Example Analytic Rubric: Articulating thoughts through written

communication final paper/project.

NEEDS
IMPROVEMENT (1)

DEVELOPING
(2)

SUFFICIENT
(3)

ABOVE
AVE R AG E
(4)

The central purpose

The purpose of the

of the student work is

The central purpose

student work is not

The central purpose

clear and ideas are

of the student work

well-defined.

of the student work

almost always

is clear and

Clarity (Thesis

Central ideas are

is identified. Ideas

focused in a way that

supporting ideas

supported by

not focused to

are generally

supports the thesis.

always are always

relevant

support the thesis.

focused in a way

Relevant details

well-focused. Details

information

Thoughts appear

that supports the

illustrate the authors

are relevant, enrich

and ideas.)

disconnected.

thesis.

ideas.

the work.

author jumps

Information and

Information and ideas

Information and

around). The

ideas are presented

are presented in a

ideas are presented

Organization

audience has

in an order that the

logical sequence

in a logical sequence

(Sequencing of

difficulty following

audience can follow

which is followed by

which flows naturally

elements/ideas

the thread of

with minimum

the reader with little or

and is engaging to

thought.

difficulty.

no difficulty.

the audience.

There are five or

There are no more

There are no more

more misspellings

than four

than three

and/or systematic

misspellings and/or

misspellings and/or

grammatical errors

systematic

grammatical errors

per page or 8 or

grammatical errors

per page and no more

Information and
ideas are poorly
sequenced (the

more in the entire

per page or six or

than five in the entire

There are no more

Mechanics

document. The

more in the entire

document. The

than two misspelled

(Correctness

readability of the

document. Errors

readability of the work

words or

of grammar

work is seriously

distract from the

is minimally

grammatical errors

and spelling)

hampered by errors.

work.

interrupted by errors.

in the document.

Example Developmental Rubric: Intercultural Maturity

DOMAIN

INITI AL LEVEL OF
DEVELOPMENT (1)

I N T E R M E D I ATE L E V E L
OF DEVELOPMENT (2)

M ATU R E L E V E L O F
DEVELOPMENT (3)

Assumes knowledge is
certain and categorizes

Cognitive

knowledge claims as right or

Evolving awareness and

wrong; is naive about different

acceptance of uncertainty

cultural practices and values;

and multiple perspectives;

Ability to consciously shift

resists challenges to ones

ability to shift from accepting

perspectives and behaviors

own beliefs and views

authoritys knowledge claims

into an alternative cultural

differing cultural perspectives

to personal processes for

worldview and to use multiple

as wrong

adopting knowledge claims

cultural frames

ethnicity, sexual orientation)

Evolving sense of identity as

Capacity to create an internal

identity; lack of understanding

distinct from external others

self that openly engages

of other cultures; externally

perceptions; tension between

challenges to ones views and

defined identity yields

external and internal

beliefs and that considers

externally defined beliefs that

definitions prompts self-

social identities (race, class,

regulate interpretation of

exploration of values, racial

gender, etc.) in a global and

Lack of awareness of ones

own values and intersection
of social (racial, class,

experiences and guide

identity, beliefs; immersion in

national context; integrates

Intrapersona

choices; difference is viewed

own culture; recognizes

aspects of self into ones

as a threat to identity

legitimacy of other cultures

identity

Dependent relations with

similar others is a primary

Willingness to interact with

source of identity and social

diverse others and refrain

Capacity to engage in

affirmation; perspectives of

from judgment; relies on

meaningful, interdependent

different others are viewed as

independent relations in

relationships with diverse

wrong; awareness of how

which multiple perspectives

others that are grounded in

social systems affect group

exist (but are not

an understanding and

norms and intergroup

coordinated); self is often

appreciation for human

differences is lacking; view

overshadowed by need for

differences; understanding of

social problems

others approval. Begins to

ways individual and

egocentrically, no recognition

explore how social systems

community practices affect

Interpersona

of society as an organized

affect group norms and

social systems; willing to work

entity

intergroup relations

for the rights of other