essay rubric google doc

• LentaDesign.com

7 Free Rubric Templates in Google Docs

When it comes to evaluating and assessing various tasks, rubrics are invaluable tools. They provide a structured way to grade or evaluate assignments, projects, or performances. Google Docs is a widely used platform for document creation and collaboration, and it's a convenient choice for creating and sharing rubrics. In this article, we'll explore the top seven rubric templates that you can use in Google Docs to streamline your assessment process.

Table of Contents

• Analytic Rubric
• Holistic Rubric
• Scoring Rubric
• Checklist Rubric
• Behavioral Rubric
• Group Project Rubric
• Writing Rubric

How to Get Started with Google Docs Rubric Template

Getting started with our template is quick and easy. Follow these simple steps:

Access the Template : Click on link below each template image to access the template in Google Docs.

Make a Copy : To use the template, click on button "Use Template" in the top right corner." This action will create a duplicate of the template in your Google Drive. Note: You must be logged in your Google account.

Customize : Open the copied template in Google Docs and customize it to your liking. Add your organization's logo, adjust fonts and colors, and make any necessary changes to the structure to match your meeting requirements.

Save and Share : Once you've customized the template, save it in your Google Drive. You can easily share it with your team members, allowing everyone to access and use the template for their meetings.

Analytic Rubric Google Docs Template

Analytic rubrics break down assessments into specific criteria and levels of achievement. They are well-suited for providing detailed feedback on various aspects of a task or assignment, making them a versatile choice for educators and evaluators.

Download Analytic Rubric Google Docs Template

Holistic Rubric Google Docs Template

Holistic rubrics, on the other hand, provide a broad, overall assessment of a task. They are ideal for situations where you want to evaluate the entire work as a whole. Holistic rubrics are often used in scenarios where a detailed breakdown isn't necessary.

Download Holistic Rubric Google Docs Template

Scoring Rubric Google Docs Template

Scoring rubrics are perhaps the most common type used in education. They assign numerical scores to assignments, making them easy to calculate and understand. These rubrics are great for assessments where you want to quantify performance.

Download Scoring Rubric Google Docs Template

Checklist Rubric Google Docs Template

Checklist rubrics are simple and straightforward. They consist of a list of criteria or tasks that need to be completed, and each criterion is binary—either it's checked (completed) or unchecked (not completed). Checklist rubrics are handy for ensuring tasks are completed systematically.

Download Checklist Rubric Google Docs Template

Behavioral Rubric Google Docs Template

Behavioral rubrics are often used in professional settings to evaluate behaviors and competencies. They assess specific behaviors or actions expected in a job role, making them valuable tools for employee evaluations and development.

Download Behavioral Rubric Google Docs Template

Group Project Rubric Google Docs Template

Group projects are common in educational and professional settings. Group project rubrics assess teamwork, collaboration, and individual contributions within a group. They are essential for ensuring fair evaluations in group assignments.

Download Group Project Rubric Google Docs Template

Writing Rubric Google Docs Template

Writing rubrics are particularly crucial for evaluating written assignments, essays, and reports. They focus on aspects such as clarity, organization, grammar, and content. Writing rubrics help provide structured feedback to improve writing skills.

Download Writing Rubric Google Docs Template

Incorporating these rubric templates into Google Docs can streamline your assessment process and help you provide clear and consistent feedback to students or colleagues. To use them effectively, simply copy and paste the template into your Google Docs document, customize it to your specific needs, and start assessing with ease.

Rubrics not only make the grading process more efficient but also offer a transparent and fair way to evaluate performance. Whether you're an educator, manager, or team leader, these rubric templates can help you maintain consistency and provide valuable feedback in various assessment scenarios.

So, which rubric template suits your assessment needs best? Let's dive into each type in more detail to help you make an informed choice.

1. Can I modify these rubric templates to suit my specific needs?

• Absolutely! Rubric templates in Google Docs are highly customizable. You can adjust criteria, descriptions, and scoring to align with your assessment goals.

2. What is the main difference between scoring and analytic rubrics?

• The key difference lies in how they evaluate tasks. Scoring rubrics provide an overall score, often numeric, for an entire assignment, while analytic rubrics break down the assessment into specific criteria and levels of achievement.

3. When should I use a scoring rubric, and when should I opt for an analytic rubric?

• Use a scoring rubric when you want to assign a single numeric score to an assignment and focus on the overall quality.
• Choose an analytic rubric when you need to evaluate and provide detailed feedback on various aspects or criteria within an assignment.

4. Can I use both scoring and analytic rubrics for the same assessment?

• Yes, you can use both rubric types if it suits your assessment goals. Start with an analytic rubric to evaluate specific criteria, and then use a scoring rubric to summarize the overall score.

5. How do I decide which rubric type is best for a particular assignment?

• Consider the nature of the assignment: Analytic rubrics are suitable for complex assignments with multiple criteria while scoring rubrics work well for straightforward assessments.
• Think about the level of detail required: If you need to provide in-depth feedback on various aspects, choose an analytic rubric.

