analytic rubric for problem solving

• Basics for GSIs
• Advancing Your Skills

Examples of Rubric Creation

Creating a rubric takes time and requires thought and experimentation. Here you can see the steps used to create two kinds of rubric: one for problems in a physics exam for a small, upper-division physics course, and another for an essay assignment in a large, lower-division sociology course.

Physics Problems

In STEM disciplines (science, technology, engineering, and mathematics), assignments tend to be analytical and problem-based. Holistic rubrics can be an efficient, consistent, and fair way to grade a problem set. An analytical rubric often gives a more clear picture of what a student should direct their future learning efforts on. Since holistic rubrics try to label overall understanding, they can lead to more regrade requests when compared to analytical rubric with more explicit criteria. When starting to grade a problem, it is important to think about the relevant conceptual ingredients in the solution. Then look at a sample of student work to get a feel for student mistakes. Decide what rubric you will use (e.g., holistic or analytic, and how many points). Apply the holistic rubric by marking comments and sorting the students’ assignments into stacks (e.g., five stacks if using a five-point scale). Finally, check the stacks for consistency and mark the scores. The following is a sample homework problem from a UC Berkeley Physics Department undergraduate course in mechanics.

Homework Problem

Learning objective.

Solve for position and speed along a projectile’s trajectory.

Desired Traits: Conceptual Elements Needed for the Solution

• Decompose motion into vertical and horizontal axes.
• Identify that the maximum height occurs when the vertical velocity is 0.
• Apply kinematics equation with g as the acceleration to solve for the time and height.
• Evaluate the numerical expression.

A note on analytic rubrics: If you decide you feel more comfortable grading with an analytic rubric, you can assign a point value to each concept. The drawback to this method is that it can sometimes unfairly penalize a student who has a good understanding of the problem but makes a lot of minor errors. Because the analytic method tends to have many more parts, the method can take quite a bit more time to apply. In the end, your analytic rubric should give results that agree with the common-sense assessment of how well the student understood the problem. This sense is well captured by the holistic method.

Holistic Rubric

A holistic rubric, closely based on a rubric by Bruce Birkett and Andrew Elby:

[a] This policy especially makes sense on exam problems, for which students are under time pressure and are more likely to make harmless algebraic mistakes. It would also be reasonable to have stricter standards for homework problems.

Analytic Rubric

The following is an analytic rubric that takes the desired traits of the solution and assigns point values to each of the components. Note that the relative point values should reflect the importance in the overall problem. For example, the steps of the problem solving should be worth more than the final numerical value of the solution. This rubric also provides clarity for where students are lacking in their current understanding of the problem.

Try to avoid penalizing multiple times for the same mistake by choosing your evaluation criteria to be related to distinct learning outcomes. In designing your rubric, you can decide how finely to evaluate each component. Having more possible point values on your rubric can give more detailed feedback on a student’s performance, though it typically takes more time for the grader to assess.

Of course, problems can, and often do, feature the use of multiple learning outcomes in tandem. When a mistake could be assigned to multiple criteria, it is advisable to check that the overall problem grade is reasonable with the student’s mastery of the problem. Not having to decide how particular mistakes should be deducted from the analytic rubric is one advantage of the holistic rubric. When designing problems, it can be very beneficial for students not to have problems with several subparts that rely on prior answers. These tend to disproportionately skew the grades of students who miss an ingredient early on. When possible, consider making independent problems for testing different learning outcomes.

Sociology Research Paper

An introductory-level, large-lecture course is a difficult setting for managing a student research assignment. With the assistance of an instructional support team that included a GSI teaching consultant and a UC Berkeley librarian [b] , sociology lecturer Mary Kelsey developed the following assignment:

This was a lengthy and complex assignment worth a substantial portion of the course grade. Since the class was very large, the instructor wanted to minimize the effort it would take her GSIs to grade the papers in a manner consistent with the assignment’s learning objectives. For these reasons Dr. Kelsey and the instructional team gave a lot of forethought to crafting a detailed grading rubric.

Desired Traits

• Use and interpretation of data
• Reflection on personal experiences
• Application of course readings and materials
• Organization, writing, and mechanics

For this assignment, the instructional team decided to grade each trait individually because there seemed to be too many independent variables to grade holistically. They could have used a five-point scale, a three-point scale, or a descriptive analytic scale. The choice depended on the complexity of the assignment and the kind of information they wanted to convey to students about their work.

Below are three of the analytic rubrics they considered for the Argument trait and a holistic rubric for all the traits together. Lastly you will find the entire analytic rubric, for all five desired traits, that was finally used for the assignment. Which would you choose, and why?

Five-Point Scale

Three-point scale, simplified three-point scale, numbers replaced with descriptive terms.

For some assignments, you may choose to use a holistic rubric, or one scale for the whole assignment. This type of rubric is particularly useful when the variables you want to assess just cannot be usefully separated. We chose not to use a holistic rubric for this assignment because we wanted to be able to grade each trait separately, but we’ve completed a holistic version here for comparative purposes.

Final Analytic Rubric

This is the rubric the instructor finally decided to use. It rates five major traits, each on a five-point scale. This allowed for fine but clear distinctions in evaluating the students’ final papers.

[b] These materials were developed during UC Berkeley’s 2005–2006 Mellon Library/Faculty Fellowship for Undergraduate Research program. M embers of the instructional team who worked with Lecturer Kelsey in developing the grading rubric included Susan H askell-Khan, a GSI Center teaching consultant and doctoral candidate in history, and Sarah McDaniel, a teaching librarian with the Doe/Moffitt Libraries.

TeachOnline@UW: Rubrics – Advantages and Best Practices

Types of Rubrics

Analytic rubrics.

Analytic Rubrics  feature a grid of “criteria” (columns) and “levels” of achievement (rows). The instructor assigns points or weights to particular criteria, and then evaluates student performance in each area. This is useful in providing feedback on areas of strength and weakness. Because of this, analytic rubrics take more time to develop than a holistic rubric.  See example of an analytic rubric.

Analytic rubrics are particularly useful for problem-solving or application assessments because a rubric can list a different category for each component of the assessment that needs to be included, thereby accounting for the complexity of the task. For example, a rubric for a research paper could include categories for organization, writing, argument, sources cited, depth of content knowledge, and more. A rubric for a presentation could include categories related to style, organization, language, content, etc. Students benefit from receiving rubrics because they learn about their relative strengths and weaknesses.

What are the advantages of using an analytic rubric?  Evaluate the following statements.

Holistic rubrics.

Holistic Rubrics  describe characteristics of each level of performance for an assignment or activity overall (e.g. characteristics of an excellent research paper). See an example of a holistic rubric.

Holistic rubrics are best to use when there is no single correct answer or response and the focus is on overall quality, proficiency, or understanding of a specific content or skills.

What are the advantages of using a holistic rubric?  Evaluate the following statements.

You want to assign a score based on an overall judgement of your students’ work. Would you choose an analytic rubric or a holistic rubric?

You want to assign points based on achievement level for several criteria. would you choose an analytic or a holistic rubric.

Rubrics: Advantages and Best Practices Copyright © by Karen Skibba. All Rights Reserved.

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Analytic Rubrics

The who, what, why, where, when, and how of an analytic rubrics.

WHO : Analytic rubrics are for  you  and  your students .

WHAT : An analytic rubric is a scoring tool that helps you identify the criteria that are relevant to the assessment and learning objectives. It is divided into components of the assignment contains a detailed description that clearly states the performance levels (unacceptable to acceptable) and allows you to assign points/grades/levels based on the students’ performance.

WHY: Rubrics help guide students when completing their assignments by giving the guidelines to follow. Students also know what you are looking for in an assignment, and this leads to fewer questions and more time engaged in the assessment and knowledge attainment.  Rubrics help you or your assistant grade assignments objectively from the first submission to the last. Rubrics returned to students with the assignment, give the students basic feedback by selecting the correct criteria they met.

WHERE:  Create a paper rubric or use the Canvas interactive grading rubric. Learn more about using Canvas Rubrics by selecting the following link  https://guides.instructure.com/m/4152/l/724129-how-do-i-add-a-rubric-to-an-assignment

WHEN : Share the analytic rubric before the assessment to share the criteria they must meet and to help guide them when completing the assignment. After the assignment has been completed, return the marked rubric with the assignment as a form of feedback.

HOW:  Watch the following video on Analytic Rubrics.

Optional Handouts: Blank rubric for the session (1)

Rubric Design Activity

Teaching Online: Course Design, Delivery, and Teaching Presence Copyright © by Analisa McMillan. All Rights Reserved.

