Interactive Rubric V3

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Scoring & weighting

Total:

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Performance Level Descriptors

Performance Levels

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Levels of Criteria

Performance Level Descriptors

Levels of Criteria

Performance Levels

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Scoring & weighting

Total:

Style and structure

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Referencing

Critical assessment of sources (annotations)

High Distinction (80 - 100%)

Appropriateness of sources

LET'S BEGIN

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Navigating this guide

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Scoring & weighting

Total:

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Performance Level Descriptors

Performance Levels

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Levels of Criteria

Performance Level Descriptors

Levels of Criteria

Performance Levels

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Scoring & weighting

Total:

Style and structure

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Referencing

Critical assessment of sources (annotations)

High Distinction (80 - 100%)

Appropriateness of sources

NEXT

Levels of Criteria

• Each criterion addresses one aspect of the mapped learning outcome, skill or capability

• Criteria are explicit and measurable so students know what they are being assessed on
• The number of criteria reflect the complexity of the task. Suggest to have 4-6, but complex tasks may require more
• Ensure each level of criteria aligns with the assessment instructions.

Levels of Criteria

Performance Level Descriptors

Levels of Criteria

Performance Levels

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Scoring & weighting

Total:

Style and structure

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Referencing

Critical assessment of sources (annotations)

High Distinction (80 - 100%)

Appropriateness of sources

Learn more

Performance Levels

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Performance levels correspond to the RMIT University Higher Education Grading Scheme i.e. HD, D, C, P, NA.

Performance Levels

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

NEXT

Levels of Criteria

Performance Level Descriptors

Performance Levels

/ 20

/ 30

/ 30

/ 20

/ 100

Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Performance Level Descriptors

Clearly differentiated descriptors are supplied for all descriptor performance levels.

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Performance Level Descriptors

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

NEXT

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Levels of Criteria

Performance Level Descriptors

Performance Levels

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Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Performance Level Descriptors

Descriptors address one particular skill or LO at a time. Multifaceted descriptors can be confusing.

Performance Level Descriptors

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

NEXT

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Levels of Criteria

Performance Level Descriptors

Performance Levels

/ 20

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/ 100

Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Performance Level Descriptors

Supply enough detail for a student to know why they reached that level of achievement.

Performance Level Descriptors

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

NEXT

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Levels of Criteria

Performance Level Descriptors

Performance Levels

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Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Performance Level Descriptors

Avoid vague terms & subjective adjectives, for example:'Good', 'excellent', 'sophisticated'

Performance Level Descriptors

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

NEXT

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Levels of Criteria

Performance Level Descriptors

Performance Levels

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/ 100

Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Performance Level Descriptors

Read more tips and tricks:

Performance Level Descriptors

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

NEXT

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Levels of Criteria

Performance Level Descriptors

Performance Levels

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Scoring & weighting

Total:

TIPS

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

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/ 100

Scoring & weighting

Total:

View & Download rubric

• All rubrics should be scored out of 100 points. This makes it clear to students how they have performed against the HE grading scale.

• The Canvas Gradebook will convert the grading to the relevant percentage for the task. *To do this your grade posting policy must be set to manual.

• Rubric criteria allow a range of points within that level of achievement rather than a single point score e.g. HD = 100-80, ensures the rubric is consistent with the Higher Education Grading Scheme

• For non-graded assessments, students are provided with descriptive rubrics that give clear advice on how assessment decisions are made.

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources

Scoring and weighting

Levels of Criteria

Performance Level Descriptors

Performance Levels

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/ 30

/ 30

/ 20

/ 100

Scoring & weighting

Total:

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

download rubric

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Scoring & weighting

Total:

Lack of clear structure appropriate to the task, required sections and elements of the task are missing.

Many or all references do not conform to the appropriate referencing conventions. Multiple errors or omissions are evident, raising questions about the academic integrity of the work.

Limited or no descriptions or analysis of sources, and/or annotations are unclear or inappropriate.

Few, if any, of the sources are relevant to the topic or learner has clearly not read closely enough to determine if sources are related or not.

Generally clear and appropriate structure that includes all required sections and elements. May include some irrelevant information, but this does not significantly interfere with comprehension.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in both the in-text citations and the reference list.

Merely describes and/or summarises sources rather than any analysis or critical thinking. Mostly appropriate and generally clear annotations. Some parts may lack cohesion and/or clarity.

Some of the sources cover the topic, but they are uninspiring and their relevance to this topic is unclear.

Generally clear and appropriate structure that includes all required sections, elements and information.

Citations generally conform to the appropriate referencing conventions, with errors or omitted references in either the in-text citations or the reference list.

More descriptions of each source rather than critical thinking or analysis are provided. Appropriate and generally clear annotations. Some parts may lack cohesion or clarity.

Sources are interesting and most are appropriate.

Mostly clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations mostly conform to the appropriate referencing conventions with some minor errors in referencing format.

Consistent, clear and appropriate structure that includes all required sections, elements and information.

Both in-text and reference list citations consistently conform to the appropriate referencing conventions with no errors.

While there is some description, there is also an appropriate level of critical thinking and analysis of the sources. Annotations are well-written, clear and concise.

Thorough analysis and critique of each source that extends past simplistic descriptions or summaries of the information. All annotations are well-written, concise and unique to the source.

Sources are interesting and appropriate. Each is clearly relevant to the topic.

An appropriate number of high quality, relevant resources are cited that enhance research potential and provide opportunities to find new or uncommon perspectives.

Performance Level Descriptors

Performance Levels

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

High Distinction (80 - 100%)

Levels of Criteria

Style and structure

Referencing

Critical assessment of sources (annotations)

Appropriateness of sources