Home > Statistics > Assessment > Assessment rubrics

Assessment rubrics

Levels of development should be discernible in every rubric. Some key features of rubrics are detailed below.

  • The descriptors for the different levels in rubrics should increase in complexity across the levels.
  • The language used should be descriptive and directly related to student understanding.
  • Broad descriptive words like 'usually' and 'reasonably' should be avoided.

An example of a basic rubric for a short task could be similar to the following, where various aspects of understanding of a concept may be displayed.


What is a sample?

Criterion Sample response
Level 1: A single idea associated with the sample concept

A little bit.

A test.

Level 2: Several aspects of the sample concept but incomplete

A part of something, not the whole thing but a piece of it.

A sample of dirt, like something they did tests on.

Level 3: Complete description including the representative nature of sample

I would have a piece of something to show me what the whole thing is like; like carpet.

A small portion of something larger to try it out.


More complex rubrics for projects or investigations are discussed in Statistical Investigations.

You can download sample rubrics for: