project presentation rubric pdf

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

WTO / Business / Tracking / 40 Free Rubric Templates – Examples – Word, PDF

40 Free Rubric Templates – Examples – Word, PDF

A rubric template is a printable grading tool that defines scoring criteria for evaluating the performance of a student or employee and giving feedback, which is grading. 

It is typically presented as a matrix that indicates the different levels of achievement (quality) in terms of performance and understanding.  

It will state the teacher’s or employer’s expectations and the different levels of effectiveness in fulfilling those expectations. Its main components are areas of assessment (tasks), evaluation criteria (dimensions), performance levels (scale), and descriptions of the evaluation criteria or dimensions. They are used to assess and grade term papers, presentations, project reports, essays, the success of projects, and other particular assignments given to students or employees.

How are the rubric templates useful to a teacher or employer? Primarily, it provides a uniform framework and language for assessment. This way, performance quality can be defined and graded based on merit. They are also crucial in defining organizational standards as they indicate and define the characteristics of the expected level of performance.

Teachers and employers can then communicate to students and employees where they can go and how they will get there in terms of performance. In addition, they reduce the time and simplify the assessment and grading exercise. Rubrics can also justify feedback; why the teacher or employer graded the individual’s performance as they did.

Areas in which such templates are used include:

• Job interview scoring
• Decision-making
• General math projects
• Basic analytics, etc.

Editable Rubic Templates

Rubric Template Types

When selecting a template, it is best to use one that can effectively meet the assessment needs at hand. The two common types are analytic and holistic rubrics. Below are the different types of templates:

Analytic rubrics evaluate and grade an assignment or work at each performance level. As a result, each performance level gets a separate score which typically requires at least two characteristics of that performance level to be assessed.

Download: Microsoft Word (.docx)

A holistic rubric provides a generalized assessment and score for the assignment. It gives the overall student's or employee's performance based on all the criteria assessed. Holistic rubrics are suited for quick assessments and large group scoring. However, they are confined in that they are not detailed as they do not show specific performances at each level.

Rubrics are also used in project management to evaluate performance. The criteria used in project management rubrics are project phases, key objectives, and project milestones. The success metrics or indicators of each criterion are then listed as characteristics of levels of performance. A rating scale is used to measure performance.

The performance of a business plan can be assessed using a rubrics template. Components of the business plan such as mission statement, market analysis, operational plan, financial plan are used as criteria and are rated based on their quality. A business plan rubric template helps identify the strengths and weaknesses of a business plan before presentation or execution.

Job interviewers are popularly known to use rubrics to assess and score interviewees. Job qualifications and requirements such as academic qualification, professional experience, skills, and references can be used as criteria for evaluating performance.

Employee performance assessment is essential for HR management and boosting productivity. An employee performance rubric will take into consideration teamwork, attendance, time management, leadership, and other aspects that influence productivity.

Rubrics can be used in product research and decision-making. A rubric is used to assess how a new product or intended purchase aligns with business objectives. Factors considered when assessing a product are viability, demand, RoI, and other benefits that can be realized by its introduction. The performance of the product can be ranked and compared to those of other products to determine which product is worth investing in, the most beneficial.

A marketing plan's success depends on multiple factors that can be assessed with a rubrics template. The rubric can evaluate how action items influence results and grade their performance. The overall score of the marketing plan is an indication of its effectiveness and can be used to determine areas of improvement.

A group project rubric is used to assess the performance of a group of individuals assigned the same task. The rubric considers factors such as teamwork, member contributions, subject knowledge, presentation skills, organization, content, and any other. A group project template is a simple tool for collectively assessing team members.

A type of rubric template used for grading art projects. It will cover aspects such as subject comprehension, skill and craftsmanship, originality, creativity, and other criteria that can be used to grade art. This type of rubric template will vary depending on the type of art.

Science projects can be evaluated using rubrics. Examples of factors considered when assessing a science project are experimental hypothesis, design, materials, procedure, data collection, analysis, discussion, and presentation skills.

A poster rubric template is used to evaluate poster assignments, commonly utilized in elementary school. Criteria used include required components, graphics used, presentation appeal, creativity, content, and grammar. Students can grade each student accordingly.

Rubrics can be used to evaluate and score research projects, written reports, and other written assignments such as dissertations, essays, etc. Common criteria used in research project rubrics include objectives, content, format and structure, writing skills, analytical skills, use of references, submission, etc.

Presentation is a common means of reporting in both academic and business settings. The effectiveness of a presentation can be established through a rubric. Elements of a presentation that need to be assessed are oral communication and presentation skills, delivery, visual elements, organization, supporting material, etc. Rubrics can be used by lecturers, professors, and supervisors to grade presentations.

A type of rubric used to assess any type of project, assignment, or work performance. It covers the key elements of a performance success such as comprehension, skill, creativity, effort, cooperation, etc.

How to Create It?

A good rubric template has to be detailed to give an accurate assessment. It must outline all the elements while giving comprehensive descriptors.

Below are the steps for developing a template:

Create a task description

The first step is to identify the tasks or areas of assessment. The task description(s) indicate the actions that the student or employee is expected to complete and will often be influenced by the assessor’s objectives. Factors that determine the task description include the importance of each task, performance assessment procedure, level of feedback expected to be given, performance standards, and grading system to be adopted.

For a teacher, the task could be:

A ten-page book review of Romeo and Juliet.

