International Journal of Language and Linguistics Vol. 2, No.

2; June 2015

Key of Language Assessment: Rubrics and Rubric Design

Ülkü Ayhan
International Burch University
M. Uğur Türkyılmaz
The University of South
East Europe Lumina

Abstract
The purpose of this paper is to provide an overview of “rubric” in language testing and assessment and to
highlight the parts of a rubric through various dimensions. It sets forth objectives, types of the rubric use. As the
paper will illustrate, language testing and assessment in SLA demands many facets to take the learners to
“successful learner point”. Being aware of the effective use of rubrics reflect robustness of this critical
assessment process.
Keywords: Rubric, assessment, dimensions of a rubric, measurement
The word “rubric” comes from the Latin word for “red.” It was once used to signify the highlights of a legal
decision as well as the directions for conducting religious services, found in the margins of liturgical books—both
written in red.
In a broad sense, rubric refers to a term which has existed in English for more than 600 years and during that time,
mostly it has meant a set of “printed rules or instructions” (Encarta Encyclopedia, 2004). However, in educational
sense, it refers to different categories such as criteria foe assessment, evaluation of learning, gradients of learning
of a set of instructions etc. (Brown, 2012).
Construction of a Rubric
A good activity never guarantees the accurate determination of a student’s competency at a given task. At this
point, rubrics stand for this main requirement. Since it specifies the skill being examined and what constitutes
various levels of performance success. In order to construct a good rubric focus on “what to measure exactly, how
to measure performance and decision on what a passing level of performance competency is” plays the key role.
Even though based on the general guidelines a general rubric design may be organized and be used multiple
times. Here is the process in detail:
1. Defining the Behavior to Be Assessed
Expected student outcomes, what they should accomplish at the end of each unit and end of each term should be
clarified. For this, some questions should be asked:
- What concept, skill or knowledge am I trying to assess?
- What should my students know?
- At what level should my students be performing?
- What type of knowledge is being assessed: reasoning, memory or process.(Stiggins, 1994)
2. Choosing the Activity
After the determination of the purpose of the assessment, you should decide an activity and consider issues
regarding time constraints, resources, and how much data is required. (Airasian, 1991; Popham, 1995; Stiggins,
1994)
3. Defining the Criteria
Third step after the decision of activity and tasks to be used, definition of which elements of the project/task will
be used to find the success of the students’ performance.

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Airasian (1991) defines some steps to complete that process:

a. “Identify the overall performance or task to be assessed , and perform it yourself or imagine yourself
performing it;
b. List the important aspects of the performance or product;
c. Try to limit the number of performance criteria, so they can all be observed during a student’s performance;
d. If possible, have groups of teachers think through the important behaviors included in task;
e. Express the performance criteria in terms of observable student behaviors or product characteristics;
f. Don’t use ambiguous words that cloud the meaning of the performance criteria;
g. Arrange the performance criteria in the order in which they are likely to be observed.”
Parts of a Rubric
In this paper, it is aimed to provide an understanding “a rubric in language teaching”. It consists typically two
sections:
a. Scores along with one axis of the grid and language behavior descriptors inside the grid for what each score
means in terms of language performance.
b. Language categories along one axis and scores along the other axis and language behavior descriptors inside
the grid for what each score within each category means in terms of language performance (Brown, 2012)
However, there different categorization to refer to parts of a typical rubric. According to a Stevens and Levi, it
should have four parts (2005)(See Table 5):
Table 1: Parts of a Rubric
Scale level 1 Scale level 2 Scale level 3
Dimension 1
Dimension 2
Dimension 3
Dimension 4
1. Task description: It is framed always by the instructor and includes a “performance” of some types by the
student. That task can be a specific assignment, a paper, a presentation, a poster etc and it applies to overall
behavior of the student such as participation, behavioral expectations in the classroom. Task descriptions are
mostly cut and pasted from the syllabus and placed at the top of the grading rubric.
2. Scale: That part gives the description of how well or poor given task is performed and indicates the rubric`s
evaluative goal. Terms applied to describe the level of performance should be tactful but clear, For example:
“Mastery, partial mastery, progressing and emerging”. Those words provide a positive, active, verb description
of the next expectations from the student and mitigate the potential shock of low marks in the lowest levels of
scale. Some commonly used labels are: “Sophisticated, competent, partly competent, not yet competent (NFS
Synthesis Engineering Education Coalition, 1977); Accomplished, average, developing, beginning (College of
Education, 1997); Distinguished, proficient, intermediate, novice (Gotcher, 1997); Advanced, intermediate
high, intermediate, novice (American Council of Teachers of Foreign Languages, 1986, 278).
There is no set of formulas for the number of levels in rubric scale however, mostly teachers tend to use scale
with 3 levels of performance in their first rubric constructions.
3. Dimensions: That part lays out the components of the task. It also clarifies how the students` task can be
broken down into components in terms of importance: Grammar, content of the assignment, which aspect of
the assignment?
Dimensions should represent the types of the component skill to be achieved by the students in a scholarly work
such as technique, citation, example analysis, use of language appropriate to the occasion.(See Table 2).
Example:
Task: Each student will make a 5-minute presentation on the changes in one community over the past 30 years.
The student may focus the presentation in any way he or she wishes, but there needs to be a thesis of some sort,
not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and
other visual aids for the audience.

