Rubrics: examples of best practice

Rubric design at Southern Cross University requires a working understanding of constructive alignment. Under the SCU Assessment, Teaching and Learning Procedures, all graded assessment tasks must be assessed using clear, explicit criteria in the form of rubrics, where appropriate, aligned to the Unit Learning Outcomes.

The following example rubrics constructively align with both Unit Learning Outcomes (ULOs) and the assessment task, and show where each ULO is mapped to relevant Criteria by including the ULO number in brackets. This clearly articulates the links between the assessment, the unit learning outcomes (ULOs) and what is expected to attain each grade performance level. Linking learning outcomes, assessment tasks, and rubrics in this way helps to ensure constructive alignment.

The following rubric examples of best practice are based on the Recommendations and guidance for writing rubrics approved by the Teaching and Learning Assessment Committee (TAC) and ratified in May 2023.

Be aware that;

these examples have been modified, summarised or adapted to suit the purpose of this article
the Turnitin rubric columns; "HD+" and "Not Addressed" have been removed from these examples to save space. See Creating a Turnitin rubric for more detailed information about using these columns.
these examples were designed for a specific unit assessment, and will require modification to align with different learning outcomes or unit contexts.

Midwifery Unit: Digital Storytelling task

The following rubric was developed for a Midwifery unit where students were required to narrate a digital story that discusses the history of midwifery, current contemporary midwifery, and women’s rights on accessing the current healthcare system in Australia through a 10-minute video presentation.

The Unit Learning Outcomes (ULOs) for this assessment were;

Discuss the history of Australia’s health care system, and how the history of midwifery in Australia, impacts contemporary midwifery care.
Outline legal and ethical principles to discuss women's rights, midwifery practice and contemporary health care and access.
Discuss midwifery as a public health strategy that improves maternal health outcomes, and quality and safety.

Analytic rubric for a digital storytelling task in a midwifery unit

Criteria	High Distinction 85% - 100%	Distinction 75% - 84%	Credit 65% - 74%	Pass 50% - 64%	Marginal Fail 35%-49%	Fail 0%-34%
Discusses how the history of midwifery in Australia impacts contemporary midwifery care (ULO1) 20%	Provides a comprehensive but succinct discussion of the history of midwifery in Australia, integrating the major events, changes and key figures that have influenced the development of the profession. Demonstrates an exemplary understanding by relating the historical context to contemporary midwifery practice and discusses a range of connected impacts, including current policies, regulations and practices.	Provides a detailed discussion of the history of midwifery in Australia, including the major events, changes and key figures that have influenced the development of the profession. Demonstrates a detailed understanding of the historical context and discusses how this impacts on contemporary midwifery practice, including the current policies, regulations and practices.	Provides a discussion of the history of midwifery in Australia, including many of the major events, changes and key figures that have influenced the development of the profession. Demonstrates a clear understanding of the historical context and discusses several impacts on contemporary midwifery practice, including the current policies, regulations and practices.	Provides a short discussion of the history of midwifery in Australia, outlining some of the major events, changes and key figures that have influenced the development of the profession. Demonstrates a working understanding of the historical context or impact on contemporary midwifery practices, policies and regulation.	Provides a limited history of midwifery in Australia, including few of the major events, changes and key figures that have influenced the development of the profession. Demonstrates a limited understanding of the historical context and its impact on contemporary midwifery practice.	Missing major events, changes or key figures that have influenced the development of the midwifery profession. Demonstrates no understanding of the historical context and its impact on contemporary midwifery practice.
Discusses past and present dilemmas for women accessing the Australian Health Care System (ULO1, ULO2) 25%	Comprehensive discussion of the past and present dilemmas, that critically examines the impact of gender, race, class, and other social determinants of health on women's health care experiences.	Detailed discussion of the past and present dilemmas, that examines the impact of gender, race, class, and other social determinants of health on women's health care experiences.	Discusses the past, and present dilemmas, reviews the impact of gender, race, class, and other social determinants of health on women's health care experiences.	States past and present dilemmas, considers the impact of gender, race, class, and other social determinants of health on women's health care experiences.	Outlines past and present dilemmas but missing key elements, mentions the impacts of one of two social determinants of health on women's health care experiences.	Mentions past or present dilemmas, does not discuss the impact of gender, race, class, or other social determinants of health on women's health care experiences.
Outlines ethical and legal principles relevant to common dilemmas (ULO2) 20%	Systematically and critically discusses common dilemmas and explores relevant ethical and legal principles that inter relate.	Presents a coherent discussion of common dilemmas with the application of relevant ethical and legal principles.	Discusses several common dilemmas and outlines the relevant ethical and legal principles that apply in each situation.	Discusses a few common dilemmas and outlines ethical and legal principles that may relate.	Mentions a common dilemma and an ethical or legal principle.	Limited application of ethical and legal principles to a health dilemma.
Discuss how midwifery as a public health strategy can improve maternal health outcomes, safety and quality of care (ULO3) 20%	Clearly articulates how the development of midwifery as a public health strategy improves maternal health outcomes, quality of care and safety.	Illustrates how the development of midwifery as a public health strategy improves maternal health outcomes, quality of care and safety.	Explains how the development of midwifery as a public health strategy improves maternal health outcomes, quality of care and safety.	Lists a few potential ways that midwifery as a public health strategy could improve maternal health outcomes, quality of care, or safety.	It is unclear how midwifery can be used as a public health strategy to improve maternal health outcomes, quality of care, or safety.	Does not explain how midwifery improves maternal health outcomes, quality of care, or safety.
Supporting evidence (ULO1, ULO2, ULO3) 15%	Incorporates highly relevant evidence and examples to support the discussion, drawing on a wide range of academic sources and empirical data.	Integrates relevant evidence and several examples to support the discussion, drawing on a range of academic sources and empirical data.	Uses evidence and examples to support the discussion, drawing on many academic sources and empirical data.	Provides minimal evidence and a few examples to support the view expressed, drawing on some academic sources or empirical data.	Lacks enough evidence and examples to support the view expressed, drawing on limited academic sources and empirical data.	Provides no evidence or examples to support, lacking academic sources and empirical data.

