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Step-by-Step Guide to Create Course Rubrics
December, 2015
Faculty Development Section, Education Center, Yokohama National University
Rating Scale
Exceeds
expectations
Satisfactory
（Learning
Standards）
Needs a little
improvement
Needs
improvement
（Learning
Objectives）
Needs
considerable
improvement
Dimension 1
Dimension 2
Dimension 3
Creating Course Rubrics
(Overview)
Course Purpose Passing Line
Setting
Learning Standards
Setting
Learning Objectives
Step 1-1 Step 1-2
Step 2-1
Step 2-2
Step 2-3
Step 2-4
<Step-by-Step Guide> p.5
<Step-by-Step Guide> p.3
1
Introduction
In 2007, Yokohama National University formulated the “Guidelines for Curriculum Development
and Grading”. The guidelines aim to:
1. reconcile the perceptions of different instructors about grading and assessment; and
2. reconcile the perceptions of instructors and students about assessment.
For achieving #1, our course syllabi now have a newly-added column “Grade Definitions” as a step
toward improving the grading system. And to achieve #2, YNU now employs “Course Rubrics”, sets
of scoring guidelines that can be used to provide consistency in assessing student work. By including
“Course Rubrics” in each syllabi, instructors can share with students the list of Dimensions by which
learning will be assessed.
This instruction booklet aims to help you develop and use Course Rubrics. You may want to skip
ahead and go on to read only the〈Step-by-Step Guide〉sections.
Contents
1．Learning Standards and Learning Objectives ・・・・・・・
〈Step-by-Step Guide〉Setting Learning Standards and Learning Objectives・・・・
2．Course Rubrics ・・・・・・・
〈Step-by-Step Guide〉Creating Course Rubrics（Ⅰ）・・
〈Step-by-Step Guide〉Creating Course Rubrics（Ⅱ）・・
3．Customizing Course Rubrics・・・・・・・
Appendix 1:Course Design and Guidelines for Curriculum Development and Grading ・
Appendix 2 :Sample Rubrics ・・・・・・・・・
WHAT IS A RUBRIC?
A rubric is a grid-form scoring tool that identifies a descriptive set of “Dimensions” to
communicate what students are expected to learn in the course, and “Rating Scale” to
explicitly state the possible levels of achievement along a continuum.
2
１．Learning Standards and Learning Objectives
1.1 Grade Definitions
YNU employs five-grade evaluation system（秀(S), 優(A), 良(B), 可(C), 不可(F), in which each
grade has its percentage equivalent. The Grade Definitions below how the Learning Standards
relates to the Learning Objectives.
Grade Definitions
秀(S) 優(A) 良(B) 可(C) 不可(F)
Exceeded the
Learning
Standards.
Achieved the
Learning Standards
for the most part.
Achieved some
level of mastery
between the
Learning
Standards and
the Learning
Objectives.
Achieved the
Learning
Objectives.
Did not achieve the
Learning
Objectives.
To achieve Learning Standards, students are required to acquire most of the course content.
Learning Objectives indicate the minimal standard that students are expected to meet to pass the course.
In addition to Grade Definitions, YNU’s syllabi describe Learning Standards and Learning
Objectives to enhance student learning.
Learning Standards and Learning Objectives
Learning
Standards
To achieve Learning Standards, students are required to acquire most of
the course content. To exceed the Learning Standards, students are
required to study further independently.
Learning
Objectives
Learning Objectives indicate the minimal level of mastery that students
are required to achieve in order to pass the course. Students who have met
the Learning Objectives are required to study further to meet the Learning
Standards.
Basic Course Content Advanced Course Content
秀(S)
優(A)
Learning Objectives Learning Standards
Independent
Study Course Content
良(Ｂ)
可（Ｃ）
3
1. 2 Setting Learning Standards and Learning Objectives
Each syllabus has separate entry columns for Learning Standards and Learning Objectives.
◆About Setting Learning Objectives
Instructors are encouraged to use prescribed Learning Objectives such as Curriculum Maps, if
necessary.
YNU’s Curriculum Maps include Learning Objectives to show how the university’s Diploma Policy
relates to each course. These Learning Objectives describe what students will be expected to learn by
the end of the course, and therefore can help instructors in designing rubrics. (Please note that some
courses may already have a preset Learning Objectives based upon the entire curriculum.)
◆JABEE-Accredited Courses
Some of the Engineering Science courses are accredited by the Japan Accreditation Board for
Engineering Education (JABEE) and may contain course objectives prescribed by JABEE. These
prescribed objectives describe what all students are expect to acquire in the course, and should equal
to Learning Objectives.
〈Step-by-Step Guide〉Establishing Learning Standards and Learning
Objectives
Step1-1 Set the Learning Standards based on the content of the course.
The course content and objectives are provided at the beginning of the
syllabus.
Step1-2 Set the Learning Objectives based on the Passing Line.
The Passing Line identifies the minimum level of mastery required for a
student to complete the course.
Step 1-1 Set the Learning Standards based on the course contents/objectives.
Step 1-2 Set the Learning Objectives based on the Passing Line
4
【Example】
Below is an example of how to set “Learning Standards” and “Learning Objectives” based on the
course purpose. Clarify what is expected of each student in each dimension, following the guideline
below.
1. Describe the qualities you expect the students to demonstrate to show the level of
achievement.
2. Briefly state the above qualities, in one sentence if possible.
3. To allow more objective assessment of student achievement, use action verbs to
describe each quality.
We encourage instructors to indicate how each Learning Objectives relates to the four types of
“Practical Knowledge” identified in the YNU Initiative. Please follow the guideline below when
stating Learning Objectives:
4. At the end of the sentence, put the corresponding alphabet for the type of “Practical
Knowledge” related to the Learning Objectives.
5. The expectations should be listed in decreasing order of importance, and should not
exceed four items.
Each type of ”Practical Knowledge” is assigned a corresponding alphabet: a) expertise and academic
knowledge; b) intellect; c) communicative proficiency; and d) ethics and responsibility.
The following example shows how an instructor set the Learning Standards and Learning Objectives
to reflect the course purpose “to acquire word processing skills required to create reports”. Notice
one of the Learning Standards says, “Uses advanced features of word processing software to create
reports”. Make sure all course content is included in the Learning Standards. And one of the
Learning Objectives says, “Uses word processing software to create reports” to indicate the “Passing
Line”, the minimum level of mastery students must achieve in order to pass the course. The example
below shows how the student’s achievement level shifts from the Learning Objectives to the
Learning Standards as he/she acquires more word processing skills.
Course Content （Required）
Describe what you intend your students to learn by the end of the course.
Students should be able to acquire word processing skills required to create reports and learn to use Microsoft
Word to create well-organized, easy-to-understand reports
Learning Standards（Required）
Identify Learning Standards that indicate the course purpose Be sure to communicate what a student
should know and be able to do at the end of the course. Use action verbs to describe the expectations
stated in the course purpose.
・Uses advanced features of word processing software to create reports.
・Uses the report to communicate ideas logically.
・Writes well-organized, easy-to-understand reports.
Step 1-2 State the Passing Line for each item.
Step 1-1 Write in one short sentence.
5
Learning Objectives（Required）
Learning Objectives specify minimum level of mastery required for a student to complete the course.
Use action verbs to describe what a student should know and be able to do in order to pass the course.
Try to indicate how each expectation relates to the “Practical Knowledge” components described in the
YNU Initiative：a) expertise and academic knowledge; b) intellect; c) communicative proficiency; and
d) ethics and responsibility.
・Uses word processing software to create reports. ［a］
・Uses reports to communicate ideas.［c］
・Develops and presents easy-to-understand reports. ［b］
Put the corresponding alphabet for
the type of “Practical Knowledge”
related to each Learning Objective.
6
2. Course Rubrics
2.1. Creating rubrics based on Learning Standards and Learning Objectives
Follow the steps below to build Course Rubrics based on the Learning Standards. This method is
effective when your rubric has one or more Dimension unique to the course or when you cannot
find any common rubrics that fit your purpose.
〈Step-by-Step Guide〉Creating Course Rubrics.（Ⅰ）
Step 2-1 Extract Dimensions from the Learning Standards.
Most syllabi contain multiple Learning Standards. Extract “Dimensions” from the Learning
Standards. Make the Dimensions run down the left side of the rubric table. You can create as
many Dimensions as you wish, but each rubric must contain at least one Dimension. Each
Dimension should have a separate row.
Step 2-2 Under the “Satisfactory（Learning Standards）” box, enter brief descriptions that define each
Dimension and reflect the Learning Standards.
Step 2-3 Under the “Needs improvement（Learning Objectives）” box, enter brief descriptions that
define each Dimension and reflect the Learning Objectives. You can add new Dimension other than the
ones extracted from the Learning Objectives.
Step 2-4 Fill in the rest of the boxes. (Use the already-written performance descriptions as a reference.)
Under the “Exceeds expectations” box, describe how students can acquire content not taught
in the course by studying independently. Leave it blank if there is no appropriate descriptions.
Dimension
Rating Scale
Exceeds
Expectations
Satisfactory（履修
目標）
や Needs a little
improvement
Needs
improvement（到
達目標）
Needs considerable
improvement
Dimension１
Dimension 2
Dimension 3
Step 2-1 Step 2-2 Step 2-3
Step 2-4
7
【Example】Follow these instructions to build a Course Rubric based on prescribed Learning
Standards and Learning Objectives.
Learning Standards
・Uses advanced features of word processing software to create reports.
・Uses the report to communicate ideas logically.
・Writes well-organized, easy-to-understand reports.
Learning Objectives
・Uses word processing software to create reports. ［a］
・Uses reports to communicate ideas.［c］
・Develops and present easy-to-understand reports. ［b］
Instructors can build and edit Course Rubrics online using the empty template available in your
syllabus, under the “Grade Definitions - Rubrics –“「成績評価の基準 ―ルーブリック―」
column (see below).
The Rubric Template
8
Step 2-1 Extract Dimensions from the Learning Standards.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs
a little improvement
Minimal
(Learning Objectives)
*Needs improvement
Unacceptable
*Needs considerable
improvement
Using word
processing skills
Communicating
ideas
Readability and
understandability
Note: Empty rows will not be displayed to students.
Step 2-2 Under the “Satisfactory（Learning Standards）” box, enter brief
descriptions defining each Dimension and the Learning Standards.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs
a little improvement
Minimal
(Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Using word
processing skills
Uses advanced
features of word
processing
software to create
reports
Communicating
ideas
Uses reports to
communicate
ideas logically.
Readability and
understandability
Writes well-
organized, easy-
to-understand
reports.
9
Step 2-3 Under the “Needs improvement（Learning Objectives）” box, enter brief
descriptions to define each Dimension as well as reflecting the Learning Objectives.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs
a little improvement
Minimal
(Learning Objectives)
*Needs improvement
Unacceptable
*Needs considerable
improvement
Using word
processing skills
Uses advanced
features of word
processing
software to
create reports.
Uses word
processing
software to create
reports.
Communicating
ideas
Uses reports to
communicate
ideas logically.
Uses reports to
communicate
ideas.
Readability and
understandability
Writes well-
organized, easy-
to-understand
reports.
Develops and
presents easy-to-
understand
reports.
Step 2-4 Fill in the rest of the boxes using already-written performance descriptions
as a reference.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs
a little improvement
Minimal
(Learning Objectives)
*Needs improvement
Unacceptable
*Needs considerable
improvement
Using word
processing skills
Uses features of word
processing software
not taught in the
course.
Uses advanced
features of word
processing software
to create reports.
Uses some features of
word processing
software.
Uses word processing
software to create
reports.
Only writes
incomplete reports
with word
processing software.
Communicating
ideas
Uses persuasive
information to
overcome opposing
views.
Uses reports to
communicate ideas
logically.
Communicates ideas
with a certain level of
ambiguity.
Uses reports to
communicate ideas.
Cannot use reports
to communicate
ideas well.
Readability and
understandability
Writes well-
organized, easy-to-
understand reports.
Writes easy-to-
understand reports.
Develops and present
easy-to-understand
reports.
Fails to create easy-
to-understand
reports.
2.2 Using a Sample Rubric to create a new rubric
10
The syllabi entry screen provides you with a set of customizable Sample Rubrics based on typical
course components. You can copy and modify Sample Rubrics to suit your own needs to build
new Course Rubrics.
