travel essay rubric

Travel Grants

The pgsg travel grant offers funding for purdue graduate students to present their research at academic conferences. this grant enhances the academic development of our awarded students and augments the overall quality of research at purdue university..

IMPORTANT LINKS

Grant deadlines

Detailed instructions

Grant Policies

Example applications

GRANT DEADLINES

We will be accepting applications starting July 24th for the August 14th deadline (3 weeks out) . We are reworking our application process and it will be finalized at that time. If you already applied, please reapply on or after July 24th and your application will be fully eligible. If your professor email was already sent, it will be considered and resending it will not be necessary.

Remaining Deadline & Eligibility periods

August 14th, 2024 | June 15th, 2024 – November 26th, 2024

September 11th, 2024 | October 11th, 2024 – December 13th, 2024

October 9th, 2024 | November 9th, 2024 – January 11th, 2025

November 13th, 2024 |  December 13th, 2024 – February 14th, 2025

December 11th, 2024 | January 11th, 2025 – March 15th, 2025

January 15th, 2025 | February 15th, 2025 – April 19th, 2025

February 12th, 2025 | March 12th, 2025 – May 14th, 2025

March 12th, 2025 | April 12th, 2025 – June 14th, 2025

Email the Vice Chair of Travel Grants at [email protected] . Messages will be returned as soon as possible.

For urgent matters or if the Vice Chair is unavailable, you can contact the GRAC Chair at  [email protected] .

The travel grant offers funding based on tiers. Applications are assigned tiers based on average scores and final rank in applicant pool.

The number of awards allocated per month varies based on applicant pool size and budget.

• TIER 1 This application is excellent and should be funded at $750 (top ~5% of applications)
• TIER 2 This application is good and should be funded at $500 (top ~20% of applications)
• TIER 3 This application meets criteria and should be funded at $250 (top ~60% of applications)
• TIER 4 This application is poor and should not be funded

BEFORE APPLYING

Review Eligibility Requirements

• Applicant must be a full-time Purdue graduate student enrolled at the time of application submission ( note: full-time students are those required to pay SOA fees at enrollment ).
• Applicant must be presenting research that was conducted at Purdue via an oral presentation, poster, etc. ( note: presenting a workshop based on research but not directly discussing research is not an eligible presentation of research )
• Applicant travel dates must fully occur on or between the designated eligibility dates for each submission deadline as stated on the grants deadline page (travel dates start on the date of travel to the conference and end on the date of travel back from the conference).
• Applicant must only submit one application per semester. More than one submission per semester will result in ineligibility.
• Applicant must only receive one travel grant award per fiscal year (Summer [June] – Spring [May]).

Read Reimbursement Policies

• Applicants must understand the reimbursement procedures and policies here before traveling or making any purchases related to the applicant’s grant application.
• Proper documentation as stated in the guidelines must be submitted for full reimbursement.

STEPS TO COMPLETE YOUR APPLICATION

1. WRITE APPLICATION ESSAY

Essay Prompt

In 500 words or less (excluding title), please describe your research and the importance of attending this conference.

• Please keep in mind reviewers will most likely be outside your field of research. Please keep your jargon to a minimum.

Essay Rubric  

Your essay is the only component of the application that is used for scoring. Travel Grants are competitive and applicants are expected to thoroughly address each criterion. Please pay careful attention to the rubric provided below to ensure the best possible outcome. 

Applications are scored out of 50 points. There are 10 criteria, each worth 5 points. Click on the image below for a printable version.

Formatting instructions  

• Applications that are not formatted correctly will be docked 1 point on the final evaluation.
• Your advisor’s name
• Collaborators’ names
• Lastname_Firstname_TravelGrant.docx
• Essays that are not named correctly will be docked 1 point on the final evaluation

2. ASK ADVISOR/MAJOR PROFESSOR TO CONFIRM TRAVEL PLANS

To be eligible for this grant, your professor must confirm they are supporting your attendance to this conference. Please have your professor email us at [email protected] with the following information formatted as such:

• Student name (ex. Purdue Pete)
• Conference name (ex. Midwinter Meeting for University Mascots)
• Is your student both the first author and presenter of the work being presented? (ex. Yes)
• Funding arrangement between the student and the Department? (ex. The student will pay for all expenses not covered by the travel grant.)
• Do you approve of your student’s attendance to the conference? (ex. Yes)

3. SUBMIT YOUR APPLICATION

When you have completed the above steps, submit your application through this online portal.

