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Step 1: Re-examine the learning objectives to be addressed by the assignment. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see.
Step 3: Write thorough narrative descriptions for excellent work incorporating each individual attribute. Describe the highest level of performance using the descriptors for each attribute separately.
Step 4: Distribute the total points for the assignment by the relative importance of each attribute. Consider the student effort needed to ensure the criteria has been met, as well as the minimum score a student might receive on submitting an assignment that meets the minimum (the score should not be so high that they don't make an effort to fix it on the next assignment). Consider rewarding excellent work with full points versus full points for meeting the expectations as described.
Step 5: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Try out the rubric using the collected samples. Is it possible to identify and assess the attributes in the rubric? Does the assignment adequately prompt students to address the attributes associated with the rubric?
Step 6: Revise the rubric and/or the assignment as necessary. The assignment should specifically request the attributes you are looking for, or the rubric should be streamlined to remove grading criteria that are no longer needed. Be prepared to reflect on the effectiveness of the rubric after each use and revise it prior to its next implementation.
Adapted from http://pareonline.net/getvn.asp?v=7&n=25
Single-point rubric formats
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Fluckiger, J. (2010). Single point rubric: A tool for responsible student self-assessment. Teacher Education Faculty Publications. Paper 5. Retrieved April 25, 2014 from http://digitalcommons.unomaha.edu/tedfacpub/5.
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved April 30, 2014 from http7/9/2024 from https://PAREonline.net/getvn.asp?v=7&n=25northweststate.edu/wp-content/uploads/files/designingrubrics-mertler.pdf.