【Example】Here is an example of how to use Sample Rubrics.
〈Step-by-Step Guide〉Creating Course Rubrics.（II）
Step 3-1 Pick a Sample Rubric most similar to the course.
In a new window appears a set of Sample Rubrics (“Lecture”, “Exercise”, “Experiment”, etc.)
to choose from.
Step3-2 Copy the Sample Rubric.
Please note that the system only allows you to copy the entire rubric, not just part of it.
Step3-3 Delete and/or add Dimensions according to the content of your course.
Step3-4 Edit the descriptions of each Dimension/level of performance, according to the Learning
Standards and Learning Objectives.
Step 3-1 Pick a Sample Rubric.
Step 3-2 Copy the Sample Rubric.
Step 3-3 Add / delete Dimensions.
Step 3-4 Modify the descriptions.
11
① Click on the “Sample Rubrics”「ルーブリック例」 button below the “Grade Definitions”
「成績評価の基準表」.
② The Sample Rubric will appear in a new window. Use the pull-down menu to choose a type of
sample rubrics that fit your needs.
Click
Pull-down menu to choose a
sample.
12
【For Your Reference】Sample Course Rubric
Below is a rubric for an essay assignment, where students are expected to pick a topic and produce a research paper
on that topic. In this example, the Dimension column shows the grade breakdown in percentage (optional).
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs a
little improvement
Minimal
(Learning Objectives)
*Needs improvement
Unacceptable
*Needs considerable
improvement
Choosing a
topic
(10%)
Chooses a topic
that suits
society’s needs.
Chooses a topic
on his/her own.
Chooses a topic
from suggested
themes...
Cannot choose
a topic.
Content of
Research
(25%)
Conducts
advanced
research and
reach a clear
conclusion.
Conducts
necessary
research to
progress ideas
logically.
Conducts
necessary
research to write
the paper.
Conducts
research as
instructed.
Fails to conduct
complete
research.
Content of
Paper
（60%）
Communicates
ideas from a
unique
viewpoint.
Communicates
ideas in a clear
and organized
way.
Cleartly
communicates
ideas based on
the research
outcome.
Accuretaly
communicates
the research
outcome.
Cannot
communicate
ideas or
information.
Format
（5%）
Follows the
standard format.
Follows the
standard format
some of the time.
Fails to follow
the standard
format.
A rubric can include only one Dimension as seen in the following rubric. This rubric is designed to assess
students’ problem-solving skills for passing certification tests.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient *Needs a
little improvement
Minimal
(Learning Objectives)
*Needs improvement
Unacceptable
*Needs considerable
improvement
Problem-
solving skills
Can help others
solve problems.
Can solve most
of the questions
on his/her own.
Can solve most
of the questions
on his/her own
except for some
advanced
questions.
Can solve most
of the questions,
referring to the
study guide.
Needs
someone’s help
to solve
problems.
What a student can accomplish by
studying independently.
The rubric has only one Dimension.
Grading
breakdown
(optional)
Leave it blank if there is
no descriptions.
13
３．Customizing Course Rubrics
An established Course Rubric can be used or slightly modified and applied for many activities. Here
are some examples:
Examples of Customizing Course Rubrics
Course Rubrics
Advising Students
Use for report
assignments, exams,
etc.
Grade Report
Grading Research Papers
Improving Teaching Quality
Course Rubrics Course Rubrics
Spreadsheet
14
3.1. Advising Students
1）Report Assignments
Identifying the Dimensions and Rating Scale for report assignments helps students understand the
purpose of the assignment. The Dimensions show the qualities their work should have, and
performance descriptions in the ”Exceeds the expectations” column give them a clear idea
about what must be done to write a high-quality paper.
【Example】Below is a sample rubric for a writing assignment where students conduct research on
a particular concept for the future discussed in class and report the research outcomes.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning Standards) Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Topic Chooses a topic
that suits
society’s needs.
Discusses the impact and
effect on third parties.
Discusses the
impact and effect
on concerned
parties.
Discusses the effect on
concerned parties.
Discusses too
few or no
supporting
evidence.
②Existing
proposals
Presents his/her
ideas based on a
number of
proposals.
Explains the proposals as
well as the reason the plan
was not implemented.