Science Unit: Oral Presentation task

The following rubric was developed for a physics unit where students were required to explain a basic physics principle, how it applies in various fields, and inspires emerging trends through a 5-minute presentation.

The Unit Learning Outcomes (ULOs) for this assessment were;

Demonstrate an understanding of basic concepts of motions, waves and mechanics across various fields of application.
Communicate how properties of motions, waves and mechanics are used to inspire emerging trends across various fields of application.

Using Academic Integrity and Referencing as criteria

Note the criteria assigned to academic integrity and referencing have been given a low weight as per the Recommendations and guidance for writing rubrics. Remember that the academic misconduct rules specifically addresses student requirements around academic integrity already. In a first-year unit where students are still developing academic integrity skills it may be reasonable to reinforce their importance in the task rubric.

Analytic rubric for a physics presentation in a physics unit

Criteria

High Distinction
85% - 100%

Distinction
75% - 84%

Credit
65% - 74%

Pass
50% - 64%

Marginal Fail
35%-49%

Fail
0%-34%

Demonstrates knowledge of the selected fundamental principle of physics. (ULO1)

30%

Clearly and comprehensively explains the physics principle using an extensive range of real-world applications across various fields. Expertly integrates scientific terminology and demonstrates a high level of expertise.

Effectively explains the physics principle using detailed real-world applications across various fields. Effectively incorporates scientific terminology and demonstrates a strong understanding of the subject matter.

Clearly explains the physics principle using real-world examples, some areas may lack depth. Appropriately incorporates scientific terminology and concepts.

Adequate explanation of the physics principle with limited depth. Real-world applications are mentioned, but their connection to various fields lacks specificity. Scientific terminology and concepts are included, minor inaccuracies or omissions may exist.

Limited overview of the physics principle lacking detail and clarity. Real-world applications are mentioned, but their connection to fields is unclear. Limited use of scientific terminology and concepts, includes inaccuracies or misconceptions.

Superficial or unclear explanation of the physics principle. Limited or no real-world applications are mentioned. Scientific terminology and concepts are missing.

Discusses how the selected principle of physics is applied to create emerging technology of interest. (ULO2)

40%

Demonstrates a comprehensive and insightful understanding of how the principle is integrated into an emerging technology.

Clearly and persuasively explains technical and conceptual connections between the principle and applications to the emerging technology, using appropriate varied examples and evidence.

Demonstrates a well-developed understanding of how the principle is relevant to an emerging technology.

Provides a clear and relevant explanation of the relationship between the principle and emerging technology, with supporting examples and evidence.

Demonstrates a clear understanding of how the principle contributes to an emerging technology.

Describes connections between the physics principle and emerging technology factually, using examples and evidence.

Demonstrates a working understanding of how the principle contributes to an emerging technology.

Connects the physics principle to emerging technology using at least one basic example and evidence.

Demonstrates a superficial understanding of how the principle contributes to an emerging technology.

Limited description of how the physics principle connects to emerging technology. Example/s and evidence are unclear.

Demonstrates a poor understanding of how the principle relates to an emerging technology.

Does not explain how the physics principle connects to an emerging technology, and/or provides irrelevant examples and misunderstands evidence.

Communicates properties of motions, waves, and mechanics to a non-expert audience. (ULO2)

20%

Seamlessly conveys complex concepts to a non-expert audience with exceptional clarity, precision, and creativity. Effectively uses appropriate examples, analogies, and visual aids to illustrate complex concepts.

Demonstrates exceptional skill in adapting language and style to suit the audience and purpose of the presentation.

Conveys complex concepts to a non-expert audience, demonstrating a high level of clarity and accuracy. Uses appropriate examples, analogies, and visual aids to illustrate complex concepts.

Demonstrates skill in adapting language and style to suit the audience and purpose of the presentation.

Conveys complex concepts to a non-expert audience clearly. Uses mostly helpful examples, analogies, or visual aids to illustrate complex concepts.