6. Can I create my own custom rubric that combines elements of both scoring and analytic rubrics?

• Yes, you can create a hybrid rubric that combines aspects of both types to suit your specific assessment needs. Tailor it to the criteria and goals of your assignment.
• Google Docs
• Interior design
• Mission style
• Small Apartment

huffenglish.com

Using google docs for rubrics.

At last year’s annual MassCUE conference, I went to a session presented by Katrina Kennett ( @katrinakennett ). Her presentation focused on how to use Google Docs to create rubrics, and she outlines the process in this video:

She further explains her process and goals in this blog post .

I was energized by the presentation and immediately implemented Google Spreadsheets to create my own rubrics.

You can create self-grading rubrics if you like, or you can create rubrics that tally the number of rubric points and convert it to a grade. The first might save a little time, but the second allows you more control over the final grade.

I had a little trouble figuring out what formula to use to convert total rubric points to grade. For instance, I have long used the ELA rubrics published by Greece, NY schools . Jay McTighe introduced me to these rubrics many years ago when he visited a school where I was teaching at the time. As a result of his presentation, I came up with a formula for converting these 30-point rubrics to 100-point grades .

What I can’t seem to do with my rubric is determine what formula to put in one of the cells that will convert, say, 25 points to a 90 on an essay. If you can help me with that, please chime in below or email me at dana dot huff at gmail dot com. I had to disable my contact form, unfortunately, because of a barrage of requests for advertising and guest posts. Very frustrating and a subject for a separate rant some other time. I think there should be a formula that can do this, but I wasn’t able to hit the right one. Update: Please see the comments. I have tested the formula suggested in the first comment with a few different configurations, and it works.

I am sharing a link to a Google rubric I have created combining Katrina’s method with the Greece Schools’ rubric. This Google rubric is view only, so if you want to edit it, you will need to make a copy of it. This rubric is Greece’s literary analysis rubric. As you can see, the rubric has five criteria: meaning, development, organization, language, and conventions. It also has six levels of performance.

The easiest way to see how all of this works is to look at the rubric, make a copy of it, and see what’s under the hood by clicking on cells, where you can see the various formulas and conditional formatting rules.

After reading a student’s writing, I determine which cell best describes their level of performance for each criterion and type an exclamation point (!) at the end of the description. Using conditional formatting, I have set up the spreadsheet so that an exclamation point tallies the points for each criterion in the Rubric Score column and turns the background of the selected cell purple so that students can clearly see where their level of performance falls on the rubric. A cell at the bottom of the Rubric Score column totals the points for all the criteria. I then use the chart I shared in my blog post about rubrics and how to convert point-based rubrics fairly (see link above). As I said before, I have not figured out how to get my rubric to convert these points to a numerical grade.

Katrina assigns weights to the different parts of her rubrics, so she was able to set up an auto-grading feature when she selects cells. Here is a link to her rubric so that you can see how it works. As with mine, this rubric is view only, so you must make a copy of it before you can edit it for your use; however, you can click on the cells to see her formulas. As you can see, her use of the Google Rubric is much more developed and more sophisticated than my own.

What is the advantage of using Google Rubrics over paper ones, especially given that I’m not making as sophisticated a use of them as Katrina is?

• My classroom is almost completely paperless.
• We are already using Google Docs in my classroom, and using Google Docs for rubrics enables me to put rubrics and docs in one place.
• Using Hapara, I can create a Google Spreadsheets Workbook for each student and copy each rubric to their workbooks as I create them. They will then have access to each rubric in one workbook. At the end of the year, or even at more frequent intervals, they can look for trends.
• I can share links to their rubrics in my comments on their essays themselves (in Google Docs) and also in our open gradebook comments area (we use PowerSchool).

Of course, if I can figure out the formula I need to convert rubric points to a grade without weighting, then I’m all set.

Feel free to ask questions (or help me out with my spreadsheet formula) in the comments.

Share this:

16 thoughts on “using google docs for rubrics”.

Here's a copy of your rubric with the formula you wanted, as best as I understand your other post (40+2*points): https://docs.google.com/spreadsheet/ccc?key=0AqUL …

I do think that tallying an overall grade, however, obscures much of the usefulness of rubrics, by putting the focus back onto a gestalt number and off of the descriptors.

More to the point, recording an overall grade (as opposed to scores for each column) in your gradebook basically takes a ton of useful data that you've collected and turns it into something close to useless. After all, there's a big difference between a student who has 3s across the board and a mixture of 1s and 6s, even though the total number will come out the same. When it comes time to write progress reports, it is far more useful to have data on the student's meaning, development, organization, and so on, than it is to have recorded the fact that the student got a "84" as a total score.

There's also the question of whether averaging is the right way to get an "overall" score in the first place. For many kinds of tasks, you could make a good case that the grade should be the floor of the scores on the rubric (this is how things like driving tests work — it doesn't matter how well you merge onto the highway; if you don't stop at a stop sign, you fail, and no amount of skillful driving elsewhere on the exam will help you). That is to say, a student can only be said to exhibit "mastery" when they exhibit mastery across all the categories the rubric measures.