Explains the
proposals.
Provides too few or no
explanation of the proposals.
Apparently
copied another
author’s words.
[…]
⑥Format Presents content clearly and
logically.
Presents content
which is poorly
organized.
2）Exams
In the following example, the Dimension column shows the grade breakdown in percentage to
show how much each Dimension counts toward the final score. Descriptions of the Learning
Standards and Learning Objectives help students focus their efforts in line with clearly set
expectations.
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Dimension A
(50％)
15
Dimension B
(30％)
Dimension C
(20％)
Grade breakdown in
percentage
16
3.2 Grading Research Papers
Rubrics can be used to grade writing assignments such as report papers by putting check marks in
appropriate boxes as shown in the following example. You can also convert each Dimension into
points and enter the data into a spreadsheet for more efficient grading.
【Example】The following is a sample rubric for a writing assignment where students conduct
research on a selected topic and report the research outcomes. Students are expected to submit one
report paper for every single lecture and get marked papers back along with the grade report.
・Grading Criteria
Dimension
Rating Scale
S:Excellent
*Exceeds the
expectations
A: Good
(Learning Standards)
B: Sufficient
*Needs a little
improvement
C: Minimal
(Learning
Objectives) *Needs
improvement
D: Unacceptable
*Needs considerable
improvement
Topic Conducted further
research and discuss
significant outcomes.
Presents mos Presents most かれ Presents
approximately 50 %
of the significant
information.
Presents less than
50 % of the
significant
information.
Discussion Discusses her own
words the results of
自発的な research.
Discusses all
relevant information
with clarity.
Discusses all o
relevant information
but some part lacks
clarity.
Fails to discuss some
information.
Xxx provide
irrelevant/inaccurate
information.
Format Selected an
appropriate format.
Fail to select an
appropriate format.
・Grade Report
Lecture #1
Dimensions S A B C D Suggested Topics
Topic ㇾ Definition of static stability, wings and
static stability, Discussion ㇾ
Format ㇾ
Lecture #2
Dimensions S A B C D Suggested Topics
Topic ㇾ Motion equation of satellites,
characteristics of orbits, Discussion ㇾ
Before the assignments are submitted, share with
the students the Grading Criteria that remains
constant throughout the course.
Put a check mark in an appropriate
box.
Use one rubric per lecture. These boxes should be empty as this
rubric is for a pass/fail assignment.
Describe the quality that indicates
the student’s independent study.
17
Format ㇾ application of orbits
18
3.3. Improving teaching quality
1) Assessing student achievement
Used more formatively, rubrics can help instructors get a clearer picture of the strengths and
weaknesses of their class. By tallying up the number of students who achieved each performance
level, instructors can view the class grade distribution. For example:
Students’ raw scores Summary sheet（# of students who reached each level）
Dimension Student 1 Student 2 Student 3 … S A B C D
Dimension 1 A B S … 11 30 19 ０ ０
Dimension 2 B C A … 5 13 24 12 6
Dimension 3 C D B … 0 8 19 24 9
Examining the “center” and the “width” of the grade distribution provides feedback about the entire
class’s level of achievement. For the above example:
Dimension 1・・・The center of the distribution is in the high range, while the width of the
distribution is smaller.
Dimension 2・・・The center of the distribution is in the middle range, while the width of
the distribution is larger.
Dimension 3・・・The center of the distribution is the low range, while the width of the
distribution is smaller.
2) Using the grade distribution data
Once the grade distribution data is examined, you can make adjustments in your course content and
Learning Standards accordingly. A relatively high level of achievement indicates potential for more
advanced materials, while lower level of achievement suggests a need for extra support such as
additional assignments. See the examples below:
Dimension 1：Most of the students had a good understanding of the course, which shows
potential for more challenging material for the next academic year / term.
Dimension 2：The wide distribution shows you that you may have missed the opportunity
to help some of your students. Without changing the original course content, you
Provides students in the lower range with additional assignments to help them
teach themselves. However, if the students with lower grades improve their
performance, you can possibly offer more advanced materials in the course.
Dimension 3：The distribution center in the lower range indicates that a few students fully
understood the material and there are different and more effective techniques
you can apply to the classroom. For example, you can offer additional
materials students can be interested in, to keep more students engaged without
compromising the content of the subject.