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International Journal of Language and Linguistics Vol. 2, No. 2; June 2015

Table 2: Dimensions of a Rubric

Excellent Competent Need Work
Knowledge/understanding 20%
Thinking/inquiry 30%
Communication 20%
Use of visual aids 20%
Presentation skills 10%
4. Descriptions of dimensions: Descriptions of dimensions help show where the student failed to the desired
level of proficiency or highest expectation of the given task to be reached. If the dimension includes just one
description, it is called “scoring guide rubrics”. They allow greater flexibility and more personalization while
expanding the time needed. Mostly, three dimension descriptions are preferred. The more descriptions, the
harder it becomes to grade. If a dimension exceeds 5 descriptions, the ability to grade becomes more difficult.
5. Example:
Task: Each student will make a 5-minute presentation on the changes in one community over the past 30 years.
The student may focus the presentation in any way he or she wishes, but there needs to be a thesis of some sort,
not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and
other visual aids for the audience.(See Table 3: Descriptions of dimensions)
Table-3: Descriptions of Dimensions
Criteria Comments Points
Knowledge/understanding 20% The presentation demonstrates a depth of
historical understanding by using relevant
and accurate detail. Research is thorough
and goes beyond what was presented in
class or in the assigned texts.
Thinking/inquiry 30% The presentation is centered around a
thesis, which shows a highly developed
awareness of historiographic or social
issues and a high level of conceptual
ability.
Communication 20% The presentation is imaginative
and effective in conveying ideas to the
audience. The presenter responds
effectively to audience reactions and
questions.
Use of visual aids 20% The presentation includes appropriate and
easily understood visual aids, which the
presenter refers to and explains at
appropriate moments in the presentation.
Presentation skills 10% The presenter speaks clearly and
loudly enough to be heard, using
eye contact, a lively tone, gestures,
and body language to engage the
audience.
Example: Three-level Rubric (See Table 4: Three-level Rubric Sample)
Task: Each student will make a 5-minute presentation on the changes in one community over the past 30 years.
The student may focus the presentation in any way he or she wishes, but there needs to be a thesis of some sort,
not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and
other visual aids for the audience.

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Table 4: Three-level Rubric Sample

Excellent Competent Needs Work
The presentation demonstrates a The presentation uses The presentation uses little
depth of historical understanding by knowledge that is generally relevant or accurate
using relevant and accurate detail. accurate with only minor information, not even that
Research is thorough and goes inaccuracies and that is which was presented in class
beyond what was presented in class generally relevant to the or in the assigned texts. Little
understanding
Knowledge /

or in the assigned texts. student’s thesis. Research is or no research is apparent.

