Classic Experience: New / Edit Rubric - Levels and Criteria tab

Analytic rubrics allow you to assess a Competencies activity or Brightspace ePortfolio item based on more than one criterion in a single rubric. With analytic rubrics, levels of achievement are displayed in columns and your assessment criteria are displayed in rows.

Analytic rubrics may use a points, custom points or text only scoring method. Points and custom points analytic rubrics may use both text and points to assess performance; with custom points, each criterion may be worth a different amount of points. For both points and custom points, an overall score is provided based on the total number of points achieved. The overall score determines whether the activity is achieved.

Note the following:

• The top of the page displays the rubric type and scoring method. You can change the type and scoring method at any time; however, this may cause a loss of data.
• As you add or edit rubric information, your changes are automatically saved.
• A rubric description is what is required to achieve the level for each criterion. Achievement level descriptions help evaluators determine which level best reflects a user's achievement. The more detailed your descriptions are, the more consistent evaluations will be.
• You can add bolding, italics, and lists to rubric descriptions. You can also use Insert Stuff to add third-party content, for example, images. Rubric descriptions do not support replace strings and additional HTML code.
• You can add predefined feedback that appears to users who achieve a specific level, and it is an easy way to communicate a rubric's evaluation methodology. Predefined feedback does not support HTML.
• To add additional criterion, click Add Criterion.
• To create criteria made of subsections of existing criteria, click Add Criteria Group.

For example, the Critical Evaluation rubric might contain a single criteria group with the following criteria and levels:

	Capstone 4 pt	Milestones 3 pt	Milestones 2 pt	Benchmark 1 point
Explanation of issues	Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.	Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.	Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.	Issue/problem to be considered critically is stated without clarification or description.
Evidence	Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.	Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.	Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.	Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question.
Influence of context and assumptions	Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.	Identifies own and others' assumptions and several relevant contexts when presenting a position.	Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).	Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Student's position (perspective, thesis/hypothesis)	Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.