After Application

After completing the application, the survey will provide you with a pdf of your responses. It is the applicant’s responsibility to double-check the completion and accuracy of your responses.

Have Questions about our Travel Grant? Reach out to our Travel Grant Vice Chair for more info at [email protected]

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.

• Workshop Recording (Spring 2024)
• Workshop Registration

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

	Above Average (4)	Sufficient (3)	Developing (2)	Needs improvement (1)
(Thesis supported by relevant information and ideas	The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.	The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.	The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis.	The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected.
(Sequencing of elements/ ideas)	Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can mostly follow.	Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought.
(Correctness of grammar and spelling)	Minimal to no distracting errors in grammar and spelling.	The readability of the work is only slightly interrupted by spelling and/or grammatical errors.	Grammatical and/or spelling errors distract from the work.	The readability of the work is seriously hampered by spelling and/or grammatical errors.

Example of a holistic rubric for a final paper

The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

Advanced (evidence of exceeding standards)	Criteria described a proficient level	Concerns (things that need work)
	Criteria #1: Description reflecting achievement of proficient level of performance
	Criteria #2: Description reflecting achievement of proficient level of performance
	Criteria #3: Description reflecting achievement of proficient level of performance
	Criteria #4: Description reflecting achievement of proficient level of performance
90-100 points	80-90 points	<80 points

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.

Writing Rubrics [Examples, Best Practices, & Free Templates]

Writing rubrics are essential tools for teachers.

Rubrics can improve both teaching and learning. This guide will explain writing rubrics, their benefits, and how to create and use them effectively.

What Is a Writing Rubric?

Table of Contents

A writing rubric is a scoring guide used to evaluate written work.

It lists criteria and describes levels of quality from excellent to poor. Rubrics provide a standardized way to assess writing.

They make expectations clear and grading consistent.

Key Components of a Writing Rubric

• Criteria : Specific aspects of writing being evaluated (e.g., grammar, organization).
• Descriptors : Detailed descriptions of what each level of performance looks like.
• Scoring Levels : Typically, a range (e.g., 1-4 or 1-6) showing levels of mastery.

Example Breakdown

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
Grammar	No errors	Few minor errors	Several errors	Many errors
Organization	Clear and logical	Mostly clear	Somewhat clear	Not clear
Content	Thorough and insightful	Good, but not thorough	Basic, lacks insight	Incomplete or off-topic

Benefits of Using Writing Rubrics

Writing rubrics offer many advantages:

• Clarity : Rubrics clarify expectations for students. They know what is required for each level of performance.
• Consistency : Rubrics standardize grading. This ensures fairness and consistency across different students and assignments.
• Feedback : Rubrics provide detailed feedback. Students understand their strengths and areas for improvement.
• Efficiency : Rubrics streamline the grading process. Teachers can evaluate work more quickly and systematically.
• Self-Assessment : Students can use rubrics to self-assess. This promotes reflection and responsibility for their learning.

Examples of Writing Rubrics

Here are some examples of writing rubrics.

Narrative Writing Rubric

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
Story Elements	Well-developed	Developed, some details	Basic, missing details	Underdeveloped
Creativity	Highly creative	Creative	Some creativity	Lacks creativity
Grammar	No errors	Few minor errors	Several errors	Many errors
Organization	Clear and logical	Mostly clear	Somewhat clear	Not clear
Language Use	Rich and varied	Varied	Limited	Basic or inappropriate

Persuasive Writing Rubric

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
Argument	Strong and convincing	Convincing, some gaps	Basic, lacks support	Weak or unsupported
Evidence	Strong and relevant	Relevant, but not strong	Some relevant, weak	Irrelevant or missing
Grammar	No errors	Few minor errors	Several errors	Many errors
Organization	Clear and logical	Mostly clear	Somewhat clear	Not clear
Language Use	Persuasive and engaging	Engaging	Somewhat engaging	Not engaging

Best Practices for Creating Writing Rubrics

Let’s look at some best practices for creating useful writing rubrics.

