the originality‌ of your ideas, the depth​ of your plot or​ argument, and the⁤ overall ​coherence⁢ of your piece. ‍Do your characters or concepts‍ have depth? Is your narrative engaging and ‌persuasive? ⁢These‍ are some⁤ of ​the key elements evaluators assess under‌ the content criterion.

2. **Organization**: ⁤The⁤ way your‍ writing is structured‍ and ‍organized plays a vital role in ⁤conveying ⁤your ⁤message effectively. The rubric examines how well you develop your introduction, body paragraphs or chapters, and conclusion. Are your ideas presented in a logical order? Does ⁣your writing flow smoothly from one section to ⁢another? Evaluators will pay close⁢ attention to the structure ​and⁣ organization of your ⁣work, ensuring that it is cohesive‍ and easy to ⁤follow for ⁤readers.

When it comes to⁢ evaluating⁤ the quality of a‌ creative writing piece, there ​are several key elements that contribute⁤ to its ⁣outstanding nature. ⁤Understanding these criteria ⁢can⁣ help⁢ aspiring⁤ writers enhance⁤ their ‍storytelling abilities and captivate‌ their readers​ from the​ very first word.

1. Originality: A remarkable creative writing piece must be unique and fresh, presenting ideas, characters, ⁤or settings that have‌ not been explored before. ‍It should engage ⁣readers by⁢ offering something unexpected and thought-provoking.

2. Imagery: Creating‍ vivid‌ and sensory-rich images through carefully chosen words is crucial. ​Powerful ⁣descriptions that appeal ⁣to the senses enable readers to immerse ​themselves in ‍the story, evoking emotions and making the narrative​ more impactful.

3. Character Development: Outstanding writing brings characters to life through their personalities, motivations, and growth.‍ Well-developed characters⁣ are relatable, allowing ‍readers ‍to form‍ a ‌genuine connection⁣ and become⁤ emotionally invested in ‍their ⁤journey.

When it comes to captivating storytelling, a well-crafted plot⁢ is ​essential. ​A compelling plot not only holds the reader’s attention ‌but ⁢also ensures they⁤ stay⁢ emotionally invested in ‍the narrative ‌until the very end. Here are ‌some strategies to⁤ help you ‍craft the perfect plot that will leave your ​readers ⁤craving for‌ more:

• Establish ⁣the stakes: A great plot starts by setting up high stakes that create tension⁣ and​ drive the story forward. Whether it’s ⁤a quest for love, ‌a fight for survival, ⁤or a battle for justice, ⁢clearly define what is at‍ stake for your characters to ⁢motivate your readers.
• Create a strong hook: ‌Begin your story with an attention-grabbing opening that introduces ⁣conflict, mystery, or⁣ an intriguing ‌situation. Engaging your ⁣readers⁣ from the very ⁢first page increases the ⁤chances of them​ staying hooked until the end.
• Build tension and suspense: To keep your audience on the edge of‍ their​ seats, develop‍ a well-paced storyline ‌with ⁣rising tension. ‍Introduce conflicts, obstacles, and ⁢unexpected twists​ that challenge your characters and keep the readers eager to see how they overcome ‍these obstacles.

Remember, a captivating plot is the backbone of your story, so take the time to carefully craft it. By ‌employing these ⁣strategies, you can captivate ​your​ readers and keep⁣ them engrossed in your storytelling ​prowess from beginning ‍to end.

Vivid ​Imagery:

Vivid imagery is a powerful tool that can bring a piece of writing to life, captivating the ‍reader’s imagination and‌ creating a lasting impression. By carefully choosing descriptive⁣ words and phrases, writers can⁢ paint⁢ pictures in the minds‍ of their readers, allowing them​ to experience ⁢the story or ⁤concept on a deeper ⁢level. Whether ‍it’s ⁣a ⁣serene sunset, a bustling cityscape, or an intense emotion, ‌vivid imagery enables the reader to ​see,⁢ hear, smell, taste, and‍ feel⁤ what⁢ the author intends.

• Use‌ sensory details: Engage the reader’s‍ senses by‌ incorporating specific sensory ⁣details​ into your writing. Describing the scent of freshly baked cookies, the sound of ​crashing ⁢waves, ​or the feel of a delicate silk fabric can ​make your​ words⁢ come to life.
• Show, don’t tell: Instead ​of simply ⁤stating⁤ a fact or emotion, show it through ⁣vivid imagery. For ⁢example, instead of​ saying “John was sad,” you can say “John’s shoulders sagged, and his tear-filled eyes mirrored the gray clouds overhead.”
• Metaphors and similes: Comparisons ‍can make ​abstract concepts more concrete and relatable. Metaphors and ⁤similes help create vivid ⁤imagery by linking an unfamiliar idea to something familiar. For‍ example, “Her laughter was like a symphony,⁢ filling the⁣ room with‍ joyful⁤ notes.”

Figures of Speech:

Figures of speech ⁤are literary‌ devices used to add flair and creativity to ​writing. They ‌enhance the overall impact by providing unique⁤ and unexpected comparisons or making language more expressive.⁤ By utilizing figures of​ speech, writers can communicate their ideas in⁢ a ⁢memorable and‍ engaging way.

• Alliteration: This technique involves repeating the same sound or letter at the beginning of closely⁣ connected words or phrases. For example, “Peter Piper picked ⁤a peck of pickled peppers” or “Sally sells⁣ seashells by the seashore.”
• Hyperbole: Hyperbole involves⁣ exaggerating‍ a statement for emphasis or dramatic effect. It adds ​humor, intensity, or ⁣emphasis to⁤ a piece of⁤ writing. For instance, “I’ve told you a million times!” or ‌”My backpack weighs a ton!”
• Personification:⁢ Giving human characteristics to​ inanimate objects‍ or abstract​ ideas can⁢ make writing more vivid and relatable. For instance, ⁤”The ‌lonely moon whispered secrets to the⁢ night” or “The angry storm⁢ clouds‍ devoured​ the sky.”

When ⁢it comes to storytelling, well-rounded ‍characters are key‍ to capturing ⁢readers’ attention⁢ and making them‍ invest emotionally in the⁣ narrative. Creating compelling personalities requires​ careful thought⁣ and consideration. Let’s explore ⁢some‍ techniques that can help⁤ you ⁣develop captivating ⁣characters that leap off the page.

1. Backstory: A character’s past experiences shape who‍ they are in the present. Develop a detailed backstory that‌ explores their upbringing, relationships, ⁤and pivotal moments‍ in their life. This will provide a ‌rich foundation for their actions, motivations, and beliefs.

2. Flaws and Strengths: No one is perfect, and neither should your ⁣characters‍ be. ‍Give them both flaws and strengths that are ‌believable and relatable. Flaws add depth and make your ⁣characters⁢ more realistic, while strengths showcase their unique⁣ qualities. Consider how these traits both⁤ help and hinder their journey throughout the story.

When it‍ comes to writing,⁢ words have ⁣the power‍ to transport readers to ⁣a new reality. Through⁣ descriptive ⁢writing, ⁢writers have the ability to paint vivid pictures in the ⁣minds‌ of​ their ‌readers, making the story ⁤come alive and engaging⁤ their senses in the process. However,‍ simply telling‌ readers what a⁤ scene looks like isn’t‌ enough; ‌we must show them. ⁣So how can you master the art of descriptive writing and truly captivate your audience?

1. Engage the senses: Bring your writing to life⁢ by appealing​ to the five senses – ⁢sight, sound, smell, taste, and touch. Describe the⁢ scene in such detail that your readers can almost hear the soothing sound of⁣ crashing waves or ⁢smell ⁢the freshly brewed coffee in⁤ a⁢ bustling café. By providing sensory details,​ you create⁣ a more​ immersive ‍experience⁢ for your readers.

2. Use ‍vivid language: Don’t ​settle for generic adjectives.⁢ Instead, ⁤choose​ powerful and precise⁢ words⁣ that evoke strong emotions ⁤and imagery. For example, rather than saying “the ⁣flower was ⁢beautiful,” try “the delicate⁣ petals ‌of the ⁤flower displayed a breathtaking array of ⁢vibrant colors, resembling a mesmerizing sunset.” By​ using specific and evocative language, you transport your readers into ‌the heart of your story, allowing them to see and feel every detail in‍ their minds.

Writing is a craft that ‌requires ⁣careful ⁤attention to the⁤ drafting, revising, and ‍editing‌ stages. To truly master the ⁤writing process, it is essential to ‌understand how each of these stages contributes to ‌creating a polished and impactful ⁤piece of⁢ work. Here are some valuable⁢ tips ⁤to help you navigate ‌your ‍way⁤ through ​these crucial steps:

• Drafting: ⁤ Begin by brainstorming ideas and creating an⁣ outline ‍of your main points. ⁤Then, let your ​thoughts flow onto the page without worrying about grammar or structure.⁢ The goal is ⁤to⁣ get your ideas down without⁤ inhibitions. Take breaks, reflect on your writing, and revisit your draft to refine and improve⁣ it.
• Revising: Once you have ‍a solid draft, shift your ‌focus ‌to revising your work. ⁢Read ​through your‌ writing ⁤carefully,⁢ analyzing the overall‍ flow and organization. Make sure your ideas are presented logically and coherently. Pay attention to the⁤ clarity ‌of your⁣ language and eliminate any unnecessary jargon or ambiguous phrasing. Rearrange paragraphs or sentences as needed ‍to enhance the ‌structure of your piece.
• Editing: The final step ‌in the​ writing process⁢ is⁣ editing. Go through your ‌work with a keen eye for grammatical errors, ‌typos,⁤ and punctuation mistakes. Check the consistency of your‌ writing style and ensure that⁣ your ⁢ voice remains consistent ‍ throughout the piece. It is also essential to pay close attention to formatting and citation requirements, if‌ applicable. Consider seeking⁤ feedback from others to gain a fresh perspective on your work.

By understanding the importance of⁣ each stage and following these⁣ tips, you can elevate your writing to a whole new level. Remember, the writing ‍process is not just about creating​ a satisfactory piece, but also about honing ​your ‌skills⁤ as a writer. With⁢ practice and commitment, you can become a master⁤ at drafting, revising, and editing, producing written ⁤work ‍that truly ⁤captivates your audience.

Q: What ⁣is a creative writing rubric? A:⁤ A creative‌ writing ‌rubric is a tool used to evaluate and assess the⁢ quality and effectiveness⁢ of a piece⁣ of‍ creative writing. It provides ‌clear criteria and guidelines for grading, ⁤ensuring that​ both students and instructors ⁢have a shared understanding of what⁤ constitutes excellent creative writing.

Q: Why is ‍understanding the⁣ creative writing rubric⁣ important? A:⁣ Understanding the creative ⁤writing​ rubric ​is vital because it enables writers to ⁢identify their⁣ strengths and weaknesses,‌ allowing‍ them to‍ fine-tune their skills and techniques.⁣ Additionally, ‍instructors can provide constructive feedback based on the rubric, helping students improve their writing over time.

Q:‍ How can the​ creative writing rubric ​benefit students? A: By using the ⁣rubric, students can ⁣gain ​a ‍clear understanding of the‌ expectations for their writing assignments. It ​offers guidance on various elements that contribute to excellent writing,‍ such as organization, originality, creativity, grammar, and‍ punctuation. This helps students focus on specific ​areas⁣ of improvement and empowers them to take⁣ ownership⁤ of ‌their writing process.

Q: What are some common elements found in a creative writing rubric? A: ⁤A creative writing rubric often includes criteria ⁣pertaining to organization​ and structure, creativity⁣ and originality, language usage, mechanics,⁤ and⁣ overall effectiveness. Each category may consist of specific‍ indicators or descriptors ​that define different levels‌ of proficiency.

Q:​ How can a writer use the⁢ rubric to improve their writing? A: A writer can use⁤ the​ rubric‌ as a ⁤self-assessment tool by comparing⁣ their own work to the ⁤criteria‌ outlined in​ the‍ rubric. By identifying areas ​where ⁤they⁢ fall ​short ⁢and areas where they‌ excel, writers can focus on honing⁤ their skills and developing strategies ⁢to improve their writing​ quality.

Q: Can instructors use the ‍rubric ⁣for grading purposes? A: Absolutely! Instructors can use the rubric to evaluate students’ assignments consistently‍ and ​fairly. The rubric⁣ allows ​for objective ⁣assessment as it outlines specific criteria, guiding instructors ⁣in assigning grades while providing valuable ‍feedback⁤ that supports​ students’ growth.

Q: How ⁢can ‍the creative writing rubric inspire creativity? A: Although rubrics may appear rigid, they actually provide a ‌framework for creativity. By clearly defining expectations,‍ the rubric⁢ frees writers from ‍the burden of uncertainty and ‌allows them to experiment ‍within the established parameters. This⁤ sense of structure cultivates innovative thinking and helps ⁢writers push their creative boundaries.

Q: Are there ‍any drawbacks to using a creative writing rubric? A: While⁣ the rubric⁣ is an ​effective⁤ evaluation tool, ​it should not stifle individuality or dampen ⁤students’ unique voices. It is important for instructors to remember that⁢ the rubric is‍ a guide, not a strict ‌rulebook, and⁣ should be used to ‌encourage growth rather than ⁤suppress creativity. Balancing ⁢structure and creative expression is key to ensuring the rubric’s success.

