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MCCPS Rubric Template


Bridges Lab Rubric




Exemplary

4


Accomplished

3


Developing

2


Beginning

1



Predictions

Predictions are thoughtful and clearly stated. Predictions are stated in a somewhat unclear manner. Predictions are partially stated, and somewhat unclear. Predictions are not clear.



Procedures


Accurately and proficiently used all appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather and analyze data. Effectively used some appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather and analyze data with only minor errors. Attempted to use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data. Did not use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data.



Observations


Addresses all questions and presents logical explanation for findings Addresses some of the questions and presents logical explanation for findings Addresses few questions and presents illogical explanation for findings Does not address questions and presents illogical explanations for findings.

Macbeth Rubric


100-90% 90-80% 80-70% 70-60%
Word Choice: Choosing the right word Word choice is sophisticated, clear, and precise. Language effectively enhances the content. Word choice is proficient and shows an adequate grasp of high-value words. Word choice is plain and obvious. Word choice is simplistic and repetitive.
Mechanics: Includes punctuation, spelling, and grammar. Content is free from errors. Content contains one to three minor errors. Content contains several significant errors, yet content is clear to the reader. Content errors make it difficult for the reader to follow the student’s thoughts.
Content - Literary Analysis: Students will analyze elements of plot, theme, characterization, and figurative language. Student uses multiple paragraphs to explore a detailed examination of the plot, theme, characterization, or figurative language. The description makes connections to other parts of the play and beyond (into other pieces of fiction etc.) Student uses one or two paragraphs to explore an examination of the plot, theme, characterization, or figurative language. The description makes connections to other parts of the play. Student uses one paragraph to explore an examination of the plot, theme, characterization, or figurative language. The description does not make connections to other parts of the play. Student uses one paragraph (or less) to start an examination of the plot, theme, characterization, or figurative language. The description does not make connections to other parts of the play.
Web Design: Using multimedia to enhance the viewers’ understanding of the scene. Colors, fonts, audio, pictures, and videos are easily heard or seen. These elements help to communicate a certain mood and help enhance the viewers’ understanding of the scene. Colors, fonts, audio, pictures, and videos are easily heard or seen. These elements help to communicate a certain mood or help enhance the viewers’ understanding of the scene. Almost all the colors, fonts, audio, pictures, and videos are easily heard or seen. These elements help to communicate a certain mood or help enhance the viewers’ understanding of the scene. Some of the colors, fonts, audio, pictures, and videos are easily heard or seen. These elements fail to communicate a certain mood or help enhance the viewers’ understanding of the scene.   

Repeating Shapes In Composition

Points

4 - Outstanding

3 - Good

2 - Average

 

1 – Poor

 

Preparation/

Sketches

S. researched picture for project. At least 4 thumbnail sketches were created, as well as a detailed full size sketch.

S. researched picture for project. 3 thumbnail sketches were created, as well as a full size sketch.

S. did not research picture. 2 thumbnail sketches were created. Full size sketch is incomplete, or rushed.

S. did not research picture. 1 or no thumbnail sketch was created. Full size sketch is minimal and incomplete.

Principles of Design:

 

Composition – Use of shapes in design

A lot of thought went into the placement and size of shapes in order to create balance, unity, pattern, rhythm and movement in the composition. Text fits perfectly within the work.

Some thought went into the placement and size of shapes in order to create balance, unity, pattern, rhythm and movement in the composition. Text fits well within the work.

Shapes were repeated to create some unity in composition.

More thought is needed to create a well balanced work. Text does not fit very well in the  work.

Shapes are not repeated or repetition looks random. Composition is not well balanced. Objects are too scarce or too small, creating too much negative space.

Technique/

Materials

S. used at least 4 effects and techniques with watercolor such as white crayon resist, washes, dry, salt, etc.

S. used 3 effects and techniques with watercolor .

S. used 2 effects and techniques with watercolor.

S. used 1 watercolor technique.

Craftmanship/Effort

S. used the materials expertly and put a lot of effort and care in the work.

S. used the materials appropriately  and put some effort and care in the work.

S. used the materials appropriately  but not enough care and effort in the work.

S. put little effort or care in the work.

TOTAL:           /16

7th Grade Humanities Rubric

Criteria

4

3

2

1

0

 

Content

All five categories are clearly addressed with supporting details.

 

Most categories are addressed with some supporting details.

Some categories are addressed with minimal supporting details.

Some categories are addressed with no supporting details.

 

No attempt.

 

Organization

There is a clear beginning, middle, and end with transitional words used to link ideas/sentences.

 

Shows some sense of organization.

Minimal overall organization while paragraphs lack transition.

No sense of organization or logical flow to ideas presented.

 

No attempt.

 

Word Choice

Words used are sophisticated, high-level, and provide a clear understanding of the topic.

Words used are adequate, though not vivid or precise, showing some understanding of the topic.

 

Poor word choice, showing minimal understanding of the topic.

Word choice is confusing and shows no understanding of the topic.

 

No attempt.

 

Mechanics

No errors in spelling, capitalization, and punctuation. Appropriate use of indentation and sentence structure.

Fewer than three errors in spelling, capitalization, and punctuation. Minor errors in indentation and sentence structure.

 

Errors in spelling, capitalization, and punctuation interfere with communication. Several errors in sentence structure.

Serious errors in mechanics and sentence structure impede reader’s understanding.

 

No attempt.

 

Research

All five categories are properly researched and expressed clearly.

Some of the categories are researched and expressed clearly.

Some of the categories are researched but not expressed clearly.

Shows minimal research and unclear expression.

 

No attempt.

7th Grade Science Rubric

Criteria

4

3

2

1

0

 

Identification of prototype materials

 

All materials needed to reconstruct the prototype are appropriately identified.

 

Most materials needed to reconstruct the prototype are appropriately identified.

 

 

Some materials needed to reconstruct the prototype are identified.

 

Few materials needed to reconstruct the prototype are identified.

 

No attempt.

 

Construction of prototype

 

 

Materials used are based on specific properties and characteristics of the Paleolithic Era.

 

 

 Most materials used are based on specific properties and characteristics of the Paleolithic Era.

 

 

Some materials used are based on specific properties and characteristics of the Paleolithic Era.

 

 

Few materials used are based on specific properties and characteristics of the Paleolithic Era.

 

 

No attempt.

 

Communication

 

Student can clearly identify and explain the use of tools needed to construct the prototype.

 

 

Student can adequately identify and explain the use of tools needed to construct the prototype.

 

 

Student can minimally identify and explain the use of tools needed to construct the prototype.

 

 

Student has difficulty identifying and explaining the use of tools needed to construct the prototype.

 

 

No attempt.

Energy Works Lab

 

 

 

 

Exemplary

 

Accomplished

 

Developing

 

Beginning

 

 

Predictions

 

 

Predictions are thoughtful and clearly stated.

Predictions are stated in a somewhat   unclear manner.

Predictions  are partially stated, and somewhat unclear.

Predictions  are not clear.

 

 

 

Procedures

 

 

 

 

Accurately and proficiently used all appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather and analyze data.

Effectively used some appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather and analyze data with only minor errors.

Attempted to use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data.

Did not use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data.

 

 

 

Observations

 

 

 

 

 

Addresses all questions and presents logical explanation for findings

 

Addresses some of the questions and presents logical explanation for findings

 

Addresses few questions and presents illogical explanation for findings

 

Does not address questions and presents illogical explanations for findings.

Science Lab Grade 5 Rubric

Levels of performance MCCPS 5th grade Benchmark

Exemplary

4

Accomplished

3

Developing

2

Beginning

1

Hypothesis

Students will write a hypothesis for a lab experiment as an ""if/then" statement.

Hypothesis has been thoroughly developed. Hypothesis is correctly stated with both variables identified.

Hypothesis has been sufficiently developed with reasonable relevancy.

Hypothesis has been partially developed with relevancy.

Hypothesis has major flaws and limited or no relevancy.