Thank you for the help with the formula. I am admittedly not very good with spreadsheets.

The debate over grades is a larger issue. I would prefer to dispense with grades, but I must use them because my school requires it. I disagree that this data is "something close to useless" as a result, however. It has never been my experience, in the many years I have taught writing and have used this rubric, that a student is capable of earning a mix of 6's and 1's. And as a matter of fact, I do communicate a great deal of information about a student's writing skills on progress reports, at conferences, and through writing workshop in class.

I wonder if there was a way for you to express your issues with the rubric and grading in a kinder way. As far as I know, we have had no interactions before, and I'm not sure how long you've been reading my blog, so we don't "know each other" all that well. I think I handle constructive criticism fairly well, but I think you made a lot of assumptions about writing instruction in my class. In short, my feelings were hurt.

I've been a reader for a few years but probably only commented a handful of times.

Apologies for hurting your feelings. "Close to useless" was hyperbole and certainly not intended to be aimed at you. Obviously the information is still quite useful.

Like you, I'd rather dispense with grades but have to use them. Also like you, I've used rubrics in this averaging way for many years, averaging the scores together and then entering a single grade into my gradebook as well.

In my case, I'm now at a school where our gradebooks are open to parents and students, so the question of what grades go in that book take on a greater importance. I realized a few years ago that putting in an overall grade effectively erased (from the gradebook's perspective) all the hard work that had gone into developing a rubric so carefully. Putting all the grades into my gradebook is more information and so it can be confusing, of course, but I think it also has the potential to push conversations in the right direction, or at the very least to make clearer (to students and parents) how much thought goes into assessment.

Thank you. I think assessing writing is always a struggle. In the end, most of us have to put a grade on it. I do make use of our gradebook's commenting feature to explain what goes into a grade. Writing Workshop has been huge in terms of helping students see how to think more critically about their own writing and that of their peers. I am seeing real growth, and I almost don't want to grade it at all after all that work because it seems to reduce it to a number or letter. I have talked about this with my Dean of Faculty. Grades are immensely frustrating.

Using Google Docs for Rubrics http://t.co/NZjW32nvgU #iplearns

Using Google Docs for Rubrics http://t.co/CMZYnhWXbU

RT @rollymaiquez: Using Google Docs for Rubrics http://t.co/CMZYnhWXbU

Using Google Docs for Rubrics http://t.co/3jgjUQvSuu #edtech #education #edchat

For those interested and proficient w/ spreadsheets: Using Google Docs Spreadsheets for Rubrics http://t.co/uLlqkT2H7S

Using Google Docs for Rubrics http://t.co/chyEJyPkPI #gafe

Using Google Docs for Rubrics http://t.co/AEaQoWAU5r via @zite #edchat #edtech

RT @pmcash: Using Google Docs for Rubrics http://t.co/chyEJyPkPI #gafe

Using Google Docs for Rubrics http://t.co/gOvgWrDqwh via @zite #edchat #gafe

@MosaicTeam #mosaicPD google docs for creating rubrics …CHK it out http://t.co/N8mMEiJfNp

Using Google Docs for Rubrics http://t.co/MRCIjpjn14 via @zite

Comments are closed.

Issues, ideas, and discussion in English Education and Technology

• Help Center
• Privacy Policy
• Terms of Service
• Submit feedback
• Announcements
• Grade and track assignments
• Set up grading and rubrics

Create or reuse a rubric for an assignment

This article is for teachers.

In Classroom, you can create, reuse, and grade with rubrics for individual assignments. You can also export rubrics to share them with other teachers. 

You can give feedback with scored or unscored rubrics. If a rubric is scored, students see their scores when you return their assignments.

Add or view a rubric

Rubric overview.

Create a rubric

You can create up to 50 criteria per rubric and up to 10 performance levels per criterion. 

Note : Before you can create a rubric, the assignment must have a title.

• On a computer, go to classroom.google.com .

• (Optional) If you use scoring, next to Sort the order of points by , select  Descending or Ascending . Note : With scoring, you can add performance levels in any order. The levels automatically arrange by point value. 
• Under Criterion title , enter a criterion, such as  Grammar , Teamwork , or Citations .
• (Optional) To add a criterion description, under  Criterion description , enter the description. 
• Under Points , enter the number of points awarded for the performance level. Note : The rubric's total score automatically updates as you add points.
• Under Level title , enter a title for the performance level, such as  Excellent , Full mastery , or Level A .
• Under Description , enter the expectations for the level.

• To add a blank criterion, in the lower-left corner, click Add a criterion and repeat steps 6–11.

• Click Save .

Reuse a rubric

You can reuse rubrics you previously created. You can preview the rubric you want to reuse, and then edit it in your new assignment. Your edits don’t affect the original rubric. To reuse a rubric, your new assignment needs a title.