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• Faculty & Staff

A rubric is a tool built from a set of criteria that can be used to both guide and evaluate student performance on an assignment. When designed and used effectively, rubrics can help instructors:

• Grade more efficiently and consistently
• Align coursework with learning outcomes
• Effectively communicate expectations and what success looks like
• Precisely identify specific strengths and weaknesses in students’ work
• Guide students to do more effective self-assessment and/or peer review

Some instructors worry that using a rubric will limit students’ critical thinking or creativity. But providing students with a rubric before they begin an assignment means that students don’t have to guess what you want – it can help them better understand the parameters of the assignment and the hallmarks of excellence. With your expectations in mind, they are more likely to take risks and try new approaches – particularly if your rubric specifies this as a goal.

Components of a rubric

Effective rubrics generally consist of three core components:

• Criteria : These are areas an instructor has determined to be key to student success on an assignment. They constitute the backbone of an instructor’s assessment of a student’s performance. Typically, criteria focus on the quality of the assignment’s content, methods, reasoning, communication, and/or format. To identify rubric criteria ask: What will I look at when I’m grading that will help me determine if a student is successful?
• Performance Levels : Similar to Likert scale ratings, performance levels are ratings that articulate the level of success demonstrated by the student on a particular criterion. They might be expressed in simple terms such as Complete / Incomplete, as a range of numbers or letters (e.g., 1-5 or A-F), or as a more detailed range of ratings (e.g., Sophisticated, Good, Competent, Average, Needs work, or Poor).
• Performance Descriptions : These are short descriptions of each performance level for a given criterion. For example, if the criterion is “Use of Research” and the performance levels range from A to F, the instructor would write five separate performance descriptions – one that articulates the characteristics an “A” quality use of research, one that articulates the characteristics of a “B” quality use of research, etc.

Types of rubrics

There are many different types of rubrics, each of which might be more or less suited to your particular teaching context. Most fall into one of three basic types of rubrics.

A holistic rubric is organized around performance levels rather than criteria. Each performance level includes a description of all the qualities that characterize the performance level. The instructor typically assigns a single score (usually using numbered or letter-based scale) based on their overall assessment of the student’s work.

Use when you are interested in giving the student feedback on the quality of their overall performance , rather than detailed feedback on multiple elements.

Single-point rubric

A single-point rubric is similar to an analytic rubric in that it is organized around a set of criteria and is set up as a matrix. However, single-point rubrics don’t have multiple performance levels, but instead only describe what proficiency looks like. Rather than articulating potential weaknesses in advance (as is the case in an analytic rubric), single point rubrics make space for instructors to provide specific feedback on areas of excellence and opportunities for improvement.

Use when you want to focus students on the criteria rather than the grade.

An analytic rubric is typically set up as a matrix with the criteria for the assignment listed in the leftmost column and the levels of performance listed across the top row, often using a numbered scale or descriptive tags. The cells within the matrix ideally would contain performance descriptions. When using an analytic rubric each of the criteria is scored individually. Students are able to understand the characteristics that distinguish an excellent submission from an unsatisfactory submission.

Use when you want to weigh criteria differently and provide detailed feedback on multiple, specific elements .

How to develop a rubric

• Articulate your learning outcomes for the assignment. What will students learn and/or do as a result of completing this assignment?
• Determine the type of rubric that will work best for assessing these outcomes and communicating feedback to students.
• Identify the criteria that will help you measure whether students have met the learning outcomes for the assignment.
• Determine the performance levels and write out the performance descriptions. Keep these as brief as possible–the fewer criteria you have, the easier it will be for students to prioritize what’s most important (and for you to grade their work).
• Decide how and when you will share the rubric with students. To get the most use out of your rubric, share it at the same time that you introduce the assignment. Knowing from the start how the assignment will be assessed will help students approach it most effectively.

Tips for developing an effective rubric

• Limit rubric criteria to the most important aspects of the assignment.
• Use specific, descriptive language to articulate the assignment requirements and assessment criteria.
• Ensure consistency by using similar language in each section of the rubric.
• Share the rubric with students when introducing an assignment.
• Consider co-creating rubrics with your students to help them better understand their own learning.

The examples below are meant to demonstrate the basic concepts and structure of a rubric. They are not meant to apply to any particular assignment. With a particular assignment in mind, instructors will need to articulate both the criteria that will guide their assessment of students’ performance and the performance descriptions for each level.

Holistic Rubric

Single-point rubric, analytic rubric.

Basic rubric examples Word doc

Additional resources

• Guide to creating rubrics on Canvas
• Writing@UW: What is a rubric, and how do I use it?

