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The VALUE rubrics listed below were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment.  To find out more about the VALUE Rubrics, visit AAC&U's Valid Assessment of Learning in Undergraduate Education page.

All of the rubrics below are available in Word DOC and PDF formats. If you would like to use a rubric in your BbLearn course, download the BbLearn rubric to your desktop, and then use the import rubric function in BbLearn.

Types of Sample Rubrics

UIDAHO & Other Institution Rubrics

The rubrics below were developed by faculty at the University of Idaho and other institutions.

Learning Matters Rubrics

The Learning Matters rubrics were developed for the University of Idaho General Education, and were adopted with modifications from the Association of American Colleges and Universities VALUE Rubrics (Valid Assessment of Learning Undergraduate Education).

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Blog Rubric by Mark Sample

This blog rubric was created by Mark Sample and retrieved electronically from the Chronicle of Higher Education, Nov 30, 2011.

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Blog Rubric by Rick Fehrenbacher

This blog rubric was created by Rick Fehrenbacher, former Professor of English, and Director of Distance and Extended Education at the University of Idaho.

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Blog Rubric by Roger Cole

This blog rubric was created by Roger Cole, former Professor of Music at the University of Idaho.

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More Info UIDAHO Course Design: VALUE Rubrics

Association of American Colleges and Universities (AAC&U) VALUE Rubrics


Civic Engagement Rubric

Civic engagement is "working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes." (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In addition, civic engagement encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.

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Creative Thinking Rubric

Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.

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Critical Thinking Rubric

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

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Ethical Reasoning Rubric

Ethical Reasoning is reasoning about right and wrong human conduct.  It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas, and consider the ramifications of alternative actions. Students' ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues.

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Foundations and Skills for Lifelong Learning Rubric

Lifelong learning is "all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence". An endeavor of higher education is to prepare students to be this type of learner by developing specific dispositions and skills described in this rubric while in school.   (From The European Commission. 2000. Commission staff working paper: A memorandum on lifelong learning.)

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Information Literacy Rubric

The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - The National Forum on Information Literacy.

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Inquiry and Analysis Rubric

Inquiry is the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. ? The National Forum on Information Literacy 

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Integrative Learning Rubric

Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

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Intercultural Knowledge and Competence Rubric

Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. ? (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)

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Oral Communication Rubric

Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

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Problem Solving Rubric

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal.

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Quantitative Literacy Rubric

Quantitative Literacy (QL) ? also known as Numeracy or Quantitative Reasoning (QR) ? is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).

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Reading Rubric

Reading is "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (Snow et al., 2002). (Source)

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Teamwork Rubric

Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)

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Written Communication Rubric

Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

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Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.


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