Q: How⁢ can students‍ and⁣ instructors work together to make ⁣the most of the rubric? A: Open communication and collaborative ⁣dialogue between students⁣ and instructors are essential. Instructors can​ provide clear explanations of the rubric’s criteria ​and ‍expectations, while​ students ⁢can seek ‍clarifications and additional⁢ guidance when needed. Regular feedback sessions enable students to understand their progress and areas ⁤for improvement better. By working together, students and⁢ instructors can utilize the⁣ rubric as a powerful tool for mastering creative writing⁣ skills.​

In conclusion, understanding the creative writing rubric is ‌essential for achieving excellence in crafting our written work.⁤

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Creating and using rubrics.

A rubric describes the criteria that will be used to evaluate a specific task, such as a student writing assignment, poster, oral presentation, or other project. Rubrics allow instructors to communicate expectations to students, allow students to check in on their progress mid-assignment, and can increase the reliability of scores. Research suggests that when rubrics are used on an instructional basis (for instance, included with an assignment prompt for reference), students tend to utilize and appreciate them (Reddy and Andrade, 2010).

Rubrics generally exist in tabular form and are composed of:

• A description of the task that is being evaluated,
• The criteria that is being evaluated (row headings),
• A rating scale that demonstrates different levels of performance (column headings), and
• A description of each level of performance for each criterion (within each box of the table).

When multiple individuals are grading, rubrics also help improve the consistency of scoring across all graders. Instructors should insure that the structure, presentation, consistency, and use of their rubrics pass rigorous standards of validity , reliability , and fairness (Andrade, 2005).

Major Types of Rubrics

There are two major categories of rubrics:

• Holistic : In this type of rubric, a single score is provided based on raters’ overall perception of the quality of the performance. Holistic rubrics are useful when only one attribute is being evaluated, as they detail different levels of performance within a single attribute. This category of rubric is designed for quick scoring but does not provide detailed feedback. For these rubrics, the criteria may be the same as the description of the task.
• Analytic : In this type of rubric, scores are provided for several different criteria that are being evaluated. Analytic rubrics provide more detailed feedback to students and instructors about their performance. Scoring is usually more consistent across students and graders with analytic rubrics.

Rubrics utilize a scale that denotes level of success with a particular assignment, usually a 3-, 4-, or 5- category grid:

Figure 1: Grading Rubrics: Sample Scales (Brown Sheridan Center)

Sample Rubrics

Instructors can consider a sample holistic rubric developed for an English Writing Seminar course at Yale.

The Association of American Colleges and Universities also has a number of free (non-invasive free account required) analytic rubrics that can be downloaded and modified by instructors. These 16 VALUE rubrics enable instructors to measure items such as inquiry and analysis, critical thinking, written communication, oral communication, quantitative literacy, teamwork, problem-solving, and more.

Recommendations

The following provides a procedure for developing a rubric, adapted from Brown’s Sheridan Center for Teaching and Learning :

• Define the goal and purpose of the task that is being evaluated - Before constructing a rubric, instructors should review their learning outcomes associated with a given assignment. Are skills, content, and deeper conceptual knowledge clearly defined in the syllabus , and do class activities and assignments work towards intended outcomes? The rubric can only function effectively if goals are clear and student work progresses towards them.
• Decide what kind of rubric to use - The kind of rubric used may depend on the nature of the assignment, intended learning outcomes (for instance, does the task require the demonstration of several different skills?), and the amount and kind of feedback students will receive (for instance, is the task a formative or a summative assessment ?). Instructors can read the above, or consider “Additional Resources” for kinds of rubrics.
• Define the criteria - Instructors can review their learning outcomes and assessment parameters to determine specific criteria for the rubric to cover. Instructors should consider what knowledge and skills are required for successful completion, and create a list of criteria that assess outcomes across different vectors (comprehensiveness, maturity of thought, revisions, presentation, timeliness, etc). Criteria should be distinct and clearly described, and ideally, not surpass seven in number.
• Define the rating scale to measure levels of performance - Whatever rating scale instructors choose, they should insure that it is clear, and review it in-class to field student question and concerns. Instructors can consider if the scale will include descriptors or only be numerical, and might include prompts on the rubric for achieving higher achievement levels. Rubrics typically include 3-5 levels in their rating scales (see Figure 1 above).
• Write descriptions for each performance level of the rating scale - Each level should be accompanied by a descriptive paragraph that outlines ideals for each level, lists or names all performance expectations within the level, and if possible, provides a detail or example of ideal performance within each level. Across the rubric, descriptions should be parallel, observable, and measurable.
• Test and revise the rubric - The rubric can be tested before implementation, by arranging for writing or testing conditions with several graders or TFs who can use the rubric together. After grading with the rubric, graders might grade a similar set of materials without the rubric to assure consistency. Instructors can consider discrepancies, share the rubric and results with faculty colleagues for further opinions, and revise the rubric for use in class. Instructors might also seek out colleagues’ rubrics as well, for comparison. Regarding course implementation, instructors might consider passing rubrics out during the first class, in order to make grading expectations clear as early as possible. Rubrics should fit on one page, so that descriptions and criteria are viewable quickly and simultaneously. During and after a class or course, instructors can collect feedback on the rubric’s clarity and effectiveness from TFs and even students through anonymous surveys. Comparing scores and quality of assignments with parallel or previous assignments that did not include a rubric can reveal effectiveness as well. Instructors should feel free to revise a rubric following a course too, based on student performance and areas of confusion.

