Rubrics

Rubrics are a useful grading tool that can add reliability, validity, and transparency to the assessment process (Chowdhury, 2019). They also help to decrease subjectivity and convey expectations. Students can benefit from rubrics by understanding what level of what is considered good, very good, excellent, or bad. It can help give clear understanding of what is expected of them and improve their work to enhance their learning. Teachers can use the rubrics to provide informative and timely feedback. Rubrics help maintain grading consistency and fair assessment across graders and across students. Most importantly, rubrics can help foster student learning and self-assessment. Studies have shown that students who use rubrics have greater satisfaction in their learning and deeper understanding of content (Chowdhury, 2019).

Rubric from (Chowdhury, 2019)

Students are required to write an essay on the topic “Today the education quality is not as good as it was 5 years back”. The students must write the essay within 1500 words. The essay should include facts, evidences or personal experiences to showcase creativity, imagination and conceptual abilities in writing
	Sophisticated (80 – 100 points)	Competent (70 – 79 points)	Partly competent (50 – 69 points)	Not yet competent (less than 50 points)
Depth of Analysis (10%)	The author goes beyond the basic requirements of the assignment and explores the implications and evidence in new light using original thinking.	The author fully meets the basic parameters of the assignment. The paper demonstrates a good analytical study but does not provide new insights.	The author fails to address some aspects of the assignment. Demonstrates some analytical skills but not clearly.	The author fully fails to address the basic aspects of the assignment.
Grasp of the concepts (20%)	The paper represents the arguments, evidence and conclusions accurately, fairly and eloquently. Demonstrates a firm understanding of the concepts.	Paper represents all the arguments, evidence and conclusions accurately.	Paper represents the authors’ arguments, evidence and conclusions accurately but not sufficiently clearly.	The paper fails to present the arguments, evidence and conclusions.
Paragraph Writing (30%)	All the paragraphs of the paper very well written. Guides the reader smoothly and logically into the body of the paper.	Paragraphs are well written in a good format. It provides the reader some idea of the evidence that will follow.	The paragraph demonstrates the arguments and evidence, though not stated sufficiently clearly.	Paragraph does not have a discernible central argument and is not well written and structured.
Use of Evidence (30%)	Strong evidence are used to support the arguments. In providing evidence appropriate illustrations and quotations are used. The connection between argument and evidence is clearly articulated in all cases.	Some evidence used to support the arguments, though not rich or detailed. In some cases the connection between argument and evidence is not clear	Strong evidence are not provided to support arguments. The connection between argument and evidence not clearly articulated in most cases.	Failed to provide sufficient evidence to support the arguments.
Conclusion (10%)	The conclusion provides suggestions or raises questions relevant to the central argument. The author synthesizes and reframes key points from main paragraphs. Elegantly concludes the paper with a hint of new insights.	The author synthesizes key issues and brings a good closure but does not examine new perspectives or questions.	Repeats the same points from the main paragraph without reframing them. Provides a conclusion that fails to raise any curiosity.	Repeats the topics from the main paragraphs very frequently and fails to provide a good ending.