1. Define Clear Criteria

Identify specific aspects of writing to evaluate. Be clear and precise.

The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.

Clear criteria help students understand what is expected and allow teachers to provide targeted feedback.

Insider Tip : Collaborate with colleagues to establish consistent criteria across grade levels. This ensures uniformity in expectations and assessments.

2. Use Detailed Descriptors

Describe what each level of performance looks like.

This ensures transparency and clarity. Avoid vague language. Instead of saying “good,” describe what “good” entails. For example, “Few minor grammatical errors that do not impede readability.”

Detailed descriptors help students gauge their performance accurately.

Insider Tip : Use student work samples to illustrate each performance level. This provides concrete examples and helps students visualize expectations.

3. Involve Students

Involve students in the rubric creation process. This increases their understanding and buy-in.

Ask for their input on what they think is important in their writing.

This collaborative approach not only demystifies the grading process but also fosters a sense of ownership and responsibility in students.

Insider Tip : Conduct a workshop where students help create a rubric for an upcoming assignment. This interactive session can clarify doubts and make students more invested in their work.

4. Align with Objectives

Ensure the rubric aligns with learning objectives. This ensures relevance and focus.

If the objective is to enhance persuasive writing skills, the rubric should emphasize argument strength, evidence quality, and persuasive techniques.

Alignment ensures that the assessment directly supports instructional goals.

Insider Tip : Regularly revisit and update rubrics to reflect changes in curriculum and instructional priorities. This keeps the rubrics relevant and effective.

5. Review and Revise

Regularly review and revise rubrics. Ensure they remain accurate and effective.

Solicit feedback from students and colleagues. Continuous improvement of rubrics ensures they remain a valuable tool for both assessment and instruction.

Insider Tip : After using a rubric, take notes on its effectiveness. Were students confused by any criteria? Did the rubric cover all necessary aspects of the assignment? Use these observations to make adjustments.

6. Be Consistent

Use the rubric consistently across all assignments.

This ensures fairness and reliability. Consistency in applying the rubric helps build trust with students and maintains the integrity of the assessment process.

Insider Tip : Develop a grading checklist to accompany the rubric. This can help ensure that all criteria are consistently applied and none are overlooked during the grading process.

7. Provide Examples

Provide examples of each performance level.

This helps students understand expectations. Use annotated examples to show why a particular piece of writing meets a specific level.

This visual and practical demonstration can be more effective than descriptions alone.

Insider Tip : Create a portfolio of exemplar works for different assignments. This can be a valuable resource for both new and experienced teachers to standardize grading.

How to Use Writing Rubrics Effectively

Here is how to use writing rubrics like the pros.

1. Introduce Rubrics Early

Introduce rubrics at the beginning of the assignment.

Explain each criterion and performance level. This upfront clarity helps students understand what is expected and guides their work from the start.

Insider Tip : Conduct a rubric walkthrough session where you discuss each part of the rubric in detail. Allow students to ask questions and provide examples to illustrate each criterion.

2. Use Rubrics as a Teaching Tool

Use rubrics to teach writing skills. Discuss what constitutes good writing and why.

This can be an opportunity to reinforce lessons on grammar, organization, and other writing components.

Insider Tip : Pair the rubric with writing workshops. Use the rubric to critique sample essays and show students how to apply the rubric to improve their own writing.

3. Provide Feedback

Use the rubric to give detailed feedback. Highlight strengths and areas for improvement.

This targeted feedback helps students understand their performance and learn how to improve.

Insider Tip : Instead of just marking scores, add comments next to each criterion on the rubric. This personalized feedback can be more impactful and instructive for students.

4. Encourage Self-Assessment

Encourage students to use rubrics to self-assess.

This promotes reflection and growth. Before submitting their work, ask students to evaluate their own writing against the rubric.

This practice fosters self-awareness and critical thinking.

Insider Tip : Incorporate self-assessment as a mandatory step in the assignment process. Provide a simplified version of the rubric for students to use during self-assessment.