adequate but does not go
much beyond what was
20%

presented in class or in the

assigned text.
The presentation is centered around a The presentation shows an The presentation shows no
Thinking/inqu

thesis, which shows a highly analytical structure and a analytical structure and no
developed awareness of central thesis, but the central thesis.
historiographic or social issues and a analysis is not always fully
30%

high evel of conceptual ability. developed or linked to the

iry

thesis.
The presentation is imaginative and Presentation techniques The presentation fails to
Communication

effective in conveying ideas to the used are effective in capture the interest of
audience. The presenter responds conveying main ideas, but the audience and/or is
effectively to audience reactions and they are a bit unimaginative. confusing in what is to be
questions. Some questions from the communicated.
20%

audience remain
unanswered.
The presentation includes The presentation includes The presentation includes no
appropriate and easily understood appropriate visual aids, but visual aids or includes visual
Use of visual aids

visual aids, which the presenter these are too few, are in a aids that are inappropriate or
refers to and explains at appropriate format that makes the too small or messy to be
moments in the presentation. difficult to use or understood. The presenter
understand, or the presenter makes no mention of them in
20%

does not refer to or explain the presentation

them in the presentation.
The presenter speaks clearly and The presenter speaks clearly The presenter cannot be
loudly enough to be heard, using eye and loudly enough to be heard or speaks so unclearly
contact, a lively tone, gestures, and heard but tends to drone or that she or he cannot be
Presentation

body language to engage the fails to use eye contact, understood. There is no
audience. gestures, and body language attempt to engage the
skills

consistently or effectively at audience through eye contact,

10

times. gestures, or body language.

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International Journal of Language and Linguistics Vol. 2, No. 2; June 2015

Table 5: Format of a Rubric

Why do we Need Rubrics?

CARLA (Center for Advanced Research on Language Acquisition) compiled different sets of functions for the
use of rubrics (2013). According to CARLA, rubrics help us to set anchor points along a quality continuum,
therefore, instructors can set reasonable and appropriate expectations for learners and judge consistently how well
they are met or not.
1. Well-designed rubrics play a significant role to increase an assessment construct and content validity by
aligning evaluation criteria to standards, curriculum, instruction and assessment tasks.
2. By setting criteria to rate, well-designed rubrics can increase the reliability of that assessment, thus, it applies
consistency and objectivity.
3. Bias can be reduced by evaluating student’s work with established criteria that help instructors clarify goals
and improve their teaching by identifying the most salient criteria for the evaluation of performance and by
writing the descriptions of excellent performance.
4. They help learners set goals and take the responsibility of their own learning, since it provides an
understanding of optimal performance.
5. Learners can develop their ability to judge quality in their own work and others` work through self and peer
assessment rubrics.
6. Rubrics answer the question "Why did I/my child get a B on this project?"
7. Rubrics help learners get specific feedback about their strong and weak areas and about how to develop their
performance.
8. They play role in the assessment of learners` effort and performance on their own and make adjustments before
the submission of the assignments for grading.
9. Rubrics allow the learners, teachers, parent to monitor the progress over a certain time period of instruction.
10. Time spent evaluating performance and providing feedback can be reduced.
11. They help learners autonomy for their own learning and assessment if they participate in rubric design, thus,
they become self-directed learners.
12. Subjectivity in grading can be moved away by including students to assess work based on consistent, agreed
upon and objective criteria. (Fiderer, 1999; Goodrich Andrade, 1997; SRI International-Center for Technology
in Learning, 1997-2002; KasmanValenza, 2000; TeacherVision.com, 2000-2002;Tedick, 2002)
Types of Rubric
There are two dominant types of rubrics: holistic and analytic rubrics. However, primary trait and multiple trait
rubrics are also commonly used. In comparison with each other, it is hard to tell which types or type is better to
use since it depends on the task, key criteria to be fulfilled by the learners.