19
Appendix 1 Course Design and the Guidelines for Curriculum Development and Grading
The Guidelines for Curriculum Development and Grading are designed to assure high-quality teaching and
continually improve the abilities of all faculty at YNU. By clarifying Dimensions for achievement and define
different levels of performance, rubrics can reconcile the perceptions of instructors and students about assessment.
We hope that the Guidelines for Curriculum Development and Grading help you in effective course planning and
grading to promote student learning and personal development.
（PDCA cycle for teaching quality improvement）
Ⅰ．We encourage instructors to repeat this PDCA cycle (figure 1) again and again for continuous improvement.
As you design your syllabus, articulate Learning Standards (Plan). Use these objectives to guide teaching
activities (Do) and measuring students’ work (Check). At the end of the semester, examine the grade distribution
and make necessary adjustments in your teaching for the next academic year / term. (Action).
（Standardized Grade Definitions）
Ⅱ．Learning Standards indicate the course content. A student who has mostly achieved the Learning Standards
will receive a優 (A)grade or higher. Learning Objectives mean the minimal level of mastery students are
expected to achieve. A student who has achieved the Learning Objectives will receive a 可(C) grade or higher.
Table 2 shows the Grade Definitions which you can give students to clarify the meaning of Learning Standards
and Learning Objectives.
（Course Rubrics）
Ⅲ．See Table 3 for Sample Rubrics. A rubric is a grid-form scoring tool that identifies a descriptive set of
“Dimensions” to communicate the Learning Standards, and “Rating Scale” to explicitly state the possible levels
of achievement along a continuum. Rubrics can be given to students at the beginning of the semester to help
them understand your expectations for their work. Please give students the description of each achievement
level (Table 4).
（Consulting with other instructors）
Ⅳ. If you teach a subject or class with other instructors, please discuss Learning Standards and assessment of
student achievement with the other teachers as you build rubrics.
（Flexibility according to course type）
Ⅴ．For proficiency-dependent classes or small classes, modify the rubrics to fit your own needs.
20
Figure 1. The PDCA cycle for teaching quality improvement
Table 1. Grade Definitions
秀(S) 優(A) 良(B) 可(C) 不可(F)
Exceeded the
Learning Standards.
Achieved the
Learning Standards
for the most part.
Achieved some level
of mastery between
the Learning
Standards and the
Learning Objectives.
Achieved the
Learning Objectives.
Did not achieve the
Learning Objectives.
To achieve Learning Standards, students are required to acquire most of the course content.
Learning Objectives indicate the minimal level of mastery that students are required to achieve in order to pass the
course.
Table 2. Learning Standards and Learning Objectives（for students）
Learning
Standards
To achieve Learning Standards, students are required to acquire most of
the course content. To exceed the Learning Standards, students are
required to study further independently.
Learning
Objectives
Learning Objectives indicate the minimal level of mastery that students
are required to achieve in order to pass the course. Students who have met
the Learning Objectives are required to study further to meet the Learning
Standards.
Table 3 Course Rubrics
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning
Standards)
Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Plan
Course Planning
Do
Teaching
Check
Assessment
Action
Improvement
21
Dimension
A
Dimension
B
Dimension
C
Table 4. Descriptions of the Rating Scale (for students)
Rating Scale Descriptions
Excellent
*Exceeds the
expectations
Student exceeded the Learning Standards by studying
independently.
Good (Learning
Standards)
Student acquired course content and met the Learning Standards
for the most part.
Sufficient
*Needs a little
improvement
Student met some level of mastery between the Learning
Standards and the Learning Objectives. Further work is
recommended.
Minimal
(Learning
Objectives) *Needs
improvement
Student met Learning Objectives for the most part. Further work
is required.
Unacceptable
*Needs considerable
improvement
Student did not meet the Learning Objectives. Considerable
amount of work is required.
Lea
rnin
g S
tan
da
rds
Lea
rnin
g O
bjectiv
es
22
Appendix 2 Sample Rubrics
①Course Type：Lectures
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning Standards) Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Comprehension Studies on
his/her own
and
understands
content not
taught in the
course.