5. Use Rubrics for Peer Assessment

Use rubrics for peer assessment. This allows students to learn from each other.

Peer assessments can provide new perspectives and reinforce learning.

Insider Tip : Conduct a peer assessment workshop. Train students on how to use the rubric to evaluate each other’s work constructively. This can improve the quality of peer feedback.

6. Reflect and Improve

Reflect on the effectiveness of the rubric. Make adjustments as needed for future assignments.

Continuous reflection ensures that rubrics remain relevant and effective tools for assessment and learning.

Insider Tip : After an assignment, hold a debrief session with students to gather their feedback on the rubric. Use their insights to make improvements.

Check out this video about using writing rubrics:

Common Mistakes with Writing Rubrics

Creating and using writing rubrics can be incredibly effective, but there are common mistakes that can undermine their effectiveness.

Here are some pitfalls to avoid:

1. Vague Criteria

Vague criteria can confuse students and lead to inconsistent grading.

Ensure that each criterion is specific and clearly defined. Ambiguous terms like “good” or “satisfactory” should be replaced with concrete descriptions of what those levels of performance look like.

2. Overly Complex Rubrics

While detail is important, overly complex rubrics can be overwhelming for both students and teachers.

Too many criteria and performance levels can complicate the grading process and make it difficult for students to understand what is expected.

Keep rubrics concise and focused on the most important aspects of the assignment.

3. Inconsistent Application

Applying the rubric inconsistently can lead to unfair grading.

Ensure that you apply the rubric in the same way for all students and all assignments. Consistency builds trust and ensures that grades accurately reflect student performance.

4. Ignoring Student Input

Ignoring student input when creating rubrics can result in criteria that do not align with student understanding or priorities.

Involving students in the creation process can enhance their understanding and engagement with the rubric.

5. Failing to Update Rubrics

Rubrics should evolve to reflect changes in instructional goals and student needs.

Failing to update rubrics can result in outdated criteria that no longer align with current teaching objectives.

Regularly review and revise rubrics to keep them relevant and effective.

6. Lack of Examples

Without examples, students may struggle to understand the expectations for each performance level.

Providing annotated examples of work that meets each criterion can help students visualize what is required and guide their efforts more effectively.

7. Not Providing Feedback

Rubrics should be used as a tool for feedback, not just scoring.

Simply assigning a score without providing detailed feedback can leave students unclear about their strengths and areas for improvement.

Use the rubric to give comprehensive feedback that guides students’ growth.

8. Overlooking Self-Assessment and Peer Assessment

Self-assessment and peer assessment are valuable components of the learning process.

Overlooking these opportunities can limit students’ ability to reflect on their own work and learn from their peers.

Encourage students to use the rubric for self and peer assessment to deepen their understanding and enhance their skills.

What Is a Holistic Scoring Rubric for Writing?

A holistic scoring rubric for writing is a type of rubric that evaluates a piece of writing as a whole rather than breaking it down into separate criteria

This approach provides a single overall score based on the general impression of the writing’s quality and effectiveness.

Here’s a closer look at holistic scoring rubrics.

Key Features of Holistic Scoring Rubrics

• Single Overall Score : Assigns one score based on the overall quality of the writing.
• General Criteria : Focuses on the overall effectiveness, coherence, and impact of the writing.
• Descriptors : Uses broad descriptors for each score level to capture the general characteristics of the writing.

Example Holistic Scoring Rubric

Score	Description
5	: Exceptionally clear, engaging, and well-organized writing. Demonstrates excellent control of language, grammar, and style.
4	: Clear and well-organized writing. Minor errors do not detract from the overall quality. Demonstrates good control of language and style.
3	: Satisfactory writing with some organizational issues. Contains a few errors that may distract but do not impede understanding.
2	: Basic writing that lacks organization and contains several errors. Demonstrates limited control of language and style.
1	: Unclear and poorly organized writing. Contains numerous errors that impede understanding. Demonstrates poor control of language and style.

