Interactive Rubric V3

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High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

Performance Levels

Performance Level Descriptors

Levels of Criteria

/ 20

/ 30

/ 30

/ 20

/ 100

Scoring & weighting

Total:

High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Performance Levels

Appropriateness of sources

Critical assessment of sources (annotations)

Referencing

Style and structure

Levels of Criteria

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

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

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.

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.

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.

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.

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

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

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.

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

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.

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

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.

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

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

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High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

Performance Levels

Performance Level Descriptors

Levels of Criteria

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Performance Levels

Appropriateness of sources

Critical assessment of sources (annotations)

Referencing

Style and structure

Levels of Criteria

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

LET'S BEGIN

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

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.

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.

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.

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.

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

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

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

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.

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.

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

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.

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

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

High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

Performance Levels

Performance Level Descriptors

Levels of Criteria

Appropriateness of sources

Critical assessment of sources (annotations)

Referencing

Style and structure

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

NEXT

High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Performance Levels

Performance Levels

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

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

Performance Levels

Appropriateness of sources

/ 20

NEXT

Critical assessment of sources (annotations)

/ 30

Learn more

/ 30

Referencing

Style and structure

/ 20

/ 100

Total:

Performance Level Descriptors

Clearly differentiated descriptors are supplied for all descriptor performance levels.

NEXT

Performance Levels

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Performance Level Descriptors

NEXT

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

Performance Levels

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Performance Level Descriptors

NEXT

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

Performance Levels

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Performance Level Descriptors

NEXT

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

Performance Levels

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Performance Level Descriptors

NEXT

Read more tips and tricks:

Performance Levels

TIPS

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

Performance Levels

Scoring and weighting

• 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.

High Distinction (80 - 100%)

Scoring & weighting

Not Satisfactory (Below 50%)

Pass (50 - 59%)

Credit (60 - 69%)

Distinction (70 - 79%)

Levels of Criteria

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

Appropriateness of sources

/ 20

View & Download rubric

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

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.

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.

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.

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.

Critical assessment of sources (annotations)

/ 30

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

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

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

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.

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

/ 30

Referencing

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

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

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.

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

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

Style and structure

/ 20

/ 100

Total:

Total:

Scoring & weighting

/ 100

/ 20

/ 30

/ 30

/ 20

High Distinction (80 - 100%)

Distinction (70 - 79%)

Credit (60 - 69%)

Pass (50 - 59%)

Not Satisfactory (Below 50%)

Performance Levels

Appropriateness of sources

Critical assessment of sources (annotations)

Referencing

Style and structure

Levels of Criteria

Performance Level Descriptors

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

Sources are interesting and most are appropriate.

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

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

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.

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

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.

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.

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.

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.

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

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

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

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.

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.

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

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.

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

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

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