Additional Resources

Cox, G. C., Brathwaite, B. H., & Morrison, J. (2015). The Rubric: An assessment tool to guide students and markers. Advances in Higher Education, 149-163.

Creating and Using Rubrics - Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

Creating a Rubric - UC Denver Center for Faculty Development

Grading Rubric Design - Brown University Sheridan Center for Teaching and Learning

Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation 7(3).

Quinlan A. M., (2011) A Complete Guide to Rubrics: Assessment Made Easy for Teachers of K-college 2nd edition, Rowman & Littlefield Education.

Andrade, H. (2005). Teaching with Rubrics: The Good, the Bad, and the Ugly. College Teaching 53(1):27-30.

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.

Sheridan Center for Teaching and Learning , Brown University

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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Teaching Resources Creator and Blogger

3 Types of Writing Rubrics for Effective Assessments

There are so many different writing rubrics out there and it may be difficult to find the right one. Below you will find a guide with 3 types of effective writing rubrics. Choosing the right one depends on the writing genre and your needs for the assessment.

Student-Friendly Rubrics

There are two ways to think about student-friendly rubrics. The first way is to use a rubric that students can complete as a self-assessment. The second way is to use a rubric that is completed by the teacher but is easy for students to understand. These rubrics are often based on the standards but shown in a different way. Instead of writing the actual standard on the rubric, include a one or two-word category.

See the example below of a third grade informative writing rubric. The first rubric uses the words introduction, content, linking words, closing, and mechanics for the categories. The second rubric lists each standard that goes with those categories. As you can see, the first option covers the same information but uses fewer words and is much easier for students to use and understand.

When do you use student-friendly rubrics? These are great for students to assess themselves. The student and teacher can fill out the rubric separately and then meet for a conference to discuss any differences. This same strategy can also be done with two students, but instead of a conference, they will meet to edit and revise their work. Another option is for teachers to fill out the writing rubric and hand it back to students with feedback. The student-friendly rubrics are easy for kids to understand and are still aligned with the standards.

Teacher-Friendly Rubrics

Teacher-friendly rubrics list each standard and use more details in the descriptions. This helps teachers know what to look for when assessing a writing piece. It will be very clear from the rubric whether or not the student is meeting or exceeding the standard. These writing rubrics are also quick and easy for teachers to use but may be more difficult for students to understand.

The examples below are standards based teacher-friendly rubrics. On the left side, you will see each Common Core Standard. The descriptions on the right side match each standard accordingly. These rubrics are used for assessing narrative writing in 1st grade, 2nd grade, 3rd grade, 4th grade, and 5th grade.

When do you use teacher-friendly rubrics? These are ideal when a teacher needs to get an accurate assessment for recording grades or writing report cards. They can choose whether or not to hand these rubrics back to students or use them for their records. Teacher-friendly rubrics are also helpful to show parents, especially at conferences.

Time-Saving Rubrics

Time-saving rubrics are a combination of student-friendly and teacher-friendly rubrics. These are standards based and list each standard on the left side. The difference is that instead of a description there is a number in each box such as 1, 2, 3, or 4. These numbers tell whether or not the student is meeting the standard.

1= needs support

2 = approaching standard, 3 = meets standard, 4 = exceeds standard.

The benefits of these rubrics are that they save time and energy by easily circling the number for each standard. It is quick for teachers to use but also easy for students to understand. Some teachers may also choose to include a section for the total score and comments depending on their needs. Check out some of the examples below for opinion writing.

When do you use time-saving rubrics? Well of course these are helpful when teachers want to save time. The best part is the rubrics are still standards based but also very easy for students and parents to understand. Use these anytime!

Writing Rubrics Conclusion

I hope you have found these 3 types of writing rubrics helpful and will utilize them with your class. Think about what your goal is with the assessment and choose the best rubric for both you and your students. You may find that a mix of all three is beneficial throughout the school year.

Writing Rubrics by Grade Level

Grab these standards based writing rubrics. Each grade level includes 9 rubrics in 3 different options . Choose from student-friendly, teacher-friendly, and time-saving rubrics. These are ideal for assessing narrative, opinion, and informative pieces. Click each grade level below to learn more. Also, check out this Monthly Writing Prompts blog post for more resources and ideas.

Middle School Writing Rubrics

Angela Sutton

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20 Prompts for Information Writing That Empower Students

Monthly Writing Prompts to Engage Students and Make Writing Fun

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Writing Rubrics

Samples of Basic, Expository, and Narrative Rubrics

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Rubric Basics

How to score a rubric, basic writing rubric, narrative writing rubric, expository writing rubric.

• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

An easy way to evaluate student writing is to create a rubric . A rubric is a scoring guide that helps teachers evaluate student performance as well as a student product or project. A writing rubric allows you, as a teacher, to help students improve their writing skills by determining what areas they need help in.

To get started in creating a rubric, you must:

• Read through the students' writing assignment completely.
• Read each criterion on the rubric and then reread the assignment, this time focusing on each feature of the rubric .
• Circle the appropriate section for each criterion listed. This will help you score the assignment at the end.
• Give the writing assignment a final score.

To learn how to turn a four-point rubric into a letter grade, use the basic writing rubric below as an example. The four-point rubric uses four potential points the student can earn for each area, such as 1) strong, 2) developing, 3) emerging, and 4) beginning. To turn your rubric score into a letter grade, divide the points earned by the points possible.

Example: The student earns 18 out of 20 points. 18/20 = 90 percent; 90 percent = A

Suggested Point Scale :

88-100 = A 75-87 = B 62-74 = C 50-61 = D 0-50 = F

• Sample Essay Rubric for Elementary Teachers
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• Assignment Biography: Student Criteria and Rubric for Writing
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• How to Create a Rubric in 6 Steps
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• Scoring Rubric for Students
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• How to Teach the Compare and Contrast Essay
• Create Rubrics for Student Assessment - Step by Step
• Testing and Assessment for Special Education

Creativity Rubrics

Creativity rubric.

from Grant Wiggins

The work is unusually creative. The ideas/materials/methods used are novel, striking, and  highly effective. Important ideas/feelings are illuminated or highlighted in sophisticated  ways. The creation shows great imagination, insight, style, and daring. The work has an  elegant power that derives from clarity about aims and control over intended effects. The  creator takes risks in form, style, and/or content.

• The problem has been imaginatively reframed to enable a compelling and powerful  solution
• Methods/approaches/techniques are used to great effect, without overkill “less is more” here: there is an elegant simplicity of emphasis and coherence 
• Rules or conventions may have been broken to create a powerful new statement.
• Common materials/ideas have been combined in revealing and clever ways
• The audience is highly responsive to (perhaps disturbed by) the work
• The work is vivid through careful attention to telling details and deft engaging touches 
• There is an exquisite blend of the explicit and implicit

The work is highly creative. The ideas/materials/methods used are imaginative and  effective. There is attention to detail. A clear and confident voice and style are present.

• Novel approaches/moves/directions/ideas/perspectives were used to good effect
• There is an effective blend of personal style and technical knowledge
• Familiar materials and ideas have been combined in new and imaginative ways
• The work provokes a lively audience response

The work is creative. The ideas/materials/methods used are effective. A voice and style  are present.

• There are imaginative and personal touches scattered throughout the work
• The work keeps the audience mostly engaged 
• There is a discernible and interesting effect/focus/message/style, with lapses in execution
• The work takes some risks in methods/style/content

The work is somewhat creative. The ideas/materials/methods used show signs of imagination and personal style.

• Familiar approaches/routines/moves were used, but with a few new twists
• There are places where ideas and techniques are borrowed whole.
• Novel ideas or approaches may be present but they seem stuck on, excessive, out of place and/or not integrated effectively in the work
• Time-tested recipes and clichés are used even where there is a personal voice the work is pretty “safe”
• The work is a mish-mash of interesting and familiar approaches and effects, but with no coherence OR the work is technically very competent and coherent, without much spark or insight

The work is not very creative. The approach is trite and the ideas clichéd, leading to a flat  and predictable performance. There is little sense of the creator’s touch, voice, or style here. 

• The work offers little in the way of new approaches/methods/ideas 
• There is little sign of personal voice, touch, or style
• The work suggests that the creator confuses “creative” and “risk taking” with “shocking in a juvenile way”
• There is excessive and incoherent use of different materials, techniques, ideas
• The creator may have confused great care and precision with creativity – the work is more polished than imaginative or revealing

The work is uncreative.  The performance recreates someone else’s performance or relies exclusively on the models/algorithms/moves/recipes/templates/directions/materials provided.

