Step 1: Decide the purpose
Decide for what purpose you are creating a rubric. You may want to take into account whether your rubric is intended to be a general rubric or a task-specific rubric (Brookhart, 2013). A general rubric is one that is not assignment-specific; it is a rubric that can be given to students and used for many different assignments. For example, a general rubric might be created for all writing assignments in a course. A task-specific rubric is one that is developed for one assignment, or task, in particular. For example, perhaps you have one research assignment that is very different than your other assignments, so you create a task-specific rubric for this particular assignment.
Step 2: Choose a format
Decide which type of rubric is best for your purposes. Remember, there are some distinct advantages and disadvantages to each of the rubrics we’ve covered in this guide (see previous pages.)
Step 3: Look at models
When create your own rubric, Andrade (2000) suggests first looking at models of the type of rubric you want to create. This might be particularly helpful if you have not created a rubric before or are creating a rubric for a new kind of assignment.
Step 4: Define your criteria
Decide what is important to students to demonstrate in the assessment. Make a list of those criteria. If there is overlap, see where you might combine those criteria to be more clear and concise. (Andrade, 200)
Step 5: Define your grading scale and performance rating
Once you decided what you want your students to be evaluated on, it’s time to decide what scale you will provide to rate student performance. How many levels will you provide? What terminology will you use? Will you assign points? If so, how do the points values equate to your performance descriptors?
Step 6: Write your rubric
Once you’ve decided on a structure of your rubric, and figure all the moving pieces, then you can start building your rubric. When you finish, it might be helpful to have a colleague or a student check the rubric for clarity.