Advantages of Holistic Scoring Rubrics

• Efficiency : Faster to use because it involves a single overall judgment rather than multiple criteria.
• Flexibility : Allows for a more intuitive assessment of the writing’s overall impact and effectiveness.
• Comprehensiveness : Captures the overall quality of writing, considering all elements together.

Disadvantages of Holistic Scoring Rubrics

• Less Detailed Feedback : Provides a general score without specific feedback on individual aspects of writing.
• Subjectivity : Can be more subjective, as it relies on the assessor’s overall impression rather than specific criteria.
• Limited Diagnostic Use : Less useful for identifying specific areas of strength and weakness for instructional purposes.

When to Use Holistic Scoring Rubrics

• Quick Assessments : When a quick, overall evaluation is needed.
• Standardized Testing : Often used in standardized testing scenarios where consistency and efficiency are priorities.
• Initial Impressions : Useful for providing an initial overall impression before more detailed analysis.

Free Writing Rubric Templates

Feel free to use the following writing rubric templates.

You can easily copy and paste them into a Word Document. Please do credit this website on any written, printed, or published use.

Otherwise, go wild.

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
	Well-developed, engaging, and clear plot, characters, and setting.	Developed plot, characters, and setting with some details missing.	Basic plot, characters, and setting; lacks details.	Underdeveloped plot, characters, and setting.
	Highly creative and original.	Creative with some originality.	Some creativity but lacks originality.	Lacks creativity and originality.
	No grammatical errors.	Few minor grammatical errors.	Several grammatical errors.	Numerous grammatical errors.
	Clear and logical structure.	Mostly clear structure.	Somewhat clear structure.	Lacks clear structure.
	Rich, varied, and appropriate language.	Varied and appropriate language.	Limited language variety.	Basic or inappropriate language.

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
	Strong, clear, and convincing argument.	Convincing argument with minor gaps.	Basic argument; lacks strong support.	Weak or unsupported argument.
	Strong, relevant, and well-integrated evidence.	Relevant evidence but not strong.	Some relevant evidence, but weak.	Irrelevant or missing evidence.
	No grammatical errors.	Few minor grammatical errors.	Several grammatical errors.	Numerous grammatical errors.
	Clear and logical structure.	Mostly clear structure.	Somewhat clear structure.	Lacks clear structure.
	Persuasive and engaging language.	Engaging language.	Somewhat engaging language.	Not engaging language.

Expository Writing Rubric

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
	Thorough, accurate, and insightful content.	Accurate content with some details missing.	Basic content; lacks depth.	Incomplete or inaccurate content.
	Clear and concise explanations.	Mostly clear explanations.	Somewhat clear explanations.	Unclear explanations.
	No grammatical errors.	Few minor grammatical errors.	Several grammatical errors.	Numerous grammatical errors.
	Clear and logical structure.	Mostly clear structure.	Somewhat clear structure.	Lacks clear structure.
	Precise and appropriate language.	Appropriate language.	Limited language variety.	Basic or inappropriate language.

Descriptive Writing Rubric

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
	Vivid and detailed imagery that engages the senses.	Detailed imagery with minor gaps.	Basic imagery; lacks vivid details.	Little to no imagery.
	Highly creative and original descriptions.	Creative with some originality.	Some creativity but lacks originality.	Lacks creativity and originality.
	No grammatical errors.	Few minor grammatical errors.	Several grammatical errors.	Numerous grammatical errors.
	Clear and logical structure.	Mostly clear structure.	Somewhat clear structure.	Lacks clear structure.
	Rich, varied, and appropriate language.	Varied and appropriate language.	Limited language variety.	Basic or inappropriate language.

Analytical Writing Rubric

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Poor)
	Insightful, thorough, and well-supported analysis.	Good analysis with some depth.	Basic analysis; lacks depth.	Weak or unsupported analysis.
	Strong, relevant, and well-integrated evidence.	Relevant evidence but not strong.	Some relevant evidence, but weak.	Irrelevant or missing evidence.
	No grammatical errors.	Few minor grammatical errors.	Several grammatical errors.	Numerous grammatical errors.
	Clear and logical structure.	Mostly clear structure.	Somewhat clear structure.	Lacks clear structure.
	Precise and appropriate language.	Appropriate language.	Limited language variety.	Basic or inappropriate language.