• The work is predictable throughout, relying almost exclusively on hackneyed  approaches; there is no apparent personal touch
• The work is timid and lacking in vivid feelings and ideas – so abstract that it has little  to say to an audience
• The work is done with care but without direction or insight

Creativity Rubric  

from Susan Brookhart

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Rubrics are schema for providing feedback to students about work they produce. When well-designed, they can provide clear expectations, encourage conversations about how to improve work, and serve to make feedback easier for the instructor to provide and clearer for the student to receive. Here WID participants offer a rubric they designed for a writing assignment.

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Grad Program: MA in Creative Writing in Russian (Moscow)

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MA “Creative Writing”  is:

• Practical and theoretical/historical courses, such as  Creative Writing Workshop ,  Storytelling in Different Media ,  Literary Editing , Poetics of Novel and Screenwriting ;
• Unique professors and teachers, among them famous Russian writers, screenwriters and critics –  Marina Stepnova ,  Lyudmila Ulitskaya ,  Lev Danilkin ,  Sergey Gandlevsky  and  Maya Kucherskaya  as well as prominent philologists, authors of academic and non-fiction books  Oleg Lekmanov ,  Ekaterina Lyamina  and  Alexey Vdovin ;
• Participation in open readings, discussions and  literary expeditions ,  publications in students’ projects ;
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•  Help and support in the process of  employment  in various publishing houses, editorials, Mass Media, high schools and universities and PR;
• Creation and participation in  cultural projects ;
• Flexible timetable  enabling students to work while studying.

Our graduates already work in the best publishing houses, universities and schools in Moscow. Their writing is published in the authoritative literary magazines. Their projects (such as prize  “_Litblog”  for the best literary blogger and first Creative Writing Internet resource in Russian  “Mnogobukv” and collections of prose) have gained much attention.

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Adam Smith's Lost Legacy

GavinK9 AT gmail DOT com

Friday, February 09, 2007

Origins of the word capitalism: thackeray not marx.

posted by Gavin Kennedy at 8:33 pm

14 Comments:

I too thought it was Marx, interesting. Thank you. www.deeplyimbedded.com www.savethebeesshirts.com

I agree that "capitalism" is a misleading term, but I am surprised to see that no one is mentioning "the free market" (which is a sylable shorter) or "free enterprise" as an alternative. Or "economic freedom."

Coining of the word is not as important as the stigma later attached to the word after a concentrated effort at developing a pejorative. Instead of capitalism, many in the U.S. prefer to call our system "free-enterprise", but that may have existed in the Edison, Ford, etc. era, but it has become so eroded here it is now about to completely collapse from being O-bomb-ed. If we want to be creative we could talk about the free market, as Robert suggested, which means a system allowing purchasing decisions by free people. Therefore our system could be called the economic system of Peoples Free Choice or someone may have better wording. Hope we can be successful in its resurrection,in any event.

But marx was the first to use the term as referring to an all encompassing system?

But the use of the term to refer to an all encompassing economic system can be traced to marx?

This seems to be a fairly old blog; so, hope it's still active. In agreement with some on this blog, the term "capitalism" is misleading; but, it's misuse has been repeated so often in our college and high school courses, and in the press, both "left" and "right," that few accurately employ it in our current discussions. It helps to understand that there are two kinds of goods, those that are consumed, (used, purchased, if you like,) and those goods used to create the consumption goods, historically referred to as capital goods, or the means of production: farms, factories, laboratories, etc. Every society has both consumption and capital goods. The confusion generated - fostered - in our schools comes from the misleading use of "capitalism" to mean "private enterprise." To simplify, the three main socio-political/economic systems that use capital goods have been classified as "communism," wherein the State owns and controls the means of production, "fascism" or "socialism," where the private citizen may own the capital good, but the State tells him/her how and when it can be used, and how the products can be distributed, i.e., regulates the means of production, and "private enterprise," where the private individual or company both owns and controls the means of production, and the market self-regulates the distribution of products. It would help in our debates about these three systems if we used terms more precisely. And, if we can trust anything from the highly politicized Wikipedia, even their article on the term "capitalism" traces its etymology much further back than the 18th century. Hope this helps.

I would just use the word "market(s)" and a "free market" when referring to a market that is not regulated by the state and saying that I'm an advocate of a "freed market" to help signify that this is a goal that has not been wholly met before on a large scale. No the guilded age was not a free market lol.

Hi Jacob Thank you for your comment, which I see you posted on 20 July 2013. Do you read Lost Legacy in 2013? It is now at: www.adamsmithslostlegacy.blogspot.co.uk I seem to get comments regularly from 2005-9; is there some reason? Blogger changed the address a few years ago. Gavin Kennedy

Well, usage inevitably determines a word's meaning and 'Capitalism,' for better or worse [I think 'better'], has come to mean: 'Free and Open Markets' AND 'Private Property Rights.' All good things.

I greatly appreciate Gavin's and Michael's contributions. However, I still hold out for 'capitalism'. We find "free" markets preceding the emergence of the capitalist system. Marx emphasized control/organization of the system of production, which does not reside with labor or consumers. He emphasized production on the basis that those who control production dominate a society. Many on the left agree with Michael to the extent that they refer to the USSR not as communism but state capitalism. Marx of course argued that capitalism was a progressive force, but would fall of it's own internal contradictions. (Marx underestimated the resiliency of capitalism.) The complaints of the negative connotations attached to capitalism seem to me an attempt to deny that capitalism has contradictions - sort of, let's look at only the upsides, and blame the downsides on something else. This is advocacy, not analysis.

Yes. What exists from a rational perspective - though this view too is corrigable - is "Consumerism". The failure of Marx's thesis to properly define value (Marx used the now defunct labor theory of value), rendered his entire thesis moot. In fact, it is probably for this reason alone that he stopped writing Vol. II of Das Kapital in 1880, 3 years before his death. His thesis was wrong, and he knew it. Marginalist theory (Menger, Jevons and Walras, 1871) based value on the utility of a product being realized in the actions of the consumer to buy at a given price. Value has less to do with labor and materials (and profit), than it does the maginal utility of a product at a given price, to a consumer who has already bought sufficient quantity at the given price. What he is willing to pay for the next unit of product, is the real value. Marx never fully considered the full impact of the consumer on prices or value. And his vision of capitalism - synthesised into our owm definitions of it today - never fully understood why the misplaced sense of value would inhibit the production of goods and services, by denying the key component to progress - competition. Competition to create the best product at the lowest price, to capture the largest market share, by relying on the consumer to define precisely what he is willing to spend for a given quantity at a given price. And that is "consumerism", not "capitalism".

The Oxford American Dictionary defines Capitalism thusly: "an economic and political system in which a country's trade and industry are controlled by private owners for profit, rather than by the state." whereas it defines Capitalist essentially as a synonym for "investor". The term is not so much problematic as it is USED in problematic ways, meaning with no particular definition in mind. It is a scattergun, and generally used pejoratively. However, if the above definition were placed for contrast alongside a definition for Socialism which interchanged "private owners" with "the state" -- which would seem quite appropriate -- it seems that neither system would be regarded as immediately pejorable by use of the term. Of course, each of us comes with our judgement about these two approaches to control of trade and industry, and they provide useful poles for a spectrum. Indeed, I can think of few systems today that fall into either camp -- what we have is a spectrum between the two with a blend of private and state control of the distribution of capital and the control of commerce. So one could speak of systems' relative placement along that spectrum as a useful rubric for discussions. The terms are also used to express ideologies concerning how capital OUGHT to be controlled. I believe Marx is largely responsible for creating that dichotomy and trying to set up societal enmity between them. He certainly treated "capitalists" as vile villains and this attitude has come to dominate left-of-center discussion about such things. In most neosocialist discourse today vilification of "capitalists" as bogeymen is absolutely de rigeur. But one could as easily (and with far better justification, given their history) put socialists into that camp. In my view: socialists are parasites who are obsessed with capital. Listen to modern neosocialist conversations -- they are entirely concerned with money, who has it, who controls it, and the character of people according to where they fit in that scheme. These categories are almost undeveloped among those who hold to free-market capitalism as an ideal. It is, with a bit of irony, socialists who are infatuated with capital and wealth, and approach the subject through the lens of envy, jealousy, inflated injury and ... yes ... greed.

Marx was not the "inventor" of the term "capitalism", but he was the prominent individual (ideologue? Economist? philosopher? anthropologist?) in history to have introduced the term "capitalism" as a pejorative to derisively refer to --and purposely malign-- what could be very appropriately called “free-entrepreneurism”; in turn, that is, the overall human-societal system that organically and systemically hatches, grows and promotes free-enterprise and its inherent companion, individualism, the latter two being the most feared nemeses of both socialism and communism. There cannot be free-enterprise in the absence of individualism, free-enterprise providing enhancing feedback to individualism. Free-enterprise and individualism are yoked almost in a mirror fashion.

The opposite of socialism is freedom.

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