Identify the criteria (rows)

Next, the assessor should identify the criteria they will use to assess the quality or grade of performance. Criteria are used to assess the student or employee’s level of skills and knowledge; identify at least four criteria and at most 7. Different assignments will have different criteria. Eliminate any non-crucial criteria.

The criteria can be grammar, originality, content, and clarity in the example above.     

Determine a performance rating scale (columns)

Afterward, determine the grading system for the rubric template to assess the performance level at each work criterion. A performance rating scale should cover the following three levels of performance:

• Level 1: Level 1 represents the optimal expectations of the assessor. Therefore, the characteristics that describe the best work or meet the assessor’s expectations should be determined.
• Level 2: Level 2 should represent intermediate categories or levels of performance , which can be more than one. A description of the characteristics of these levels should be determined.
• Level 3: The last category of performance level should give characteristics of an unacceptable level of performance.

The performance rating scale can be given as; ranks such as numbers (1, 2, 3, 4) or grades (A, B, C) or as descriptors such as excellent, good, satisfactory, and needs improvement. The example given earlier can use these descriptors. Each character and definition of the performance levels should be mutually exclusive.

As a result, an even number of performance levels should be used to avoid categorizing levels with cross-over characteristics and descriptions. Performance levels should be supplied in the columns and must follow an order, preferably best to worst.    

Write a description for each performance level

The assessor should then provide short, measurable, and specific descriptions or statements for each performance level. The description should be able to assess and categorize assignments that are being assessed. Ensure the template is limited to one page to make it easier to use.

Test rubric

The template is then tested by applying it to an assignment and sharing the assessment results with colleagues. Have them evaluate how effective the rubric is in grading performances based on shared organizational grading systems and shared expectations.

Get feedback and revise

Once feedback is obtained, review the template and incorporate any improvements required or remove any notable issues.

Smart Tips to Develop a Good Rubic

How well a rubric is developed influences the accuracy of its results (scores). Below are essential tips to keep in mind when creating one:

• Find and adapt an existing rubric: Due to the divergent expectations of different assessors, it is rare to find an existing one that highlights all the expectations of a project or assignment. While a project-specific can be created, it may take time. Therefore, it is always best to look for a closely resembling rubric, maybe from a colleague, and modify/adapt it to fit the situation. 
• Evaluate the template: Review the template to add or remove. An effective one must relate to the assessor’s expectations and be feasible for the project. Irrelevant elements should be removed.
• Collect samples of student work: Collect samples of the student or employee performance that meet the expectations at each performance level to act as benchmarks or exemplars of quality at the different levels. Samples are essential for highlighting characteristics at different scale levels.

Pros and Cons of It

The use of rubrics has its advantages and disadvantages. This article will look at the pros and cons that teachers and employers should be aware of when assessing the performance of their students and employees, respectively.

One of the merits template is its ability to give feedback to the person being assessed. Feedback is a crucial element in helping students and employees identify their strengths and weaknesses and promoting growth in performance. Students and workers can know the areas that led to a poor assessment report and learn how to improve on these areas.

They promote metacognition development by promoting critical thinking among students and workers. Rubrics justify scores and grades, demonstrating that students earned their awarded grades rather than just being given them. This fosters better performances in the future as the person being assessed becomes aware of what is expected of them.

Rubrics are criterion-based rather than norm-based. This means they assess performance based on the set criteria rather than relativity – conscious or subconscious comparison with other works. By having criteria to measure performance, assessors can make better decisions and limit bias when awarding scores.

Fairness is integral in academics and business. Their use ensures a fixed set of standards is used in evaluating a student’s or employee’s performance. Therefore, regardless of how divergent the student’s or employee’s approach is, it is graded depending on how effectively it satisfies the assessor’s expectations.

There is no standard or fixed scale for rubrics. Assessors can use scales as they see fit, and in some cases, this may compromise its effectiveness. On extreme scales, too few or too many options lead to an ineffective one because too few options do not offer enough details. Too many options are difficult to interpret due to the negligible discrepancies between adjacent options.

They often use inconsistent language that may result in misinterpretations. It is recommended that parallelism and consistency be maintained throughout the description of each performance level.

For example, in a rubric that assesses the relevance of a paper to the topic, the levels can be described as follows:

• Level A – unimportant
• Level B – slightly unimportant
• Level C – moderately important
• Level D – important

The rubric has not used parallelism and consistency due to the combination of unimportant and essential definitions. A better one would be as follows:

• Level A – Least important
• Level B – moderately important
• Level C – important
• Level D – most important

Rubrics that use solid or negative language such as “Not,” “Never,” or “None” to describe poor or low-level performances are known to counter their benefits as they tend to discourage students and workers. The use of slightly, minor, or un- is advocated for.

Sometimes they tend to be vague when defining the characteristics of each performance level. Criteria should be observable and measurable, and how these are achieved should be specified when describing each scale level.

A thesis that is always strong can be characterized as specific, original, and evidence-based. In contrast, a thesis that is usually substantial can be defined as defendable and evidence-based. The characteristic “originality” distinguishes the two without relying on the subjective terms “always” and “usually.”

Key Takeaways

Assessments are necessary for academics and business. A rubric is an effective way of maintaining accurate and consistent student and employee performance records. They also help in offering feedback to the individuals being assessed. Therefore, more than an assessment tool, it is a communication tool between teachers/employers and students/workers. 

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Home > Resources > Group presentation rubric

Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

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