Rubric, Mark Scheme or Rating Scale, What Are They

Rubrics, Mark Schemes or Rating Scales, What are they?...
Differences between Rubric, Mark Scheme and Rating Scale
Rubric – is a scoring tool showing the range, for specific categories or criteria, that explicitly
represents the performance expectations for an assignment or piece of work. It describes the levels
of quality from excellent to poor or 1-5 etc using statements. The structure of the Rubric
resembles that of a matrix/grid or cross-tabulation, and divides the assigned work into component
parts and provides clear descriptions of the characteristics of the work associated with each
component, at varying levels of mastery.
Sample rubric
Sample Rubric:
Online Course Development Rubric
Criteria Unsatisfactory = 0 Limited = 1 Proficient = 2 Exemplary = 3 Score
Content provided does not

Content provided does not
do an
cover Content provided is
adequate job of covering the Content provides in-depth coverage of
Content adequately the assigned topic, and sufficient to cover assigned
assigned topic/s, and the assigned topic/s, and assertions are
covered topic assertions are not supported topic/s, and assertions are
assertions are clearly supported by evidence.
by supported by evidence
weakly supported by
evidence
evidence
Poorly developed ideas

Development of Does not enter the Developing ideas; sometimes Well-developed ideas; introduces new
which do not add to the
Ideas discussion stimulates discussion ideas, and stimulates discussion
discussion
Critical Analysis Discussion postings show Discussion postings repeat Discussion postings display Discussion postings display an
little or no evidence that and summarise basic, an understanding of the excellent understanding of the
readings. Postings are correct information, but required readings and required readings, as well as outside
largely personal opinion doesn’t refer added research. underlying concepts source and underlying concepts
with no active show of Not enough evidence of an including an appreciation of including an appreciation of key
employability skills appreciation of key employability skills employability skills
appreciation. employability skills
Respect and Written interactions on the Some of the written Written interactions on the Written interactions on the
Appreciation of the discussion board show interactions on the discussion board show discussion board show respect and
team’s opinion etc disrespect for the discussion board show respect and interest in the sensitivity to peers' opinion and
viewpoints of others. respect and interest in the viewpoints of others. contribution with respect of their
viewpoints of others. beliefs.
Participation as a Discussion postings do not Discussion postings Discussion postings Discussion postings actively stimulate
Member of the contribute to on-going sometimes contribute to on- contribute to the class' on- and sustain further discussion by
Learning conversations or respond to going conversations. going conversations as building on peers' responses with
Community peers' postings. evidenced by affirming supported by personal experience or
statements or references to related research.
relevant research. Posts are
timely.
Use of Language, Written responses contain Written responses include Written responses are Written responses are free of
numerous grammatical, some grammatical, spelling largely free of grammatical, grammatical, spelling or punctuation
spelling or punctuation or punctuation errors that spelling or punctuation errors. The style of writing facilitates
errors. The style of writing distract the reader. errors. The style of writing communication.
does not facilitate effective generally facilitates
communication. communication
Timeliness of post Did not post on time or Initial posts on time but All required posts were
posted way after expected peer responses were posted made within the allotted
timeframe, thereby late, causing minor timeframe
inconveniencing other inconveniences
posters
TOTAL /20
TDSS-LRDD/ETMU Moodle Training Resource February 2015

Mark Scheme – is another scoring tool that acts as a guide to awarding marks to
candidates’ responses to specific questions or statements that the candidates cover. It is a
concise and summarised guide and is constructed in a way to minimise its word content.
Examiners must conform to this scheme and may not allow marks for answering outside this
scheme. It provides detailed explanation on how their work will be graded against specific
assessment criteria for an assignment.
Sample Mark Schemes:
Learning Theories project – Mark Scheme
Criteria Possible Score Actual Score
Brief description of the three (3) Learning Theories that determines 9 (3 x 3)

design of eLearning courses
The learning theory that best suits eLearning, clearly identified 1
Reason why the theory is considered the best adequately explained 3
Discuss at least five (5) factors that affect the development of 10 (5x2)
eLearning programmes
Use of English (Grammar, Spelling, Sentence Construction) 5
Appropriate technology used to present the information: user- 3

friendly and allows content to be easily understood
Quality of References (at least two cited following APA or MLA 4
format, citing in-text and at end of document)
TOTAL 35
Presentation on batteries - Mark Scheme
Category Criteria Possible Actual