• To use a rubric from the same class, under Select rubric , click a title.

• Click Select .

Add a rubric to an existing assignment

• Create rubric
• Reuse rubric
• Import from Sheets

See an assignment’s rubric

Tip: If you don't see a rubric, your teacher hasn't added one to the assignment yet.

Export a rubric to share it:

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• At the bottom of the assignment, click the rubric.

• To share your entire folder, right-click the Rubrics Exports folder.
• Select Share and enter the teacher's name or email address.
• Click Send .

Import a shared rubric:

• (Optional) Make any edits to the rubric.
• Click Save . Note: If the rubric doesn't save, export and import it again. Edits made to the Sheets file could cause the import to fail.

Edit or delete a rubric

Edit an assignment’s rubric.

Before you start grading:

• You can edit and delete an assignment's rubric.
• You can't "lock" the rubric so that it isn't editable.

If you edit a rubric, the changes apply only to the assignment you're in. After you start grading, you can't edit or delete the assignment's rubric.

Delete an assignment’s rubric

This option isn’t available after you start grading with the rubric.

• To confirm, click  Delete .

Related topics

• Grade with a rubric
• View or update your gradebook
• Open your Google Drive folder as a teacher
• Share files from Google Drive
• Share folders in Google Drive

Was this helpful?

Need more help, try these next steps:.

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

• EdTech Links
• Email Group

Thursday, December 7, 2017

4 fantastic rubric tools for google docs.

• Session Agenda - Google Doc link
• Session Slideshow - Google Slides link

• Rubrics let students know what is expected - By seeing how you are going to grade them, and what elements you are going to be looking for, students can have confidence that they are completing the project properly.
• Rubrics help students to be self-reflective - Even though you will end up using the rubric to assess the student, they can use it as well for self evaluation, helping them to take more ownership of their work and look for possible improvements.
• Rubrics help guide your instruction - Knowing how you will grade can help inform how you teach. A well crafted rubric will lay out expectations for the higher-level learning you want your students to achieve, which can help remind you to mirror those expectations through your teaching.
• Rubrics provide detailed assessments - Rather than just getting a single number to summarize an entire project, students can get more detailed feedback on each element of their work, helping them to understand where they can grow.
• Rubrics provide consistency in grading - Let's face it. We are humans, and grading the 100th essay, may not be quite the same as grading the 1st. Likewise our grading can be influenced by time of day, state of mind, and whether you are grading before or after your team lost the big game. Having a rubric can help bring some objectivity to the assessment process, reducing some potential bias and inconsistencies.
• Rubrics can be used in any subject - Rubrics are not just for language arts teachers. Any subject area or grade level can use rubrics. A rubric simply lets you step back and evaluate the full learning process, whatever it may be.
• OrangeSlice Teacher Rubric
• docAppender
• Doctopus and Goobric
• First, you need to have the WriQ add-on installed for Google Docs.
• In Docs click " Add-ons " then " Get add-ons " then search for WriQ .
• Alternately you can go directly to this link: WriQ Add-on link
• Once you find the WriQ add-on, click the " + Free " button and accept any permission requests.

• Next click "Add-ons " then " WriQ " then " Show WriQ ".
• Note: The first time you use WriQ you will enter some user details to register.
• The WriQ panel will now open on the side of the Doc.
• Here you can choose the " Main Writer " (if multiple students wrote the document), the " Grade ", and the " Genre ".
• Each different genre has its own pre-made rubric associated with it.
• When ready, click " Score this document ".
• You can accept the suggestions as is, or you can click on any of the words in the document to change , remove , or add notes for errors.
• Categories include " Grammar ", " Punctuation ", and " Spelling ".
• When done click " Next ".

• For each topic, click the plus sign to expand the individual skills .
• For each skill, click on the level you wish to assign.
• When done, click " Save ".

• You can optionally type in some free form feedback .
• When done, click " Confirm ".

• First, you need to have the OrangeSlice add-on installed for Google Docs.
• In Docs click " Add-ons " then " Get add-ons " then search for OrangeSlice Teacher Rubric .
• Alternately you can go directly to this link: OrangeSlice Add-on link
• Once you find the OrangeSlice add-on, click the " + Free " button and accept any permission requests.

• Next, you will want to create your rubric as a table in Google Docs .
• You will later copy and paste this table into your student documents to add the rubric to their work.
• Use the " Table " menu button in Docs to create the needed table.
• Add your skills as rows and your levels as columns .
• Note : Be sure to type " Rubric Categories " in the top left corner . OrangeSlice needs that to find your rubric.

• For a sample rubric to look at or edit, you can use this link: Google Document link 
• You can now copy and paste this rubric into a student's document you wish to grade.
• Better yet, copy and paste this rubric into the Doc you push out through Classroom so all of the students get the rubric ahead of time in the copy they get for their assignment.

• When you are ready to grade the student document with OrangeSlice, click " Add-ons " then " OrangeSlice " then " Score Rubric ".
• This will open the OrangeSlice panel on the side of the document.
• For the rubric type choose " Analysis " (numeric) or " Competency " (letter grades) or " Holistic " (overall level).
• If you chose " Analysis " enter the point values for the rubric.