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Before giving the decision which one to use in class, it is important to decide the key criteria. Blaz (2001) compile
in her study most common tasks used in assessments. Her study is based on performance tasks: written and oral
tasks. (See table:6)
Table-6
Some activities for oral performance Some activities for written performance
assessments assessments
anecdote advertisement lyrics
ballad/rap/song biography magazine/news
book report book report article
campaign speech booklet/brochure metaphor
choral reading/speech business letter movie review
debate cartoon newsletter
demonstration celebrity profile new story ending
dialogue checklist notes
discussion comic book observation sheet
documentary commercial script outline
dramatization comparison pamphlet
explanation creative writing parody
fairy tale critique petition
free verse description play
interview dialogue poem
jingle/ad campaign diary/journal poster
joke e-mail message prediction
lecture editorial essay puppet show
lesson fairy tale/myth questionnaire
mock interview glossary quiz
monologue guidebook recipe
narration handbook report
newscast handout review
recipe headline riddle
riddle interview script script
role-play job description short story
seminar joke slogan
skit journal story problem
weather report lesson plan survey
letter telegram
list travel log
log yearbook entry
a. Holistic Rubric:
Holistic rubrics contain different levels of performance that describes the quality, quantity, quantity/quality of a
task. (See sample holistic rubric: Appendix 1 and 2)

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International Journal of Language and Linguistics Vol. 2, No. 2; June 2015

Holistic rubric
Proficien The student`s project has a hypothesis, a procedure, collected data, and analyzed results.
A score

The project is thorough and the findings are in agreement with the data collected. There are
of 3 –

minor inaccurancies that don’t affect the quality of the project.

t

The student`s project may have a hypothesis, a procedure, collected data and analyzed
Adequat
A score

results. The project is not as thorough as it could be; there are a few overlooked areas. The
of 2 –

project has a few inaccuracies that affect the quality of the project.
e

The student`s project may have a hypothesis, a procedure, collected data and analyzed
Limi
scor
e of

ted
1-
A

results. The project has several inaccuracies that affect the quality of the project.
In that type of evaluation, raters judge by forming an overall impression of learners` performance and matching it
to best fitting column on the scale. Each scale describes performance according to several criteria such as range of
vocabulary, grammatical accuracy, fluency etc. Mostly, 4 or 5 performance levels are available in holistic rubrics.
Generally, teachers find it efficient and easy to use for classroom assessments.
Advantages and Disadvantages of Holistic Rubrics
Advantages
- They are often written generically and can be used with many tasks.
- They emphasize what learners can do, rather than what they cannot do.
- They save time by minimizing the number of decisions raters must make.
- Trained raters tend to apply them consistently, resulting in more reliable measurement.
- They are usually less detailed than analytic rubrics and may be more easily understood by younger learners.
Disadvantages
- They do not provide specific feedback to test takers about the strengths and weaknesses of their performance.
- Performances may meet criteria in two or more categories, making it difficult to select the one best description.
(If this occurs frequently, the rubric may be poorly written.)
- Criteria cannot be differentially weighted.(Teddick, 2002; TeacherVision.com, 2000-2002)
b. Analytic Rubric
According to Taggart, analytic scales are the types which tend to focus on broad dimensions of writing or
speaking performance. These dimensions may be similar with those found in a holistic scale, but they are
presented in separate categories and rated individually. Points may be assigned for performance on each of the
dimensions and a total score calculated. (See sample analytic rubrics: Appendix 3)
In general sense, analytic rubrics are associated with large-scale assessment of general dimensions of language
performance. However, analytic rubrics certainly can be created or adapted for use in classroom settings and with
particular tasks (1998).
In practice, the names "analytic rubric" and "multiple trait rubric" may be used interchangeably.
Advantages
According to Moskal, analytic rubrics have those advantages;
- They provide useful feedback to learners on areas of strength and weakness.
- Their dimensions can be weighted to reflect relative importance.
- They can show learners that they have made progress over time in some or all dimensions when the same rubric
categories are used repeatedly (2000).
Disadvantages
- According to Teddick, For different aspects of students` writing or speaking performance, separate scores are
considered more artificial, since learner can`t get a good assessment of the whole of performance (2002).
- They take more time to create and use.
- It is hard to reach inter and intra reliability on all the dimensions in comparison to a single scored holistic
rubric.
- Raters tend to evaluate grammar related categories more strictly than other categories. In other words, they
overemphasize the role of accuracy. (McNamara, T. (1996)