Marks Marks
Content ( 75 Introduction is attention-getting, gives 5
marks) objectives of the presentation, and establishes
framework for the rest of the presentation
Presentation contains accurate information
Purposes of a car battery stated 2
How the battery is constructed 10 (2 x 5)
provided, covering five (5) aspects
Types of batteries 3
Terminal Types 2
Charging process 2
Connecting in series & parallel 4 (2 x 2)
Three (3) rating explained ( Ampere- 6 (2 x 3)
hour, Cold Cranking, Cranking)

Five (5) factors affecting battery life 10 (2 x 5)
discussed
Process of cleaning terminals 5
documented
Four (4) means of Battery Testing 8 (2 x 4)
discussed
Battery (parasitic) Drain test procedure 5
clearly explained
Procedure in jump starting, sequentially 5
outlined
Technical terms are well defined and language 3
appropriate for target audience
Includes an appropriate conclusion, 5
summarising the presentations’ content
Presentation (15 Maintains eye contact with an audience and 3
marks) adequate body language (gestures, animated
etc)
Speaker uses a clear, and audible tone with 3
appropriate pitch
Pronunciation, and language skills appropriate 3
Technology was effectively used, with balance 3
of effective visual aids, appropriate font
Presentation done within specified timeframe 3
Organisation of Presentation is appropriate for the topic and 3
ideas (10 marks) audience
Information is presented in a logical sequence 2
Presentation appropriately cites requisite 2
number of references
References follow APA standard both in text 3
and end of document
TOTAL 100
Rating Scale - A rating scale is a set of categories designed to elicit information about a
quantitative or a qualitative attribute. Close -ended questions using ordinal scales as the
answer option are very popular because they measure gradations in opinions, attitudes, and
behaviours.
Sample Rating Scale:

1 – No evidence, 2 – Poor, 3 - Fair, 4 – Good, 5 - Excellent
Criteria 1 2 3 4 5
Applicable OHS legislative requirements relevant to
work, roles and responsibilities identified and
explained

Work procedures dealing with accidents
documented according to workplace standards
Use of English according to standards (Grammar,
Spelling, Sentence Construction)
References follow APA standard both in text and
end of document
TOTAL Maximum (20 Marks)
NOTE: No matter how well constructed and clear you feel your marking scheme is; students
may still misinterpret it. Language, by its very nature is open to a myriad of interpretations,
and what seems clear and obvious to you may not be so for students.

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Rubrics, Mark Schemes or Rating Scales, What are they?...

Differences between Rubric, Mark Scheme and Rating Scale

Online Course Development Rubric

Criteria Unsatisfactory = 0 Limited = 1 Proficient = 2 Exemplary = 3 Score

Content provided does not

Poorly developed ideas

TDSS-LRDD/ETMU Moodle Training Resource February 2015

Sample Mark Schemes:

Learning Theories project – Mark Scheme

Criteria Possible Score Actual Score

Brief description of the three (3) Learning Theories that determines 9 (3 x 3)

Reason why the theory is considered the best adequately explained 3

Appropriate technology used to present the information: user- 3

Presentation on batteries - Mark Scheme

Category Criteria Possible Actual

TDSS-LRDD/ETMU Moodle Training Resource February 2015

Sample Rating Scale:

TDSS-LRDD/ETMU Moodle Training Resource February 2015

TDSS-LRDD/ETMU Moodle Training Resource February 2015

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