• Next click " Grades " to begin filling out the rubric scores for that student.
• Optionally you can also check the box for " Feedback " to type in free form comments for each skill.
• Optionally you can also click " Grade Adjustments " to enter values for " Extra Credit " or a " Late Penalty ".
• When done click " Finished " and " Process Grade ".
• First, you need to have the DocAppender add-on installed for Google Forms.
• In Forms click the " three-dots " button in the top right menu then " Add-ons " then search for DocAppender .
• Alternately you can go directly to this link: DocAppender Add-on link
• Once you find the DocAppender add-on, click the " + Free " button and accept any permission requests.

• Next you will want to create a Google Form for your rubric.
• The Form will need one " Dropdown " question titled " Select Document ". The DocAppender add-on will use automatically populate the values for this question later to fill in a list of your students' document to grade.
• The Form will also need individual " Multiple Choice " questions for each rubric skill .

• Click the add-on button (puzzle piece icon) in the top menu bar, then choose " docAppender " and " Open Sidebar ".
• For " Step 1 " browse to choose the folder in your Google Drive that holds the student assignments to be graded.
• If you use Google Classroom, you can open the " Classroom " folder, then the specific folder for your class, then the specific folder for the assignment you want to grade.
• Click " Next " when done.

• For " Step 2 " choose the " Select Document " question from the drop-down menu.
• Then click " Save and populate selected question ".
• This will now pull in a list of all the student documents found in the folder you selected in Step 1.
• For " Step 3 " select the questions in the Form that make up your rubric.
• While on that screen you can complete " Step 4 " by choosing what format you want for the rubric when it is inserted into the students' documents.
• Click " Save changes " when all done.

• Click the " Preview " button (eyeball icon) in the top menu bar to open the live version of your form.
• For the " Select Document " question, choose the student document you wish to grade.
• Next fill out the rest of the questions to complete the rubric .
• When you submit the form, DocAppender will automatically take your scores and paste the completed rubric onto the bottom of the student's document for them to see.

• First, you need to have the Doctopus add-on installed for Google Sheets.
• In Sheets click " Add-ons " then " Get add-ons " then search for Doctopus
• Alternately you can go directly to this link: Doctopus Add-on link
• Once you find the Doctopus add-on, click the " + Free " button and accept any permission requests.

• In addition to installing the Doctopus add-on you will also need to install the Goobric extension .
• Goobric can be install from the Chrome Web Store using this link: Goobric extension link
• For a sample rubric to look at or edit, you can use this link: Google Sheets link

• Create a new Google Sheet as normal.
• Run Doctopus by clicking " Add-ons " then " Doctopus " then " Launch ".
• This will open the Doctopus panel on the side of the Sheet.
• For " Step 1 " select if you want to pull in an assignment from Classroom , or if you want to enter a roster of students yourself.
• If you choose to use Classroom , you can then select the class and assignment you want to import.
• When ready click " Ingest assignment " which will create a list of the student documents in your Sheet.
• For the next step, click the " Attach Goobric " button to link the rubric you created with this assignment.
• Browse for and select the Google Sheets rubric you created.
• Click " Attach rubric " when done.

• Open up one of your students documents from the assignment.
• With the student document open, click the Goobric extension in the top right corner of Chrome.
• This will open a new tab with the Goobric panel at the top and the student document below.

• You can fill out the rubric by clicking on each skill and then clicking on the score to assign.
• You can leave free form comment in the " Comments " box.
• You can click the microphone icon in the top right to record and insert voice feedback for the student.
• When done, click the " Submit " button to add the rubric scores to the student's document.
• You can the conveniently use the " Prev " and " Next " buttons to move through each student and grade their documents.

5 comments:

Thank you, Eric. I look forward to all of your tips! They are awesome!

Thanks for the info. Some of these look really helpful. Another fantastic tool that I've been using for a couple years is from Alice Keeler: https://alicekeeler.com/2016/07/03/google-sheets-rubric/

I have been using OrangeSlice Teacher Rubric for a couple of years and all of a sudden it is gone from my extensions in my Google Account. Can you tell me if anything is going on with this app?

Same problem. I can still get OrangeSlice Student Rubric, but not the Teacher Rubric. I'm really bummed. Love the app. Any one hear anything regarding this?

It appears OrangeSlice is gone from the add-ons Marketplace. I am trying to find out more about what happened, but all I find are other people confirming they can no longer access it.

• Educational Assessment

Involving Students in Rubric Creation Using Google Docs

• January 6, 2023
• Razmus Kerwin

This article first appeared in the  Teaching Professor on September 26, 2016. © Magna Publications. All rights reserved. 

Editor’s note: There are two articles in this issue on rubrics. First, Raz Kerwin shares how he engages students (via Google Docs) in the creation of assignment rubrics, while Perry Shaw’s piece focuses on how faculty can improve their use of rubrics. Both articles reflect the growing interest in and use of these more elaborate delineations of grading criteria.

