2. GENERAL/GENERIC
RUBRIC
• It contains criteria that are general and can
be applied across tasks.
• This is most convenient for teachers
who do not have the time and skills in
developing different types of rubric.
3. CRITERION NOT
EVIDENT 1
INSUFFICIENT 2 SUFFICIENT 3 EXCELLENT 4
Provided
meaningful/
relevant feedback
on peer's work,
output,
performance.
No/ few
comments or
suggestions to
improve the
work,
performance, or
output,
comments might
be interpreted as
insulting with
little
understanding of
the assigned
task.
Comment are
superficial, not
relevant, neutral or
non-encouraging.
Comments are
relevant and
appropriate:
comments include
positive feedback
and suggestions.
Comments include
suggestions and
additional
resources:
comments praise
specific strengths
of the work/
performance as
well as
constructively
address
weaknesses with
alternatives that
might be
considered.
4. TASK-SPECIFIC
RUBRIC
• It contains criteria that are unique to a
specific performance task to be
assessed.
• This kind of rubric is best for
instruction and formative assessment
5. CRITERION NOT
EVIDENT 1
INSUFFICIENT 2 SUFFICIENT 3 EXCELLENT 4
Provided
meaningful/
relevant feedback
on:
.
- Significance of
the study
No/ comments or
suggestions: with
little
understanding.
Comments are
superficial and not
relevant.
Comments are
relevant and
appropriate.
Comments include
suggestions and
additional
resources
regarding the
construct/
problem.
6. CRITERION NOT
EVIDENT 1
INSUFFICIENT 2 SUFFICIENT 3 EXCELLENT 4
- Theoretical
basis/ conceptual
framework of the
study
No/ few
comments or
suggestions: with
little
understanding.
Comments are
superficial and not
relevant.
Comments are
relevant and
appropriate.
Comments include
suggestions and
additional
resources
regarding the
construct/
problem
- Methods No/ comments or
suggestions.
Comments are
superficial and do not
provide appropriate
suggestions on how
research should be
conducted.
Comments are
relevant and
appropriate.
Comments include
suggestions and
additional
resources
regarding the
construct/
problem.
7. CRITERION NOT
EVIDENT 1
INSUFFICIENT 2 SUFFICIENT 3 EXCELLENT 4
- comments in a
positive,
encouraging and
constructive
manner
No/ few
comments or
suggestions to
improve the
paper: comments
might be
interpreted as
insulting
Comments are neutral
or non-encouraging:
comments are not
relevant to the study
Comments are
relevant and
appropriate:
comments include
positive feedback
and suggestions.
Comments praise
specific strengths
of the work/
performance as
well as
constructively
address
weaknesses with
alternatives that
might be
considered.
8. HOLISTIC
RUBRIC
A student’s performance or output is evaluated by
applying all criteria simultaneously, thus providing a
single score based on an overall judgement about
the quality of students work. It does not provide a
score on each individual criterion.
9. RATING CHARACTERISTICS
A
(Exemplary)
Is very organized. Has a clear opening statement that catches
audience's interest. Content of report is comprehensive and
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/ multimedia equipment effortlessly
to enhance presentation.
B
(Satisfactory)
Is mostly organized. Has opening statement relevant to topic.
Covers important topics. Has appropriate pace and without
distracting mannerisms. Look at slides to keep on track
10. RATING CHARACTERISTICS
C
(Emerging)
Has an opening statement relevant to topic but does not give
outline of speech; is somewhat disorganized. Lacks content and
depth in discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes
and makes little eye contact.
D
(Unacceptable)
Has no opening statement regarding the focus of the
presentation. Does not give adequate coverage of topic. Is often
hard to understand, with voice that is too soft or too loud and
pace that is too quick or too slow. Just reads slides, slides too
much text.
11. ANALYTIC
RUBRIC
A student’s work is evaluated by using
each criterion separately, thus providing
specific feedback about a student’s
performance or product along several
dimensions.
12. STANDARDS
4
EXEMPLARY
3
SATISFACTORY
2
EMERGING
1
UNACCEPTABL
E
Organization Has a clear
opening
statement that
catches
audience’s
interest, maintain
focus
throughout,
summarizes main
points.
has opening statement
that is relevant to topic
and gives outline of
speech, is mostly
organize, provides
adequate “road map”
for the listener.
Has opening
statement relevant
to topic and but
does not give
outline of speech,
is somewhat
disorganized.
Has no opening
statement or has an
irrelevant
statement, gives
listener no focus or
outline of the
presentation..
14. STANDARDS
4
EXEMPLARY
3
SATISFACTORY
2
EMERGING
1
UNACCEPTABL
E
Delivery Has natural
delivery, projects
enthusiasm,
interest, and
confidence,
report can be
understood well.
Has appropriate pace,
has no distracting
mannerisms, is easily
understood.
Delivery is fast,
some items not
covered well, not
understandable.
Is often hard to
understand, has
voice that is too soft
or loud, has a pace
that is too quick or
too slow,
demonstrates one
or more distracting
mannerisms.
15. STANDARDS
4
EXEMPLARY
3
SATISFACTORY
2
EMERGING
1
UNACCEPTABL
E
Use of media Use slides
effortlessly to
enhance
presentation, has
an effective
presentation
without media.
Looks at slides to keep
on track, uses an
appropriate number of
slides.
Relies heavily on
slides and notes,
makes little eye
contact, uses
slides with many
texts.
Just read slides,
slides too must text.