Materials

Students will identify tools used for measuring.

Tools used for measuring are used properly and accurately.

Tools for measuring are used properly and measurements are mostly accurate.

Tools are somewhat used properly for measuring and/or measurements are not always accurate.

Tools are not used for measuring properly.

Procedures

Students will conduct an experiment following the given procedures.

 

 

 

 

Students will conduct an experiment following the given procedures. Students will contribute in class and take initiative in their group.

Students will conduct an experiment following the given procedures. Students will contribute in class and follow all procedures.

Students will conduct an experiment following most of the given procedures. Students will contribute in class and attempt to follow all procedures.

Students will conduct an experiment following some procedures. Students will not consistently contribute in class.

Data

Students will use collected data to construct tables and charts.

Data table and/or graph neatly completed and totally accurate.

Data table and/or graph completed and mostly accurate.

Data table and/or graph are somewhat incomplete and lacking detail.

Data table and/or graph are incomplete and lacking detail.

Conclusions

 

 

 

 

 

 

Addresses all questions and presents logical explanation for findings.

Addresses some of the questions and presents logical explanation for findings.

Addresses few questions and presents illogical explanation for findings.

Does not address questions and/or presents illogical explanations for findings.

Components

Students will identify components of a lab report.

All required elements are present in the scientific sequential order.

All required elements are present.

Some elements are present.

Little or no elements are present.

Artifact Rubric

 

4

3

2

1

Facts

Did I gather facts to completely answer each question?

Student gave additional information not asked for by teacher.

Student completely answered teacher-generated questions.

Students partially answered teacher-generated questions.

Students did not answer teacher-generated questions.

Note-taking

Did I write important relevant facts?

Wrote notes that include succinct, important, and relevant facts and were written in the student’s own words.

Wrote notes that include mostly important and relevant facts and were written in the student’s own words.

Wrote notes that include unimportant or irrelevant facts, or some notes were copied directly from the original source.

Wrote notes that include mostly unimportant or irrelevant facts, and most or all notes were copied directly from the original source.

Ideas

Did I hold the reader’s attention all the way through?

Main ideas and details are clear, focused, and capture reader’s attention.

Ideas are focused and clear.

Ideas are general and somewhat unfocused.

Ideas are not clear and have few details.

Sentence Fluency

Was my writing easy to read aloud or listen to?  Did I use sentence of different lengths?

Writing flows and the sentences are varied.

Writing moves along.

Writing is dull or choppy.

Writing is difficult to read.

Conventions

Did I use correct spelling, capitalization, and punctuation?

No errors that distract the reader.

 

 

Few errors distract the reader.

 

 

Many errors distract the reader.

Too many errors.

 

 

 

4

3

2

1

Representation of Culture

Does your artifact match the category it’s supposed to represent?

Artifact meaningfully reflects the specified category of the assigned culture.

Artifact adequately reflects the specified category of the assigned culture.

Artifact relates to the assigned culture, but not in the specified category.

Artifact is unrelated to the specified category of the assigned culture.

Accuracy

Does your artifact look like what it’s supposed to represent?

Artifact is a completely accurate model of what it represents.

Artifact is a reasonably accurate model of what it represents.

Artifact is a somewhat accurate model of what it represents.

Artifact is an inaccurate model of what it represents.

Appearance

Does you artifact look nice?  Did you take care while creating it?

Artifact is visually appealing to the viewer.  It is evident that great care was taken in creating the artifact.

Artifact is appealing to the viewer.  Sufficient care was taken in creating the artifact.

Artifact is somewhat visually appealing.  Some care was taken in creating the artifact.

Artifact is visually unappealing.  Little care was taken in creating the artifact.

Persistent and Self-Directed

Did you try your best and work hard?

Student consistently exhibited these traits.

Student generally exhibited these traits.

Student occasionally exhibited these traits.

Student rarely or never exhibited these traits.

Responsible and Reliable

Could others count on you to do what you said you would?  Were you responsible in your words and actions?

Student consistently exhibited these traits.

Student generally exhibited these traits.

Student occasionally exhibited these traits.

Student rarely or never exhibited these traits.

Organized and Attentive to Detail

Did you keep your materials organized?  Did you pay attention to what you were doing?

Student consistently exhibited these traits.

Student generally exhibited these traits.

Student occasionally exhibited these traits.

Student rarely or never exhibited these traits.

Immigrant Story Rubric

Requirements

25

Captain’s Table

20

First Class

15

Second Class

10

Steerage

5

Rowboat

Score

Ideas

Does my story show what I know about immigration?

 

 

 

 

 

 

History

Are the events based on fact?

 

 

 

 

 

 

Voice

Is my story written in the voice of an immigrant?

 

 

 

 

 

 

Word Choice

Do my descriptions make my story historically real?

 

 

 

 

 

 


 

 

 


 

 

 

 

 

 

TOTAL

 

  /100

Traits of Writing

20

$$$$

15

$$$

10

$$

5

$

0

X

Score

Ideas

Do I hold the reader’s attention all the way through?

 

 

 

 

 

 

Organization

Do I include a clear beginning, middle, and ending?

 

 

 

 

 

 

Voice

Is my writing easy to read aloud or listen to?

 

 

 

 

 

 

Word Choice

Do I help the reader picture what I am writing about?

 

 

 

 

 

 

Conventions

Do I use correct spelling, capitalization, and punctuation?

 

 

No errors

 

 

1-2 errors

 

 

3-4 errors

 

 

5-6 errors

 

 

More than 6

 

 

 


 

 


TOTAL

 

    /100

Bridge Rubric


Exemplary

20

 

Accomplished

18

 

Developing

16

 

Beginning

10

 

Bridge Plans

Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is not adequately labeled.

 

Bridge Model

Construction

Great care is taken in the construction process so that the bridge is neat, attractive, strong, and follows plans accurately.

 Construction is careful and accurate for the most part, but 1-2 details could have been improved to make a stronger, more attractive product.

Construction is accurately followed by the plans, but   3-4 details could have been improved to make a stronger, more attractive product.

Construction appears careless and many details need improvement for a strong or attractive product.

 

 

Accounting

 

 

Balance Sheet is neatly completed, computation is accurate and company is on/under budget.

All checks are correct & legible.

Balance Sheet is neatly completed, mostly accurate and company is within the budget.

Checks are mostly correct & legible.

 

Balance Sheet is complete, but inaccurate and company is over budget.

Some checks are incorrect or not legible.

Balance Sheet is incomplete and inaccurate and company is over budget.

Checks are incorrect & not legible.

 

Bridge Journal

Journal provides a complete record of planning, construction, modification, reasons for modification and some reflection about strategies used.

Journal provides a complete record of planning, construction, modification and reasons for modification.

Journal provides quite a bit of detail about planning, construction, modification and reasons for modification.

Journal provides very little detail about planning or construction.

 

Coorperative Learning

 

Always listens to, shares with, and supports the efforts of other company members.  Tries to keep the company working well together.

Almost always listens to, shares with, and supports the efforts of other company members.  Tries to keep the company working well together.

Sometimes listens to, shares with, and supports the efforts of other company members. 

Has difficulty working with a group.

8th Grade Science Rubric

                                             4                                                3                                    2                                                1

Connection to Global theme Piece 1 Students will describe how their pattern relates to the global theme.

The pattern is clearly connected to the theme with a descriptive paragraph. The paragraphs include understanding goals.

The pattern is clearly connected to the theme with a descriptive paragraph.

The pattern is somewhat connected to the theme with a descriptive paragraph.

The pattern is not connected to the theme with a descriptive paragraph.

Content Visuals Piece 2 Students will identify and describe a pattern through visuals.

 

The pattern is represented with a variety of appropriate visuals.

The pattern is represented with a couple of appropriate visuals.

The pattern is represented with few visuals that communicate the pattern.

The pattern is represented with little or no appropriate visuals.

Content description Piece 3 Students will identify and describe a pattern through writing.

 

The pattern is thoughtfully and clearly stated.

The pattern is stated in a somewhat unclear manner.

The pattern is partially stated, and somewhat unclear.

The pattern is not clear.

Interactive Piece 4

Students will identify relevant design features (i.e. size, shape, weight) for building a prototype.

 

Identifies all relevant design features (i.e. size, shape, weight) for building a prototype for the interactive component of the project.

Identifies some of the relevant design features (i.e. size, shape, weight) for building a prototype for the interactive component of the project.

Identifies few relevant design features (i.e. size, shape, weight) for building a prototype for the interactive component of the project.

Does not identify relevant design features (i.e. size, shape, weight) for building a prototype for the interactive component of the project.

Pyramid/Temple/Colonial Structure Rubric

 

Exemplary
20
Accomplished
18

Developing
16

Beginning
10

 

Structure Plans

 

Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is not adequately labeled.

 

Structure Model

Construction

Great care is taken in the construction process so that the structure is neat, attractive, and follows plans accurately.

 Construction is careful and accurate for the most part, but 1-2 details could have been improved to make a stronger, more attractive product.

Construction is accurately followed by the plans, but   3-4 details could have been improved to make a stronger, more attractive product.

Construction appears careless and many details need improvement for a strong or attractive product.

Light Refraction Model

Construction

 

Light refraction model contains more than the required number of reflection points and illuminates the stated goal.

 

Light refraction model contains the required number of refraction points and illuminates the stated goal.

Light refraction model contains less than the required number of refraction points or does not illuminate the stated goal.

 

Light refraction model contains less than the required number of refraction points and does not illuminated the stated goal.

 

 

Structure Journal

 

Journal provides a complete record of planning, construction, modification, reasons for modification and some reflection about strategies used.

Journal provides a complete record of planning, construction, modification and reasons for modification.

Journal provides quite a bit of detail about planning, construction, modification and reasons for modification.

Journal provides very little detail about planning or construction.


Coorperative Learning

Always listens to, shares with, and supports the efforts of other group members.  Tries to keep the group working well together.

Almost always listens to, shares with, and supports the efforts of other group members.  Tries to keep the group working well together.

Sometimes listens to, shares with, and supports the efforts of other group members. 

Has difficulty working with a group.

Energy Lab Rubric

 

 

 

 

Exemplary

 

Accomplished

 

Developing

 

Beginning

 Predictions

Predictions are thoughtful and clearly stated.

Predictions are stated in a somewhat   unclear manner.

Predictions  are partially stated, and somewhat unclear.

Predictions  are not clear.


Procedures

Accurately and proficiently used Students will conduct an experiment following the given procedures.

Effectively used some appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather and analyze data with only minor errors.

Attempted to use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data.

Did not use appropriate tools and technologies (e.g., rulers, hand lens, reference materials, etc.) to gather data.

Conclusions

(Science Content benchmark)

 Addresses all questions and presents logical explanation for findings

 Addresses some of the questions and presents logical explanation for findings

 Addresses few questions and presents illogical explanation for findings

 Does not address questions and presents illogical explanations for findings.

Hypothesis

Students will write a hypothesis for a lab experiment as an ""if/then"" statement.

Hypothesis has been thoroughly developed. Hypothesis is correctly stated with both variables identified.

Hypothesis has been sufficiently developed  with reasonable relevancy.

Hypothesis has been partially  developed  with relevancy.

Hypothesis has major flaws and limited or no relevancy.

Components

Students will identify components of a lab report.

All required elements are present in the scientific sequential order.

All required elements are present.

Some elements are present.

Little or no elements are present.

Observations

(Science content benchmark)

Observations are concise, complete, and descriptive.

Observations are complete.

Observations are somewhat incomplete and lacking detail.

Observations are incomplete and lacking detail.

Data

Data table and/or graph neatly completed and totally accurate.

Data table and/or graph completed and accurate.

Data table and/or graph are somewhat incomplete and lacking detail.

Data table and/or graph are incomplete and lacking detail.

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