Wide consensus confirms the usefulness of rubrics. For instructors, rubrics expedite grading with standards; at the same time, they reinforce learning objectives and standardize course curricula. For students, rubrics provide formative guidelines for assignments while—ideally—spurring reflection and self-assessment.

Rubrics can do these wonderful things for students only if students actually look at, understand, and use them. Many of us have seen students do just the opposite—file them away or, even worse, toss them out. How can instructors ensure that students engage with rubrics when they work on their assignments?

One suggestion: Let students collaboratively build the rubric.  People (yes, undergraduates are people too!) often do not value that which has been freely given; however, they value highly what they have worked to create. In my experience as an undergraduate-level technical writing instructor, I have found that students who have developed the assignment rubric are much more likely to use it.

Ending up with a rubric that accurately reflects the effort and complexity of the subject material requires careful instructor guidance. The first step is imparting a working body of knowledge. Students must be able to descriptively evaluate what makes a “good” or “bad” assignment submission. Once students have this working knowledge and realize that they can determine their assignment criteria, the rubric becomes a powerful tool to use when completing an assignment.

I use Google Docs to facilitate this collaborative rubric-building. As many of you know, Google Docs is a multiauthor online collaborative document space. As you might imagine, a live document with 25 editors can quickly become chaos. But if this chaos is constructively controlled, the end result can be amazing. My students typically draft along parallel lines of thought, build upon each other’s work, make corrections, and ultimately select the “best” version of work, all in real time. The end result is often a very high-bandwidth human discussion about the classroom subject material, wherein metrics for success and failure are critically engaged by students. In my experience, I regularly end up with a student-created rubric much like the ones I’ve created—but with a key difference: students are full stakeholders in the rubric. They know exactly what a rubric is, what it’s good for, and how to use it.

I’d like to share what I’ve learned that makes this a manageable and successful process. First off, you need to get the class onboard with the importance of rubrics. Students will follow your lead here; they pay attention to how you run the class. When they realize they have the chance to develop a rubric that you’ll be using to grade the assignment, you’ll have plenty of student buy-in.

You’ll need to set up the Google Doc, assigning access and editing capabilities to the students. At this point, you’ll need to decide whether or not the students will be anonymous. Both options are possible with Google Docs. In my experience, anonymity does not hamper the collaborative process, provided that the instructor is present and offers a moderating influence. Occasionally a student who aspires to amuse the class may post something silly; I’ve found, though, that once the initial novelty wears off, the silliness does too.

To get started, I find it’s best if you “seed” the rubric with the learning dimensions you want assessed, and the categories by which they will be judged. In my technical writing courses, the learning dimensions include items such as formatting, organization, grammar, mechanics, and reader effect; the assessment categories can vary depending on how you want to score assignments—from weak to strong, letter grades, or some other assessment criteria. Following this framework, students fill in the details that make an assignment “good” or “bad.”

As students begin to collaborate, they will need guidance. Their first inclination is to use very generic terms. For example, in a technical writing formatting section of the rubric, students may initially put something like “poor formatting.” I use this as a teaching moment. I ask them what qualities, specifically, make for poor formatting in a document. How will we know when we see poor formatting? What are the tell-tale signs? I remind them that opinions are often subjective and fluid, but that grades should be based on objective standards and identified best practices. They may consult the textbook or lecture notes. Putting students in the position of an evaluator helps to challenge them. An assignment isn’t graded as “weak” because evaluators simply know a weak assignment when they see one; an assignment is graded as “weak” when it fails to meet specific criteria.

When the student-created rubric is proclaimed to be “done,” you’ll likely need to do some copyediting and educational quality control. Ultimate responsibility for the grading criteria used on a given assignment rests with you.

When students are involved in the creation of assignment rubrics, something profound occurs. You’re demonstrating in a very real way that the tools for success reside in their own hands. You’re empowering students to take ownership of the measures of success and failure, instead of being passive agents acted upon by the teacher, you’re turning them into active and engaged scholars with the ability and means to control their own academic destinies. And, in all probability, your students will enjoy using a powerful multiauthor collaborative tool such as Google Docs to generate a document; it really is kind of cool to see so much cognitive activity happening all at once on a single page!

For more articles like this, check out a  Teaching Professor  yearly membership for $159 or a monthly membership for $19.

Razmus  Kerwin, Missouri University of Science and Technology .

Stay Updated with Faculty Focus!

Get exclusive access to programs, reports, podcast episodes, articles, and more!

• Opens in a new tab

Welcome Back

Username or Email

Remember Me

Already a subscriber? log in here.

Using Google Docs for Formative Assessment

Primary tabs.

• View (active tab)

Formative Assessment means to separate GRADING (summative evaluation) from GUIDING (formative assessment).   The guidance teachers can provide after students submit printed copies of their "completed" work has much less leverage than what they can do earlier, via guiding (providing feedback, either directly as an instructor, or indirectly via structured peer review) and scaffolding (providing structures that help students along a process). 

