This tool will help you create a general rubric to be used with just about any activity. Making a specific rubric for each student activity can be unproductive and time consuming; however, if the guidelines for a general rubric are posted or distributed for reference, the rubric can be simplified enough that it can be used with almost any activity.
Do I want to title my rubric "General Rubric" or give it a name specific to the assignment?
What are my general expectations?
How many expectation categories do I want to create based on the age of my students?
How do I describe my expectations for each of the decriptive terms I have created? Am I being specific enough so that students know what I expect.
How many points do I want to assign to each category?
Do I want to add a "comments" section at the bottom of the rubric?
The user will create a generic rubric that can be used in a variety of scenarios.
Reading Scoring Guide
This assessment draws on the work of the Oregon Department of Education's Reading Scoring Guide. The guide is provided by the Northwest Regional Educational Laboratory in Oregon.
Resource
To create a rubric, you must first log in. Then on your desktop click on "Resource Folders" in order to create a rubric. At the top you will find a list of resources to create. Choose "rubric" and proceed to create yours.
You might title your rubric "General Rubric" so that you can copy it and use it throughout the year with multiple assignments, or you can give it a specific title for the assignment for which you plan to use it. For example, you might use the rubric to assess a poster the student designed. In that case, you might title your general rubric as "Poster Rubric," or you could just use you "General Rubric" title.
Choose descriptive words such as "excellent," "adequate," "poor," etc., to create the back bone of your rubric. You can choose any number of descriptions. The younger your students, the more simplistic your rubric should be.
Below each descriptive word, write a description of your expectations. Since this is a generic rubric that you could use with many different assignments, it should remain non-specific. For example: Outstanding! The work meets and exceeds all expectations.
In any case, make sure that you are specific enough with your description that your students know what is expected of them. For example: If your highest expectation is the description "Outstanding" and your expectation for outstanding work is that the student goes beyond your expectations, make sure your expectation says so. The older your students, the more specific you can be about your expectations.
Assign points to each of your descriptive terms, with the largest number of points awarded for your "excellent or "outstanding" category and the least number of points for you "poor" or "missing" category. You can assign any number of points that you want. If you use a 100 point scale, you would want to make your highest expectation worth 100 points. If you use a total point grade system, you can assign however many points you want the assignment to be worth. For example, you might have a general rubric that looks like the following:
Outstanding! This assignment meets and exceeds my expectations: 100 points.
Adequate. This assignment meets all requirements but does not exceed expectations: 75 points.
Poor. This assignment is below expectations and/or is incomplete. 50 points.
Missing. This assignment was not completed: 0 points.
You may or may not want to have a section for your comments on the students' work below your rubric. The more feedback you give your students about your expectations, the more likely they will be to meet them.
The following is an example of a general rubric to be used with older students. Note that it has several catagories and is much more specific than a rubric for a younger student.
General Class Rubric
100 points; Exceptional: This assignment meets and exceeds expectations in communication skills thought, planning, organization, creativity and content.
90 points; Excellent: This assignment is a model of meeting expectations in communication skills, thought planning, organization, creativity and content.
80 points; Proficient: This assignment meets expectations with few errors in communication skills, thought, planning, organization, creativity, and content.
69 points; Inadequate: This assignment meets some of the expectations but is lacking in several of the following areas: communication skills, thought, planning, organization, creativity, and content.
50 points; Limited: This assignment meets only a few of the expectations and shows significant errors in several of the following areas: communication skills, thought, planning, organization creativity and content.
0 points; Missing: This assignment does not meet any of the expectations and/or has not been turned in at all.
Making a specific rubric for each student activity can be unproductive and time consuming; however, if the guidelines for a general rubric are posted or distributed for reference, the rubric can be simplified enough that it can be used with almost any activity.
The following is an example of a rubric created for younger students. Notice that is simply stated and uses very few categories.
General Rubric
100 points, Very Good!: Wow you did more than I asked!
80 points, Good!: You did just what I asked!
70 points, Ok!: You did mostly what I asked.
50 points, Needs Improvement: Oops! You didn't finish or you need to correct your mistakes.
Comments:
Parents, a rubric is an excellent assessment tool that communicates the expectations for an assignment. It is used also to communicate how well students met those expectations after completing a task.
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