Adapts language and style to suit the audience and purpose of the presentation, with some minor lapses.

Generally, conveys complex concepts to a non-expert audience. Uses some examples, analogies, or visual aids to illustrate complex concepts.

Generally adapts language and style to suit the audience and purpose of the presentation, with lapses at times.

Relays complex concepts with limited clarity and effectiveness. Uses few or inappropriate examples, analogies, or visual aids to illustrate complex concepts.

Adapts some of the language or style to suit the audience and purpose of the presentation but there are notable gaps in the delivery.

Inadequately explains complex concepts, lacking clarity and coherence. Missing appropriate examples, analogies, or visual aids to illustrate complex concepts.

Communication is inappropriate for the audience and purpose of the presentation.

Supporting evidence and academic integrity
(ULO1)

10%

Correctly and consistently uses a variety of highly relevant sources to support arguments and ideas.

Always adheres to referencing conventions, consistently demonstrates an outstanding ability to integrate sources into the work in a seamless and sophisticated way.

Uses a range of relevant sources to support arguments and ideas.

Adheres to referencing conventions with a high degree of accuracy, demonstrates the ability to always integrate sources into the work effectively.

Uses mostly relevant sources to support arguments and ideas.

Adheres to referencing conventions with minor lapses, demonstrates the ability to integrate sources into the work appropriately.

Uses a few relevant sources to support arguments and ideas.

Follows referencing conventions with few errors, demonstrates the ability to integrate sources into the work correctly.

Limited use of relevant sources to support arguments and ideas.

Attempts to follow referencing conventions with many omissions or errors, demonstrates a limited ability to integrate sources into the work correctly.

Relevant sources have not been used to support arguments and ideas.

Referencing conventions not followed, sources integrated into the work not listed.

Occupational Therapy unit: Patient Assessment task

The following rubric was developed for an Occupational Therapy unit where students were required to demonstrate the principles of patient assessment and equipment prescription by writing a 2000-word Assistive Technology assessment report.

The Unit Learning Outcomes (ULOs) for this assessment were;

Analyse occupations, activities and tasks for an individual.
Analyse person and environmental factors that impact occupational performance.
Safely demonstrate use of adaptive equipment to support occupational performance.
Identify, design and justify intervention strategies to enhance occupational performance in low complexity scenarios.

Analytic rubric for a patient assessment report in an Occupational Therapy unit

Criteria	High Distinction 85% - 100%	Distinction 75% - 84%	Credit 65% - 74%	Pass 50% - 64%	Marginal Fail 35%-49%	Fail 0%-34%
Patient assessment (ULO1) 20%	Concise patient assessment includes a comprehensive identification and analysis of all client issues relevant to the patient’s functional limitations effectively structured for clarity.	Clearly written patient assessment, with a well-developed analysis and assessment of all issues relevant to the patient’s functional limitations.	Patient's assessment includes a considered analysis and assessment of most issues relevant to the client’s functional limitations.	Patient assessment conveys a basic analysis and assessment of some issues relevant to the patient’s functional limitations.	Patient assessment does not address the analysis and assessment of issues relevant to the patient’s functional limitations.	Patient assessment is unclear and does not address the analysis and assessment of issues relevant to the patient’s functional limitations.
Prescription (ULO2, ULO4) 30%	Prescription comprehensively and correctly identifies and justifies all components, including required measurements.	Prescription is thorough and correctly identifies and justifies all components, including required measurements with one or two minor errors or omissions.	Prescription identifies and justifies most required components, including measurements.	Prescription identifies most required components and demonstrates an adequate attempt at justification. There are some incorrect measurements.	Prescription needs further development or justification. Key component/s are missing. Incorrect or absent measurements.	Inadequate or incorrect prescription. Insufficient identification of components. Incorrect or absent measurements.
Equipment training and education program (ULO3) 20%	All training and education components are identified and discussed in a safe, comprehensive, creative and clearly articulated program that effectively meets the patient’s needs.	All training and education components and needs are identified and discussed in a safe, thorough and well thought out program that meets the patient’s needs.	Most training and education components and needs are considered in a program that addresses the patient’s needs safely.	Adequate training and education components are included in a plan that meets patient needs in a safe manner.	Identified and discusses a few training and education needs but requires further development. Safe use of equipment has not been sufficiently addressed.	Inadequately identifies and discusses training and education needs. Equipment training does not address safety appropriately.
Intervention strategy and Justification (ULO4) 30%	Integrates a range of high quality, current evidence, including meta-analysis and systematic reviews, to support a comprehensive and professional clinical intervention strategy.	Integrates current and relevant references that provide clear evidence to support thorough clinical intervention strategy.	Includes mostly reliable references that provide appropriate evidence to support the clinical intervention strategy.	References used are mostly relevant; provides some evidence to support the clinical intervention strategy.	More evidence is required to support the clinical intervention strategy.	Few if any appropriate references. Little or no evidence to justify the proposed clinical intervention strategy.

Further Resources

(Please note - it's better to refer to the Online version rather than export, as it's always up to date)