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Performance dimensions commonly found in analytic rubrics include:

Speaking & Writing
 Content
 Vocabulary
 Accuracy/Grammar/Language Use
 Task fulfillment
 Appropriate use of language
 Creativity
 Sentence structure/Text type
 Comprehensibility
Writing
 Organization
 Style
 Mechanics
 Coherence and Cohesion
Speaking
 Fluency
 Pronunciation
 Intonation
(CARLA, 2012)
c. Primary Trait Rubric
Primary Trait rubrics was developed by Llyod-Jones and Carl KLaus in 1977 (Lloyd-Jones, 1977). Applebee
states that primary trait rubrics aim to evaluate the primary language function or rhetorical trait by a given task or
prompt. Its initial formulations focused mostly on the specific approach a writer may take to be successful on a
specific given task; every task required its own scoring guide (2000).An example developed by Teddick to
evaluate “persuading an audience” is(See Table 4):
Table 4: Primary Trait – Persuading an Audience
Primary Trait : Persuading an audience
0 Fails to persuade the audience
1 Attempts to persuade but doesn’t provide sufficient support
2 Presents a somewhat persuasive argument but without consistent development and support
3 Develops a persuasive argument that is well developed and supported
d. Multiple Trait Rubrics
Hamp-Lyons developed that rubric type (1991). It is based on the concepts of primary trait scoring and used to
provide diagnostic feedback to learners or teachers, stakeholders, parents etc about the performance whether it is
according to context-appropriate and task-appropriate criteria in a text or topic.
Multiple trait rubrics are similar to analytic rubrics because of its several categories and in practice, there are
terms used interchangeably. However, difference between two types is that analytic rubrics evaluate more
traditional and generic dimensions of language production, while multiple trait rubrics focus on specific features
of performance required to fulfill the given task or tasks. (See sample multi-trait rubric: Appendix 4)
Advantages
- The rubrics are aligned with the task and curriculum.
- Aligned and well-written primary and multiple trait rubrics can ensure construct and content validity of
criterion-referenced assessments.
- Feedback is focused on one or more dimensions that are important in the current learning context.
- With a multiple trait rubric, learners receive information about their strengths and weaknesses.
- Primary and multiple trait rubrics are generally written in language that students understand.
- Teachers are able to rate performances quickly.
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- Many rubrics of this type have been developed by teachers who are willing to share them online, at conferences,
and in materials available for purchase.
Disadvantages
- Information provided by primary trait rubrics is limited and may not easily translate into grades.
- Task-specific rubrics cannot be applied to other tasks without adaptation of at least one or more dimensions.
(CARLA, 2012)
Conclusion
It is very significant to know the procedure of assessment and use of efficient tools to do it. Rubrics play a key
role in evaluation of proficiency of students especially by providing validity and reliability. Getting right
feedback, learners feel more comfortable for the next step to be taken to improve; Therefore, assessors` role is not
just giving feedback, but encouraging for further development by indicating the learners` weakness without
discouraging in an objective way.
Appendices
Appendix 1 - Advanced Holistic Rubric
Role Play
Exceeds Student accurately and compellingly articulates the needs of his/her character and responds
Expectations meaningfully to others' comments using well-connected sentences. Student uses a variety of
sentence structures and grammatical forms that allow discourse to flow. Vocabulary is specific
and appropriate, and there are minimal errors in grammar and word choice that do not impact
comprehension.
Meets Student accurately articulates the needs of his/her character and responds to others' comments
expectations- with complex sentences. Student uses a variety of sentence structures and grammatical forms
strong that allow discourse to flow most of the time. Vocabulary is mostly appropriate, and several
minor errors in grammar and word choice may have a slight impact on comprehension.
Meets Student articulates most of the needs of his/her character and responds to 1-2 comments with
expectations- complete sentences. Student uses at least 3 different sentence structures and several grammatical
weak forms that allow discourse to flow most of the time. Available vocabulary somewhat limits
conversation; circumlocution or other strategies may be used. Errors in grammar and word
choice lead to some errors in comprehension that are clarified in the target language.
Does not meet Student fails to articulate his/her character's needs and/or doesn't respond to other comments.
expectations Speech consists mostly of short sentences and uses limited sentence structures. Many errors in
grammar and vocabulary lead to significant errors in comprehension.
http://www.carla.umn.edU/assessment/vac/evaluation/e 1 .html
Appendix 2 – Holistic Rubric
Who am I? Intermediate
3 Student asks a variety of questions related to both physical features and other traits. Student answers
partner's questions with complete sentences and accurate information. Questions and answers use a range of
appropriate vocabulary and grammar features taught in class. Minor grammatical errors do not impact
comprehension.
2 Student asks several questions related to physical features and other traits. Student answers partner's
questions with mostly complete sentences and accurate information. Questions and answers use appropriate
vocabulary and grammar features taught in class. Several grammatical errors may slightly impact
comprehension, but misunderstandings are clarified in the target language.
1 Student asks minimal questions related to physical features or other traits. Student answers partner's
questions with some accuracy. Vocabulary and grammar are simple. Significant grammatical errors lead to
multiple misunderstandings.

