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Saint Paul College A Community & Technical College

​​​Rubrics

When writing evaluation criteria, let the course and/or module learning outcomes guide your efforts. After all, the criteria should specify the observable, measurable behaviors that determine whether or not a learning outcomes has been met (and to what degree).

The evaluation criteria should be SMART:

  • Specific – e​valuation criteria are specific to each level of achievement (not ambiguous)
  • M​easurable – evaluation criteria describe observable, measurable behaviors
  • A​ligned – evaluation criteria are aligned with course learning outcomes, module outcomes, instructional materials, and learning activities
  • Reasonable – the progression of difficulty is reasonable for the level of the course
  • Timely – the criteria is appropriate for the timeline of the course

It is helpful to write the criteria for summative assessments (one given at the end of a learning experience) first and work backwards because these assessments tie directly to the course learning outcomes. At the highest level of achievement in summative assessments, students are meeting one or more course learning outcomes, which means you can use some of the exact wording of the outcomes in your criteria. The subsequent performance levels would then reflect varying degrees of meeting this same outcome.

Click on the links below to see examples of rubrics with categories, levels of achievement, and evaluation criteria. Feel free to use/modify any of them.

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