Sample Cabrillo Rubrics
Rubrics can be organized and presented in many different ways. Before designing your own, it’s helpful to look at rubrics developed by other teachers in different disciplines. The following rubrics were all created by Cabrillo faculty and have been used successfully by these instructors.
Take a look at all the different ways you can organize and present your grading criteria to students. A chart works well for rubrics with only a few components, such as the one created by Denise Lim for essays in her Biology class. A rubric with many components may need to be written out in detail, like Marcy’s English 1A.
There is no right way to do this. You must find the method and shape that best fits your style and topic. The key issue, however, is clarity. You want your rubric to be easily understood by your students.
Short Essay Rubric (Used in Human Genetics course.)
Developed by Denise Lim, Biology.
Short Essay Rubric | ||||
Score | Content | Organization | Development | Use of Language |
5 | Answer is appropriate to the question. Content is factually correct. | Clear sense of order. Begins with a thesis or topic sentence. Supporting points are presented in a logical progression. | Develops each point with many specific details. Answers question completely. | Uses technical or scientific terminology appropriately and correctly. No major grammatical or spelling errors. |
4 | Answer is appropriate to the question. Content may have one or two factual errors. | May lack a thesis sentence, but points are presented in a logical progression. | Each point supported with some details and evidence. All important points included. | Accurate word choice. No more than 2 major errors and a few minor errors. |
3 | Content relates peripherally to the question; contains significant factual errors. | Logic of argument is minimally perceivable. Points presented in a seemingly random fashion, but all support argument. | Sparse details or evidence. Question only partially answered. | Ordinary word choice; use of scientific terminology avoided. Some serious errors (but they don’t impair communication). |
2 | Content unrelated question. | Lacks clear organizational plan. Reader is confused. | Statements are unsupported by any detail or explanation. Repetitious, incoherent, illogical development. | Limited vocabulary; errors impair communication. |
Rubric for Assessing Photographs
Developed by Susan Hoisington, Photography
Concept, idea, visualization: | |
10 points | Shows coherency of the concept with a high degree of originality and sophistication. The idea is well stated with visual elements and cues. |
9 points | Shows coherency of the concept with some originality and sophistication. The idea is stated with visual elements and cues but needs to be more clear or more strongly evident. |
8 points | Shows some coherency of the concept with commonly sued, cliché or stereotyped imagery. The idea is obtuse, and requires greater clarity through the use of visual elements and cues. |
7 points | Lacks general coherency of the concept. Many of the visual elements and cues do not lead the viewer to the intended idea. |
6 points | Lacks any coherency of the concept. Visual elements and cues do not lead the viewer to the intended idea. |
0 points | The work was not presented to me. |
Composition & design: | |
10 points | Shows strong internal integrity of the visual elements. Nothing needs to be added or removed – framing is superb. |
9 points | Shows internal integrity of the visual elements. A visual element needs to be added, moved or removed – framing needs some slight adjustment. |
8 points | Shows obvious weaknesses in the internal integrity of the visual elements. Many visual elements need to be added, moved or removed – framing needs definite adjustments. |
7 points | Image is breaking apart – there is very little internal integrity of the visual elements. Most visual elements need to be rethought – framing needs major readjustment. |
6 points | Visual integrity is nonexistent and image has broken apart. All of the visual elements need to be rethought – framing needs a complete overhaul. |
0 points | The work was not presented to me. |
Technical: | |
10 points | Shows master in the use of photographic equipment and techniques to attain the assignment parameters. |
9 points | Shows a good command of the use of photographic equipment and techniques to attain most of the assignment parameters. |
8 points | Shows some command of the use of photographic equipment and techniques to attain some of the assignment parameters. |
7 points | Shows limited command of the use of photographic equipment and techniques to attain a few of the assignment parameters. |
6 points | Shows little or no command of the use of photographic equipment and techniques to attain a few or none of the assignment parameters. |
0 points | The work was not presented to me. |
Rubric for Oceanography 10 Lab Project
Developed by Dave Schwartz, Geology
Bathymetric Map and Cross Section (Lab #2) Grading Criteria | |
An “A” grade (9 or 10 out of 10): | |
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An “B” grade (8 out of 10): | |
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A “C” grade (6 or 7 out of 10): | |
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A “D” and “F” grade (5 or less out of 10): | |
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English1A Essay Rubric
Developed by Marcy Alancraig
Bathymetric Map and Cross Section (Lab #2) Grading Criteria | |
WOW!!! (90‐100 Points ‐ Grade A) | |
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Good! Almost There (80‐89 Points ‐ Grade B) | |
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Getting there (70‐79 Points ‐ Grade C) | |
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Try Again (60‐69 Points ‐ Grade D) | |
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Let’s not even go there (50‐59 Points ‐ Grade F) | |
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