Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors. Herman, Aschbacher, and Winters  distinguish the following elements of a scoring rubric:
Creating grading rubrics for writing assignments Pamela Flash Establishing and discussing specific characteristics of success when an assignment is first distributed benefits both students and instructors.
Creating grading rubrics, or grids, is a typical way to do this. Having received the criteria with an assignment, students are able to write toward specific goals. Later, when they look at their grades, they can see at a glance the strengths and weaknesses of their work. Rubrics can also save on grading time, as they allow instructors to detail comments on one or two elements and simply indicate ratings on others.
Finally, grading rubrics are invaluable in courses that involve more than one instructor, as in team-taught or multi-sectioned courses, because they ensure that all instructors are measuring work by the same standards.
If, for example, an instructor assigns a literature review hoping that students might become skilled at reducing complex texts down to pithy summaries, "concise summary" can be one of the grading criteria included in the rubric.
Care must be taken to keep the list of criteria from becoming unwieldy; ten ranked items is usually the upper limit.
In addition, to be usefully translated and used by students, criteria should be specific and descriptive.
Say, for example, that an essay is assigned by a geography professor who intends for students to become skilled at creating concrete and accurate observation-based descriptions, practiced in analyzing their data and in devising a land-use proposal, and able to create correctly-formatted, error-free prose.
When creating a grading rubric for that assignment, the instructor will need to decide on the relative weight of each criterion.
Is the error-free prose objective equal to the analysis objective? Many instructors like to limit this section of the rubric to a three-point scale "weak," "satisfactory," "strong".
Others may prefer to break this down into five or six levels, adding categories like "needs extensive revision," or "outstanding. Note that spaces are created for comments on each item and again at the end.A scoring rubric is an attempt to communicate expectations of quality around a task.
In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective.
Grading Rubric for Written Assignments Levels of Assessment Criteria Inadequate=D (Below Standard) Adequate=C (Meets Standard) Above Average=B. Grading Rubric for Written Assignments Levels of Assessment Criteria Inadequate=D (Below Standard) Adequate=C unity. Serious errors.
Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.
Writing is coherent and Written Communication heartoftexashop.com Tips to Writing a Strong Rubric.
Many teachers shy away from rubrics because they are time-consuming to compose. This is true, rubrics CAN take a while to make, but rubrics . They can also modify the language and rubric elements to meet the specific needs of their assignment or assessment goal.
Access to the VALUE Rubrics is free. AAC&U requests that users register before downloading PDF or Word versions of the rubrics to assist their research on rubric use.
A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work.
A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery.