Example Rubrics Used at UO

Your first two readings for this week introduced you to creating rubrics. The purpose of
rubrics is to make clear to instructors and students exactly what should be considered
when scoring performance. They help make grading more fair, and they guide students in
preparing for assessments.

The rubric format used on Rubistar is only one of many possibilities. That format has the
advantage of listing criteria clearly and in detail, but it has some disadvantages as well. For
one thing, you may want to consider some dimensions more than others (weighted scores),
and you may find that too much information is as difficult for students as too little
information.

Therefore, this document was created to show you a few examples of rubrics in other
formats. All of these have been used in ESL listening and speaking classes at University of
Oregon. They can inspire you to create your own rubrics to meet your own instructional
needs.

1. Beginning Level Presentation Rubric:

This rubric has three categories with different weights. The scoring is simple for low-level
students to understand.

Assignment
includes 2 pictures and follows assignment 1 2 3
begins presentation with an introduction 0 1
ends presentation with concluding statement 0 1
Grammar and Vocabulary
uses present and past tense correctly 1 2 3
Fluency and Voice
speaks clearly without pausing to translate 1 2 3
makes eye contact with audience 1 2 3
does not read from script 1 2 3

Total _____________/17
**Scoring on Rubric**
 Choice of 0 or 1 means student either did what is asked or didn’t.
 Choice of 1, 2, or 3:
 1 = never
 2 = sometimes
 3 = always

Rubrics by AEI Faculty, University of Oregon

 2. Low Intermediate Level Paragraph Writing Rubric

Excels 5 Effective 4 Adequate 3 Marginal 2 Inadequate 1

Response to Presents a clearly Uses the writing prompt Addresses the Tries to address Fails to use the prompt
prompt focused main idea that to establish a main idea prompt, but the prompt but it is difficult
addresses the prompt supporting ideas to see the focus
are off topic or not
clearly connected

Organization The organization Has a clear and logical Uses an Shows some evidence Fails to organize ideas
enhances and organization identifiable of an organizational
showcases the central organizational plan plan
idea

Development and Exhibits creative Has coherent Has focused Has some Demonstrates little or no
Details development with vivid development with uneven development but lacks development, usually
relevant details and specific and relevant development; specific details; may lacks details or
examples that enrich details and examples includes some be limited to a listing, examples or presents
the central theme specific details repetitions, or irrelevant information
generalizations

Sentence Sentences are well Consistently controls Generally controls Demonstrates Exhibits minimal or no
Structure and built with strong and sentence structure and sentence structure inconsistent control of control of sentence
Conventions of varied structure and the conventions of EAE and the sentence structure and structure and the
Edited exhibits excellent conventions of the conventions of conventions of EAE
American control of the EAE EAE
English* conventions of EAE

Word Choice and Word choice is easy to Has varied and precise Shows appropriate Has a narrow range of Exhibits weak and/or
Word Form understand and word choice. word choice word choice, often inappropriate words
conveys effective and including inappropriate
accurate intended selection
message with lively
verbs, specific nouns
and modifiers that add
depth

*Conventions of Edited American English - Feedback

Spelling

Punctuation

Sentence Structure (variety of sentences)

Complete Sentences (fragments/run-ons)

Sentence Word Order

Subject and Verb Agreement

Verb Tense

Capitalization

Rubrics by AEI Faculty, University of Oregon

3. Low Intermediate Level Presentation Rubric:
This rubric has two parts – one page is filled out for each student, while the other pages (very
detailed descriptors) are available for reference to students and teachers as needed.

Physical Message: (36%)

Eye contact (not reading / looking at all/ not looking at slides) 0 2 4 6 8
Comments:

Voice (loud / enthusiasm) 0 1 2

Comments:

Pronunciation 0 1 2 3
Comments:

Hands (together at waist) & Posture (no dancing) & Gestures (professional & matched
words)
Comments: 0 1 2 3 4 5

Visual Message: (22%)

Visual aid (PowerPoint, poster, picture, etc.) 0 2 4 6 8 10
(enough pictures / not too many words/ simple animation/ slides match words/ source
info. included, directions were followed, suggested sources were used)
Comments:

Story Message: (33%)

Fluency (pausing / word choice / lecture language) 0 1 2 3 4 5
Comments:

Interesting catch 0 1 2
Comments:

Good organization (Intro, the problem, 2 solutions, conclusion) 0 2 4 6 8 10

Comments:

Professional ending (“thank you”, NOT “finished”) 0 1

Comments:

Time (9%) (2:50-3:10) __________ 0 1 2 3 4

Score ____ / 50

Rubrics by AEI Faculty, University of Oregon

Scoring descriptors for rubric #2

Physical Message: (36%)

Eye contact (not reading / looking at all/ not looking at slides)
0 never looked at audience
2 rarely looked at audience
4 looked at audience ½ time or focused on one area only
6 looked at audience more than not and included most areas of room
8 looked at audience almost the whole time and included all areas of room

Voice (loud / enthusiasm)

0 Not loud enough to hear most of presentation
1 Either not loud enough or very monotone
2 Loud enough and said with proper inflection

Pronunciation
0 Very difficult to understand most of presentation due to pronunciation
1 Somewhat difficult to understand parts of presentation due to pronunciation
2 Difficult to understand a few keys words due to pronunciation
3 Mostly easy to understand pronunciation

Hands (together at waist) & Posture (no dancing) & Gestures (professional & matched
words)
0 Hands, posture, and gestures were very distracting
1 Hands, posture and gestures were usually distracting
2 Hands posture and gestures were somewhat distracting
3 Hands and posture where not distracting, but gestures were missing
4 Hands and posture were professional, but no or inappropriate gestures were used
5 Hands and posture were professional, and appropriate gestures were used

Visual Message: (22%)

Visual aid (PowerPoint, poster, picture, etc.)
(enough pictures / not too many words/ simple animation/ slides match words/ source
info. included)
0 No PowerPoint/ visual aid used/

2 Visual aid was very ineffective

4 Visual aid was somewhat ineffective

6 Minor problems with the visual aid (1 slide had no pictures, slides had 15 or more words on them,
animation was very unprofessional, sources weren’t listed or the wrong sources were used)
8 Very few problems with the visual aid (Pictures were on every slide, though sometimes inappropriate,
no more than 13 words were on each slide, animation was somewhat unprofessional, sources were
listed)
10 No problems with the visual aid (Appropriate pictures were on every slide, less than 10 words on every
slide, animation was simple or non-existent, appropriate source information was included)

Rubrics by AEI Faculty, University of Oregon

Story Message: (33%)
Fluency (pausing / word choice / lecture language)
0 No presentation
1 Significant pauses and no use of target vocabulary or lecture language
2 Speech was not very fluent with inappropriate word choices, lecture language was not used
3 Speech was somewhat fluent with somewhat appropriate word choice, lecture language was attempted
4 Speech was fluent with mostly appropriate word choice, lecture language was used somewhat
5 Speech was very fluent with appropriate word choice, lecture language was used often

Interesting catch
0 No catch- just announced topic
1 Somewhat interesting catch
2 Interesting catch

Good organization (Intro, the problem, 2 solutions reasons w/ details, conclusion)

0 No presentation
2 No apparent organization
4 Very vague organization & details
6 Somewhat clear organization & details
8 Clear organization & details
10 Very clear organization & details

Professional ending (“thank you”, NOT “finished”)

0 Said nothing to signal the end of the presentation or was unprofessional about it
1 Said “Thank you” to end presentation professionally

Time (9%) (2:50-3:10)

0 No presentation
1 +/- more than 30 seconds
2 +/- 16-30 seconds
3 +/- 15 seconds
4 2:50-3:10 (or more if teacher deemed OK)

Rubrics by AEI Faculty, University of Oregon

4. Intermediate Level Discussion Rubric:
This rubric can be printed on both sides of a half sheet of paper. The categories are weighted
to emphasize the speaking part of discussion participation.

Active listening ______ /10 Scoring descriptors

Ask for clarification when needed 100% =
Give clarification when needed - Uses lang. practiced in class
Ask follow-ups very well and almost always in all categories
- Not native-speaker-like, but very effective
Backchanneling / nodding
in communicating AND in helping others
Keep conver. on track if needed
- Does a lot to facilitate the conversation

90% =
Meaningful speaking ______ / 20 - Uses lang. practiced in class well and often
Give opinions / Agree / Disagree in
Express ideas logically all categories
Ask for others’ opinions - Effective but imperfect
Keep conversation going - Does his/her part in the conversation

80% =
- Uses lang. practiced in class in all categories
Use of sources ______ / 10
at least some of the time
Supports opinions with sources - Minimum pass
Summarize info from sources - Makes mistakes, but does more to help than
hurt conversation

Other _______ / 10 70% =

Keeps eye contact - Didn’t use lang. practiced in class in every
Speak loud enough category,
Use understandable grammar but still got the basic point across
Use appropriate vocabulary - Made an attempt, but was generally
Use understandable pronunciation ineffective
- Ideas were unsupported or repetitive
Fluency- no long pauses
Monopolizing = -2
60% & below =
- Either did not make a serious attempt or
------------------------------------------------ made an attempt but caused serious
problems
Total = _______ / 50 - Was present but did not speak
- Seriously hijacked the conversation or didn’t
------------------------------------------------ understand the topic
+ = exceeds expectations - Contributed off-topic ideas
√ = meets expectations - Exhibited only one skill in the area, even
-- = needs improvement though others should have been used
O = no opportunity for evaluation
0 = absent

Rubrics by AEI Faculty, University of Oregon

4. Upper Intermediate Level Discussion Leading Rubric:
This rubric includes a checklist and a space for comments on each category. One category
includes two dimensions. Performance descriptors (expectations) are briefly described, while
score descriptors are very simple and based on expectations for the class.

Expectations  Comments Score

INTRODUCTION
 Tells why the topic is important and
interesting
 Students can easily answer the first
question /10
COMPREHENSIBILITY
 Pronunciation
 Grammar
 Word choice
 Strategies /10
GROUP MANAGEMENT
Balanced Participation
 Include everyone
 Politely redirect participants who talk too
much or off topic
 Actively engage participants who haven’t
spoken much /10
Interactive Discussion
 Ask follow-up questions
 Summarize/paraphrase contributions
 Ask participants to respond to each other
 Base later questions on participant /10
answers
TIMING & ORGANIZATION
 Finish after 15-20 minutes
 Spend the right amount of time on each Q
 Close the discussion with a summary
and/or conclusion /10

Total: _____/50

 = good
~ = okay, with room for improvement
x = problem

10 = far exceeds expectations / excellent

9 = exceeds expectations / very good
8 = meets expectations
7 = approaches expectations
6 = significant problem

Rubrics by AEI Faculty, University of Oregon