Shows nearly complete
understanding of content
taught in the course.
Achieves
Learning
Objectives but
shows only
partial
understanding
of content
taught in the
course.
Achieves the Learning
Objectives.
Does not
achieve the
Learning
Objectives
Problem-
solving skills
Can help
others solve
questions.
Can solve most questions
by himself/herself.
Can solve most
questions,
referring to the
study guide.
Needs someone’s help to
solve questions.
Cannot solve
questions with
someone’s help.
Research skills
(preparation)
Does more
preparation
than what was
indicated.
Prepares for the next class
as instructed and Explains
the content to others.
Prepares for the
next class as
instructed and
understand
some content.
Prepares for the next class as
instructed but need more
work to fully understand the
content.
Does not
prepare for the
next class as
instructed.
②Course Type：Seminars (for science courses)（Solving problems and report the results）
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning Standards) Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Problem-
solving skills
Can help
others solve
problems.
Can solve problems
on his/her own.
Can solve
most
problems
referring to
Can solve problems
with someone’s help.
Cannot solve
problems
even with
someone’s
23
the study
guide.
help.
Oral
explanation
of the
solution
(presentation)
Provides
information
that draws
audience
into the
presentation.
Provides
information which
helps audience
understand the
content.
Provides
explanation
in addition to
contents of
board
writing.
Explains contents of
board writing.
Cannot
explain
contents of
board
writing.
Written
explanation of
the solution
(reports)
Provides
convincing
solutions.
Provides
information in an
organized and
logical way.
Provides
some
information
but there
may not be
enough or
some are
irrelevant.
Provides required
solutions.
Fails to
provide
required
solutions.
③Course Type：Experiments（Conducting an experiment as instructed and write a report）
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning Standards) Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Understanding
the
experiment
(preparation)
Voluntarily
conducts
necessary
research
beforehand.
Understands content of
the experiment and
explains it to others.
Prepares for
and
understand
some content
of the
experiment.
Prepares for the
experiment.
Often fails to
prepare for
the
experiment.
Behavior Takes
initiative and
leads others
to take part
in the
experiment.
Participates in the
experiment and puts
forth effort.
.
Reads,
understands
instructions
and
participates
in the
experiment.
Follows all given
instructions to
participate in the
experiment.
Fails to
participate in
the
experiment as
instructed.
Writing Includes Presents findings from Presents Presents all required Several
24
reports additional
content
based on
his/her own
research.
the experiment in an
organized way.
sufficient
information
to help
audience
understand
the
experiment.
data. required data
or
explanations
are missing or
irrelevant.
④Course Type：Research /Study（Thesis / graduation research on a given topic）
Dimension
Rating Scale
Excellent
*Exceeds the
expectations
Good (Learning Standards) Sufficient
*Needs a little
improvement
Minimal (Learning
Objectives) *Needs
improvement
Unacceptable
*Needs
considerable
improvement
Topic Chooses a
topic that suits
society’s
needs.
Chooses a topic, taking
the research plan into
consideration.
Chooses a
topic on
his/her own.
Chooses a topic from
suggested themes.
Cannot
choose a
topic from
suggested
themes.
Content of
research
Conducts
advanced
research and
reaches a clear
conclusion.
Conducts necessary
research to progress
ideas logically.
Conducts
necessary
research to
write a report.
Conducts research as
instructed.
Fails to
conduct
complete
research as
instructed.
Content of
research
paper
Communicates
ideas from a
unique
viewpoint.
Communicates ideas in
a clear and organized
way.
Cleartly
communicatec
ideas based on
the research
outcome.
Accuretaly
communicates the
research outcome.
Cannot
communicate
ideas or
information.
Grading
breakdown
(optional)
25
Definition of Learning Standards:
“Learning standards are concise, written descriptions of what students are expected to know and
be able to do at a specific stage of their education.”
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from
http://edglossary.org/hidden-curriculum
Definition of Learning Objectives:
“In education, learning objectives are brief statements that describe what students will be expected
to learn by the end of school year, course, unit, lesson, project or class period. In many cases,
learning objectives are the interim academic goals that teachers establish for students who are
working toward meeting more comprehensive learning standards.”
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from
http://edglossary.org/hidden-curriculum
