Learning Objective
By the end of this lesson, you will be able to:
- Explain the purpose of a rubric.
- Identify the criteria used to evaluate ENG2D assignments.
- Use a rubric to plan, improve, and evaluate your own work.
- Apply feedback from a rubric to strengthen future assignments.
What Is a Rubric?
A rubric is a tool teachers use to evaluate student work.
A rubric usually includes:
- Criteria – the skills or qualities being assessed.
- Descriptions – explanations of what different levels of achievement look like.
- Levels of Achievement – categories that describe the quality of the work.
In Ontario, teachers often evaluate student work using four categories:
| Category | What It Measures |
|---|---|
| Knowledge and Understanding | Your understanding of concepts, texts, and course content. |
| Thinking | Your ability to analyze, interpret, make connections, and solve problems. |
| Communication | How clearly and effectively you express your ideas. |
| Application | How well you apply skills in different situations. |
Understanding the Four Achievement Categories
This asks:
"Does the student understand the content?"
Examples:
A strong response:
- Shows understanding of the story.
- Identifies important themes.
- Uses literary terms correctly.
A weaker response:
- Retells the story without showing understanding.
This asks:
"Can the student analyze and develop ideas?"
Examples:
A strong response:
- Explains why something is important.
- Makes connections between ideas.
- Provides thoughtful interpretations.
A weaker response:
- Only summarizes what happened.
This asks:
"Are the ideas presented clearly?"
Teachers look for:
- Organization
- Paragraph structure
- Vocabulary
- Sentence clarity
- Proper formatting
A strong idea can lose effectiveness if the reader cannot clearly understand it.
This asks:
"Can the student use their skills in a new situation?"
Examples:
A student demonstrates application when they can:
- Apply literary concepts to a new text.
- Use feedback to improve writing.
- Transfer skills from one assignment to another.
How to Use a Rubric Before an Assignment
Before starting:
Ask:
- What skills are being assessed?
- What does excellent work look like?
- What mistakes should I avoid?
The rubric can help you decide what to include.
For example:
Assignment:
Analyze how the author develops the theme of identity in a short story.
Rubric says:
Thinking:
Demonstrates insightful analysis supported by relevant evidence.
Planning questions:
Have I chosen a theme?
Have I explained why the theme is important?
Have I included evidence?
Have I explained how the evidence supports my ideas?
Before submitting, ask:
- Does my introduction clearly explain my main idea?
- Does each paragraph include evidence?
- Did I explain my thinking?
- Did I revise grammar and organization?
- Does my work match the highest level of the rubric?
Guided Example
Assignment
Write a paragraph explaining how a character changes throughout a story.
-
Level 1
-
Level 3
Shows limited understanding of character development.
Student response:
John changes because he becomes nicer.
Problem:
- The idea is unclear.
- There is no evidence.
- There is no explanation.
Clear understandingPractice Activity: Become the Evaluator
Scenario
You are preparing to take ENG2D. Your teacher has asked you to write a paragraph analyzing a short story.
Assignment Question:
Explain how the main character changes throughout the story. Support your response with specific examples from the text.
category | beginning | developing | STRONG |
|---|---|---|---|
Understanding | Describes what happens in the story. | Explains some ideas about the character. | Clearly explains the character's development and meaning. |
Thinking | Gives simple ideas with little explanation. | Provides some explanation and examples. | Analyzes why the character changes and connects ideas to the theme. |
Communication | Ideas are difficult to follow. | Ideas are organized but may need improvement. | Ideas are clear, organized, and easy to understand. |
Application | Uses few details from the story. | story. | Your teacher provides the following simplified rubric: Uses specific evidence and explains how it supports the ideas. |
Student Response A
The character changes because he becomes nicer. At the beginning, he is mean to people. At the end, he helps his friend.
Student Response B
The character changes from being selfish to becoming more responsible. At the beginning of the story, he ignores his friend's problems because he only cares about himself. However, after experiencing a difficult situation, he chooses to help his friend. This change shows that the character learns the importance of empathy and responsibility.
Your Task
Step 1: Evaluate Each Response
Place a checkmark beside the level you think each response demonstrates.
| Response | Beginning | Developing | Strong |
|---|---|---|---|
| Response A | ☐ | ☐ | ☐ |
| Response B | ☐ | ☐ | ☐ |