Final Thoughts: Writing Rubrics

I have a lot more resources for teaching on this site.

Check out some of the blog posts I’ve listed below. I think you might enjoy them.

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HOW TO BUILD AND USE RUBRICS EFFECTIVELY

Program in writing across the curriculum, uw-madison.

Students really benefit from having instructors share explicit evaluation criteria along with the assignment instructions. These evaluation criteria or rubrics sometimes take the form of a simple list, and other times appear in an evaluation form that the instructor will use for giving feedback. For students, having rubrics not only demystifies how their work will be evaluated but also teaches what makes for a successful paper in response to that assignment, in that genre, and in that discipline. And as an instructor, you can also benefit from creating rubrics—they can help you clarify your priorities for student writing and can help you be more efficient and consistent as you evaluate students’ work.

What rubrics look like varies a great deal: they can be simple or elaborate, fairly general or very specific, qualitative and quantitative. They can be in prose form or in a bulleted list or a grid. Different criteria can be weighted differently for grading purposes. The section on responding to and evaluating student writing in our WAC Faculty Sourcebook offers many possible examples of rubrics, which we would encourage you to use as models to follow or adapt as you develop your own rubrics.

Although rubrics are beneficial, on their own they do not constitute all the feedback that students need and deserve on substantial written work. Students need some individually tailored feedback. Remember too that the characteristics of successful papers articulated in a rubric seem to offer clarity and precision, but the truth is that all of the significant terms in evaluation criteria and rubrics require further explanation and interpretation. So we shouldn’t expect rubrics to answer every question or solve all of the challenges we face in communicating with our students about our expectations.

Getting Started

Creating a rubric does not need to take much time. Here is some general advice for getting started:

Beyond a few basics, what makes for effective writing varies depending on the learning goals for the assignment, the genre of the paper, the subject matter, the specific tasks, the discipline, and the level of the course. So it’s crucial to develop criteria that match the specific learning goals and the genre of your assignment. And what’s valued in one discipline differs in others. For more information about the limits of broad, general evaluation rubrics, see Chris M. Anson, Deanna P. Dannels, Pamela Flash, and Amy L. Housley Gaffney, “Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts,” The Journal of Writing Assessment 5.1 (2012).

With each assignment, start by listing what characterizes a strong piece of student writing in response to that assignment.

Once you have a list of characteristics, try organizing them into a limited number of larger categories.

Order your list so that it starts with the quality of the content and ideas and analysis and arguments, then moves to organization and finally to grammar and careful editing and citation format.

If you are going to weight the items, try assigning relative percentages to the categories, making sure to have ideas and content and big-picture elements of the paper count for most of the points. There is a point of diminishing returns in having to make too many discrete evaluations.

Then decide whether you want to describe different levels of success on each item and whether you want to align that evaluation with points or grades (see the example below).

Once you have a draft rubric, share it with your students when you assign a paper and ask students to ask you questions about it—their questions should help you improve and clarify your expectations.

Creating a rubric is a recursive process. Once you start using it to help you evaluate actual student papers, you will soon discover things you forgot to include and you will inevitably change your mind about what matters most in successful papers.

One Example of a Rubric Matched to an Assignment

On the next page is a strong example of an assignment and rubric from a first-year history seminar. This rubric is closely aligned with the tasks in the assignment, emphasizes, in its organization, the key priorities in the assignment, and illustrates different levels of success.

Essay Rubric

About this printout

This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.

Teaching with this printout

More ideas to try.

Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.

• Routinely have students score peers’ essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer’s Comments section to add any praise, constructive criticism, or questions.
• Alter some expectations or add additional traits on the rubric as needed. Students’ needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
• After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
• Print this resource

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iRubric: Travelogue Writing Assignment rubric

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Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: 6-8

Travelgoue Writing

Travel Essay

Travel essay generator.

Being given the chance to write essays travel to places around the world is a privilege that shouldn’t be taken for granted. For some people, it’s a dream that isn’t quite easy to reach. After all, not everyone is fortunate enough to afford such luxury.