Problem-Solving — Rubric

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Using analytical rubrics to assess technological solutions in the technology classroom

• Published: 04 January 2021
• Volume 32 , pages 883–904, ( 2022 )

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Technology education, or design technology as it is known elsewhere, supports learners to develop technological literacy by providing them with the opportunity to, amongst others, develop and apply the preset design process to solve technological problems. This subject requires learners to develop authentic technological solutions. As a result, assessment in this regard is essential. An analytical rubric is a tool for assessment with explicit assessment criteria that enables learners to understand what is expected of them. It is emphasised that knowledge without the pertinent skills to realise practical solutions is worthless. This study investigated the manner in which technology teachers use analytical rubrics to assess technological solutions. A qualitative research approach was employed to understand the teachers’ perceptions when using analytical rubrics, and to investigate how effective they are in assessing learners. A case study was selected to identify the participants, and data were collected through semi-structured, face-to-face interviews, including a document analysis. In order to ensure the credibility of the study, specific questions were asked to all of the participants. A thematic analysis procedure was used to analyse the data. The study confirmed that teachers still do not explain to learners the key concepts and descriptors used in a rubric. Future research should focus on supporting technology teachers to develop their own analytical rubrics to ensure that learners are conversant with the terminology used in the rubric and that they subsequently develop a sense of direction academically.

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Kola, I.M. Using analytical rubrics to assess technological solutions in the technology classroom. Int J Technol Des Educ 32 , 883–904 (2022). https://doi.org/10.1007/s10798-020-09635-5

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Outcomes and Rubrics

RIT faculty developed sixteen General Education Student Learning Outcomes aligned to the General Education Framework. Each of RIT’s General Education Student Learning Outcomes has a corresponding rubric. All rubrics were developed by RIT Faculty Teams.

Communication

Express oneself effectively in common college-level written forms

• View PDF Rubric 1 RUBRIC Express oneself effectively in written forms REV 2023.pdf

Revise and improve written products

• View PDF Rubric 2 RUBRIC Revise and improve written products REV 2019.pdf

Express oneself effectively in presentations, either in American English or American Sign Language

• View PDF Rubric 3 RUBRIC Express oneself effectively in presentations REV 2023 fillable.pdf

Demonstrate comprehension of information and ideas accessed through reading

• View PDF Rubric 4 RUBRIC Demonstrate comprehension accessed through reading REV 2019.pdf

Critical Thinking

Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information

• View PDF Rubric 5 RUBRIC Use Relevant Evidence REV 2019.pdf

Analyze or construct arguments considering their premises, assumptions, contexts, and conclusions, and anticipating counterarguments

• View PDF Rubric 6 RUBRIC Analyze or Construct Arguments REV 2019_0.pdf

Reach sound conclusions based on logical analysis of evidence

• View PDF Rubric 7 RUBRIC Reach Sound Conclusions REV 2019.pdf

Demonstrate creative or innovative approaches to assignments or projects

• View PDF Rubric 8 RUBRIC Demonstrate Creative Innovative REV 2019.pdf

Perspectives

Ethical: Identify contemporary ethical questions and relevant positions

• View PDF Rubric 9 RUBRIC Identify Contemporary Ethical Questions REV 2019 01.27.2020.pdf

Artistic: Interpret and evaluate artistic expression considering the cultural context in which it was created

• View PDF Rubric 10 RUBRIC Interpret and Evaluate Artistic Expression REV 2019.pdf

Global: Examine connections among the world’s populations

• View PDF Rubric 11 RUBRIC Examine Connections among World Populations REV 10.2019.pdf

Social: Analyze similarities and differences in human social experiences and evaluate the consequences

• View PDF Rubric 12 RUBRIC Analyze Human Similarities and Differences REV 2019.pdf

Natural Science Inquiry: Demonstrate knowledge of basic principles and concepts of one of the natural sciences

• View PDF Rubric 13 RUBRIC Demonstrate Knowledge of Science REV 2019.pdf

Scientific Principles: Apply methods of scientific inquiry and problem solving to contemporary issues and scientific questions

• View PDF Rubric 14 RUBRIC Apply Methods of Scientific Inquiry REV 2019.pdf

Mathematical: Comprehend and evaluate mathematical or statistical information

• View PDF Rubric 15 RUBRIC Comprehend and Evaluate Math REV 2019.pdf

Mathematical: Perform college-level mathematical operations or apply statistical techniques

• View PDF Rubric 16 RUBRIC Perform College Level Math REV 2019.pdf