GRADING should be straightforward: students are given a rubric against which their work will be evaluated, and the teacher compares each paper against this rubric to generate a score.  As separate documents, rubrics can be used formatively (prior to submitting work) as elaborate checklists for self-assessment and peer review.  Used summatively, they should provide a number grade, and are also a place for a teacher's final comments on the work as a whole. In this model, grading (via separate rubric) and guiding (via the techniques below) are separate, so that the final work is not "marred"  by grades and comments. 

GUIDING is much more dependent on access to a student draft, where comments are attached to specific places.  When the draft is digital rather than paper, much more becomes possible. Unlike  "red pen markup" onto printed assignments, comments can be edited, allowing a teacher to reflect on the balance of plus, minus, and interesting comments before submitting. Microsoft Word supports commenting (although not for the faint of heart). With Google Docs, comments are very easy to make and view. 

As with Word, any comments teachers or peers place on digital documents do not interfere with the text, and can be removed (resolved) by the author, and can also generate threads (discussions back and forth).  However, Word requires the exchange of an actual file, generating many copies at various states of revision.  Google Docs always show users the current state of the document and its comments.

Most powerfully with Google Docs, when a teacher is done commenting and closes the browser tab, the comments are sent in a summary email to the author, who can now respond by asking for clarification (commenting back) or fixing the problem (and "resolving" the comment, making it disappear from the margin.) Some teachers prefer to ask students not to click the "resolve" button, so that the teacher can verify the problem is solved before hiding the comment. 

Formative Assessments with Google Docs can take many forms.  Here are a few:

• Bell Ringers and Exit Tickets with Google Forms : at the start of a class, students indicate prior knowledge; at the end, success of learning objectives.  Form responses should include both multiple-choice (for automatic grading and fast generation of data) and text response. 
• Writing Prompts with Document Templates :  create a document with a text selection and/or image, and some guidance.  Because it is "view-only" it is a "template" for students. Students make copies of the document can edit, and compose their own responses, which will be eventually developed into full pieces.
• Staged Group Feedback with Google Forms : Students copy and paste a topic sentence, an example of an adverb, or any other components your assignment calls for into a Google form. Get a quick sense of how well they understand the terms.  Go over the form responses (which are in a spreadsheet) anonymously with the class as examples. The responses can be coded with spreadsheet cell-coloring .
• Chat Exchanges with Google Docs: When two or more users are looking at the same document, an in-document chat box can be opened.  This is useful when all students are working on their documents; the teacher opens each document to have a "silent conference" with the student while both can see their work.
• Draft Readiness "Pre-Flight Checklists" with Google Forms : students enter either a yes/no check or a copy/paste sample (as in 3. above) to indicate they have met all the requirements of the assignment before submitting it to the teacher for comment.  This can prompt higher quality drafts.
• Draft Readiness with Google Spreadsheet Rubrics : Students can view the teacher-supplied rubric spreadsheet and change the shading for the cells that they feel best describe their work, and submit this when they submit their draft. 
• Peer Editor "Workshopping" / Comment Exchanges with Google Docs : as in 6., but with peer editors looking at the student's work and rubric and making comments.  This is done simultaneously (both peers edit each others' work), followed by either individual correction or discussion.
• Teacher/Student Comment Exchanges with Google Docs : This is the showcase use described above, and in videos and documents below. Teachers comment, students revise, teachers approve (resolve).  Resolving problem comments in the margins continues up to a teacher-set deadline for revisions prior to final grading.  

Affordances

Google supports the following formative exchanges on documents:

• Highlight text and insert comment with button or CTRL+M
• Teachers can limit themselves to "comment-only" access, so that only the writer can actually change the text on a document.  Alternately, this can be a limit for peer editors, but teachers can allow markup within the document.
• Notify user of comments once commenter has closed document tab
• Responses to comments generate comment threads to discuss issue
• Comment thread can be closed (resolved) when issue is addresse
• When two or more users are looking at the same document, an in-document chat box can be used

Considerations

• A workflow needs to be established so that the teacher has easy access to all student work for a given assignment.
• Students can use simultaneous document commenting to horse around.
• A symbol or shortcut system needs to be established so that comments do not take too long to compose (e.g. +, -, ?, ! or emoticons).  
• Highlight an entire paragraph for a comment makes it difficult to then comment on individual words within it.  An understanding that whole paragraph comments are attached to the final punctuation mark can solve this.
• If a teacher can edit the document, comments can be bypassed by changing the color of text (e.g. if green, it's wonderful; if red, it needs attention). 
• Not all students are mature enough for respectful peer-editing.
• Accessing and commenting on student documents needs to be both easier and more powerful than simply photocopying all student printed work, marking it up with comments, and returning it for edits. 

Requirements

This works when the school provisions students with Google Apps for Education accounts, and employes a document management add-on like gClass Folders or Doctupus (free), or the far more user-friendly and powerful Hapara ($4/student).

