Every assessment you get will come with a marking rubric. This is a table that shows what you are being marked on and what you need to do to get different grades. Knowing how to read and use the rubric is an important part of doing well in your assessment. You should check it regularly while working on your task to make sure you are meeting the requirements.
In brief:
Your marking rubric is usually shown as a table. Across the top are the grade levels (like pass, credit, distinction), and down the side are the things you will be marked on. These might include how well you analyse the topic, the quality of your sources, and how well your writing is structured, including grammar and referencing.
Just like with assessment questions, rubrics can be either very detailed or more general. Below are examples of both.
| Assessed activities | Fail | Pass | Credit | Distinction | High Distinction | Mark |
|---|---|---|---|---|---|---|
|
Following instructions Does the submission follow the instructions?
|
The submission does not demonstrate that instructions have been followed. | Meets at least 50% of the requirements but many were missed. | Meets at least 60% of the requirements but several were missed. | Meets at least 70% of requirements but some were missed. | Meets all requirements. | /5 |
|
Research Does the submission show a good interrogation of the available literature, with a minimum of five credible/scholarly sources presented? |
Less than the minimum number of sources used, or sources were not credible/scholarly. | Minimum sources included, but with questionable relevance to the topic. | Minimum sources included with relevance to the topic. | More than minimum number of sources used with strong relevance to the topic. | A number of credible/scholarly sources included with strong relevance to the topic and argument presented. | /10 |
|
Understanding Does the submission demonstrate understanding and engagement with the topic, answering the question effectively and persuasively? |
Limited understanding and engagement demonstrated. Question not answered to an appropriate standard. | Passable engagement and understanding demonstrated with question addressed. | Engagement and understanding demonstrated, though further work is required to answer the question effectively. | Engagement and understanding of the topic demonstrated with a concise, clear and persuasive argument. | Engagement and understanding of the topic highly demonstrated with a very clear, concise and persuasive argument. | /20 |
|
Structure and expression Is the submission clearly structured, with a clear and logical flow, well-constructed paragraphs? |
No clear structure, logical flow or poorly constructed paragraphs. Work may contain significant grammatical or spelling errors. | Structure, flow and paragraphs are OK, but there is significant room for improvement. Some distracting errors in spelling and grammar. | Structure, flow and paragraphs are mostly well constructed with some room for improvement. Minimal spelling or grammar errors noted. | Well-structured submission with logical and clear flow. Few spelling or grammar errors noted. | Well-structured submission that is engaging, eloquent and flows extremely well. No spelling or grammar issues noted. | /10 |
|
Referencing In-text and reference list entries presented in APA 7th. |
Not submitted or significant inaccurate referencing in-text and in the reference list. | Reference list and in-text citations included however significant and consistent APA7 formatting errors noted. | Reference list and in-text citations included with limited errors noted and APA7 formatting largely consistent. | Reference list and in-text citations included with only one-two errors in consistence or style noted. | Reference list and in-text citations included. No errors identified. | /5 |
| Criteria | Marks |
|---|---|
Follows instructions
|
10% |
Structure of the assignment
|
50% |
Academic writing
|
30% |
|
Referencing Accurate use of APA7 referencing style |
10% |
The detailed rubric shows exactly what the marker is looking for in each part of your assessment. If you are aiming for a distinction, read the descriptions in the distinction column to see what you need to do.
Rubrics also show how much each part is worth. In the broad example above, 80% of the marks come from how well your assessment is structured and written. Referencing is only worth 10%. This helps you decide where to spend most of your time and effort.
Sometimes the language in a rubric can be hard to understand. If you are unsure about anything, ask your classmates or your lecturer/tutor early on so you know exactly how your work will be marked.
An easy way to effectively use the rubric is to turn it into a checklist for yourself.
Start by reading through your rubric and highlighting the things you want to aim for. These can come from different grade levels. It is up to you to decide what is realistic or what you want to work towards.
Once you have highlighted these points, put them into a written checklist.
Example assignment checklist:
You are aiming for a distinction in your assessment and are being marked using the detailed marking rubric. The following checklist will help you check that you are meeting the requirements:
Following instructions
Research
Understanding Demonstrated understanding of the topic by:
Referencing
Turning your marking rubric into checklists makes it easy to see what needs to be done – and it is satisfying to tick things off once you have completed your final draft!
Another helpful way to improve your assessment is by looking at the learning outcomes for your unit. These are listed in your unit outline and explain the skills you are expected to develop during the course. It is a good idea to read through the learning outcomes and keep them in mind while working on your assessment. They can guide you on what to focus on and how to show your understanding.
Depending on your unit, the learning outcomes might also be mentioned in your marking rubric or in the assessment summary in your unit outline.