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Appendix 3 - Analytic Rubric

Who am I? (Intermediate)
Asking questions
3 Student asks a variety of questions related to both physical features and other traits
2 Student asks several questions related to physical features and other traits
1 Student asks minimal questions related to physical features or other traits.
Providing information
3 Student answers partner's questions with complete sentences and accurate information.
2 Questions and answers use appropriate vocabulary and grammar features taught in class.
1 Student answers partner's questions with some accuracy.
Vocabulary and Accuracy
3 Questions and answers use a range of appropriate vocabulary and grammar features taught in class.
2 Questions and answers use appropriate vocabulary and grammar features taught in class.
1 Vocabulary and grammar are simple.
Accuracy
3 Minor grammatical errors do not impact comprehension.
2 Several grammatical errors may slightly impact comprehension, but misunderstandings are clarified in the target
language.
1 Significant grammatical errors lead to multiple misunderstandings.
http://www.carla.umn.edu/assessment/vac/evaluation/e_l.html
Appendix 4 – Multi-trait Rubric
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinions. The interpersonal mode of communication is characterized by "spontaneous" conversation. While role
role plays are often unrehearsed, skits generally are not and would therefore not fit the description of the
interpersonal mode. (Rubric based on ACTFL Performance Guidelines forK-12 LearnersOACTFL)
Exceeds expectations Meets expectations Not there yet
Negotiating meaning Able to use sufficient Able to use sufficient Attempts to communicate with
and participation in quantity of language to quantity of language to partner/group are not successful because
conversation communicate successfully communicate successfully responses are not appropriate or adequate.
with partner/group using with partner/group using
formulaic responses and formulaic responses and
memorized language. memorized language.
Attempts to express own
meaning.
Vocabulary Shows control of a broad Shows control of an Shows very limited control of the
range of the vocabulary adequate range of the vocabulary taught, making discussion
taught in class and always vocabulary taught in class extremely difficult; OR not enough
uses this vocabulary and most often uses this speech to evaluate
appropriately. vocabulary appropriately.
Accuracy: (Use of Speech is accurate when Speech is generally accurate Memorized phrases contain frequent
basic language using memorized phrases. when using memorized errors and/or use of English.
structures) Some errors may occur phrases. Errors are more
when expressing own frequent when trying to
meaning. express own meaning.
Comprehensibility: Student's speech can be Most of student's speech Student's speech can be understood only
(How well can understood by those can understood by those with effort and use of interpretation by
students be accustomed to speech of accustomed to speech of those accustomed to speech of language
understood) language learners. language earners. learners.
Pronunciation and Speech has few pauses. No Speech contains some Speech is hesitant, choppy.
Fluency mispronunciation that pauses and rephrasing. Mispronunciation and inaccurate stress
would interfere with Mispronunciation of words make understanding difficult. Much
comprehension by a or errors in intonation cause repetition; OR not enough speech to
sympathetic native speaker. several misunderstandings. evaluate

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