When one travels, it’s an experience that they want to share with others. They want to tell a story of the things they’ve seen, the people they met, and the culture they’ve experienced. Most people tell this story through photographs, video diaries, or even travel essays. Through this, they are able to express the thrill and joy from their travel experience. It’s not about bragging but it’s about sharing the beauty of our surroundings.

Travel Writing Essay

Size: 37 kB

Travel Photo Essay

How to Write a Travel Essay?

Writing a travel essay is simple. The only thing essential is how you deliver the message. When you travel, it’s important to pay close attention to details.

This would be anything from the structure, the ambiance, and the locals. Allow yourself to wander and focus on the uniqueness of the given place. Tour guides, natives, and travel brochures often provide a short history of a place that you could include in your essay. It’s also best to learn the backstory of a place through your own research. This will allow you and the reader to feel the historic value of a place. It’s best to create an essay outline of your experience for you to properly organize your thoughts.

Purpose of Travel Essay

You have probably read a travel essay in the past. This could be from blogs, newspapers, or magazines. Some essays are so well-written that it makes you feel like you’re a part of the experience. This would inspire you to visit the place at one point in your life. However, it’s not all about what to see or where to go. It’s about the experience. It’s about sharing the beauty of a place that most people aren’t aware of. Travelling isn’t only about having fun but it’s also about appreciating the world we live in.

It’s a descriptive essay explaining the endless wonders of mankind. A travel essay also provides a glimpse of the culture of a given place. Writers inform us of the living conditions of the people there, their character traits, and their outlook in life. These essays are meant to be informative for people to remember that there’s a whole different world out there to explore.

Travel Experience

Short Essay Sample

Size: 150 kB

Sample Space Essay

Why Is It Important to Write a Travel Essay?

Travel essays may be written for different reasons. This could be to promote a given location to encourage tourists for a given travel agency or even as a good subject for a high school essay . Writing a travel essay is important in such a way that we can promote local tourism.

Not only can this support a country’s economy but it can also contribute to a local citizen’s means of living. A travel essay is often more accurate and descriptive than a mere photograph. It simply brings the image to life.

Text prompt

• Instructive
• Professional

Write a Travel Essay on a transformative travel experience.

Create a Travel Essay exploring the culture of a country you visited.

Eberly Center

Teaching excellence & educational innovation, creating and using rubrics.

A rubric is a scoring tool that explicitly describes the instructor’s performance expectations for an assignment or piece of work. A rubric identifies:

• criteria: the aspects of performance (e.g., argument, evidence, clarity) that will be assessed
• descriptors: the characteristics associated with each dimension (e.g., argument is demonstrable and original, evidence is diverse and compelling)
• performance levels: a rating scale that identifies students’ level of mastery within each criterion  

Rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.

Benefitting from Rubrics

• reduce the time spent grading by allowing instructors to refer to a substantive description without writing long comments
• help instructors more clearly identify strengths and weaknesses across an entire class and adjust their instruction appropriately
• help to ensure consistency across time and across graders
• reduce the uncertainty which can accompany grading
• discourage complaints about grades
• understand instructors’ expectations and standards
• use instructor feedback to improve their performance
• monitor and assess their progress as they work towards clearly indicated goals
• recognize their strengths and weaknesses and direct their efforts accordingly

Examples of Rubrics

Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric.

• Example 1: Philosophy Paper This rubric was designed for student papers in a range of courses in philosophy (Carnegie Mellon).
• Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology (Carnegie Mellon).
• Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology (Carnegie Mellon).
• Example 4: History Research Paper . This rubric was designed for essays and research papers in history (Carnegie Mellon).
• Example 1: Capstone Project in Design This rubric describes the components and standards of performance from the research phase to the final presentation for a senior capstone project in design (Carnegie Mellon).
• Example 2: Engineering Design Project This rubric describes performance standards for three aspects of a team project: research and design, communication, and team work.

Oral Presentations

• Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division course in history (Carnegie Mellon).
• Example 2: Oral Communication This rubric is adapted from Huba and Freed, 2000.
• Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in history (Carnegie Mellon).

Class Participation/Contributions

• Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course (Carnegie Mellon).
• Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.

See also " Examples and Tools " section of this site for more rubrics.

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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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