In our Foundation Webquest , we sampled the following uses of Google Apps for Formative Assessment:

• Pre-Activity Doc Commenting : revealing students thinking (and participation levels) before class.
• Readiness Checklist form : revealing student preparation.
• Pre-Check for Understanding form : revealing whether students are prepared to move into new material (discussed, not done).
• Rubric Spreadsheets : assessing and calculating a pre-grade score based on multiple criteria.
• Survey Forms with Results Summary: assessing voting feedback via pie graphs.

The purpose of providing so many options was to inspire you to find one that fits what you're doing.  Even 2nd graders can complete a voting form (analyzing, for example, "which of the following is your favorite flavor of ice cream?")  So for this week, pick one of these patterns (speaking technically, either document commenting, form design, or spreadsheet rubric design) and try it out, either on your own, with your peers in MAT-SJ, or with your students, followed by a reflection on the process.  Below are some suggestions:

• Tool Tryout : Find a partner and collaborate on creating an essay or poem using Google Docs, in realtime (with sidebar chat) and using comments.
• Teach Tryout : View an exemplary essay, apply a Spreadsheet Rubric, and add appropriate comments based on the rubric. 
• Webquest Track: Make a Google Form to see what your students understand about the webquest topic you've chosen.

You are encouraged to use the comment stream to ask technical questions.

1. Collaboratively Edit A Document. 

• Find a partner (in class or outside, if they have Gmail) and collaborate on creating an essay or poem using Google Docs. 
• When you're apart, use commenting to communicate and look for the notifications in your emails.
• When you're both online at the same time, use the in-document chat. 
• Edit sharing so that anyone can comment on your piece.
• Paste the result and your reflections into this week's blog post.

2. Apply Comments and Rubric to Work

• Make a copy (File / Make a copy) of the Rubric for an essay assignment.
• View this essay about Frontline's Digital Nation, and add comments.  Think about the rubric as you do.
• Complete the rubric (highlight cells, enter numeric values under "Grade"), as if you were evaluating the essay as a rough draft. 
• Edit the sharing settings so everyone can see the rubric, and link it to your Blog Post where you reflect on this process.

3. Make a Webquest Entry Survey

• Make a Google Form as an exit ticket to check if your students understand the webquest. Example form .
• In your form, use multiple choice, checkboxes, and short answer questions.
• View the live form, copy all the content, and paste the text into a new Google Doc. Example doc .
• Find a colleague and show how to comment, using your new Google Doc.
• Have your colleage complete the form, and give  feedback by commenting on that Doc.

Post to Blog

• Create a blog post to record and share your thoughts about formative assessment with Google Docs. 
• Focus either on the readings and videos, or on your experiences with one of the "apply" tasks above. 
• In your blog post, include at least one link (to a reading or video, or to something you made).
• Talk about which strategy you are most likely to use this year in your internship.
• Formative Assessment Tools & Strategies for 21 st Learning (PDF) - a huge and very useful list.  This extends beyond Google Apps, but almost ever one of these strategies can be adapted to Google Apps. 
• 10 Creative Ways To Use Google Tools To Maximize Learning - brief paragraphs on various strategies (mostly related to formative assessments) hyperlinked to use guides.
• 50 Different Examples of Formative Assessment - this has nothing to do with Google Apps, but provides an exhaustive list and brief description of formative assessment techniques that can be invaluable in a classroom.
• Formative Assessment Lesson Planner  (Bram Moreinis) - using a Google form to force myself to develop lessons that make full use of formative assessment.
• Log in to post comments

• Introduction : Curriculum Components
• Writing: Skills-Based Writing Instruction
• Routines: Instruction
• For All Learners : Access
• Unit 1: Identity
• Unit 2: Personality
• Unit 3: Society and its Structure
• Unit 4: Otherness
• Unit 5: Challenging Truths/Coming-of-Age

Unit 6: Establishing Truths/Coming-of-Age

• Unit 1: The Quest
• Unit 2: The Unlikely Hero
• Unit 3: Dystopia
• Unit 4: The Anti-Hero
• Unit 5: The Monster
• Unit 6: The Tragic Hero
• Unit 1: The Contemporary American Experience
• Unit 2: The Creation of the American
• Unit 3: The American and the Changing Landscape
• Unit 4: The Reawakening of the American
• ELA Regents: Resources
• ELA Regents: Multiple Choice
• ELA Regents: Writing from Sources Essay
• ELA Regents : Text Analysis Essay
• Find Resources

Identity Archive

Developing Skills: Student-Friendly Text Analysis Rubric

Teacher Feedback

Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.

• Google Docs

Rubric Template in Google Docs

Creating a Student, Project, Scoring, or Writing Rubric in Google Docs Is Made Easy with Template.net. Choose from Our Free Rubric Templates in Google Docs the Scoring Rubric Spreadsheet That Fits Your Needs. Thankfully, in This Selection, We Offer Editable Teacher Rubric, Blank Rubric, Point Rubric, and Google Classroom Rubric. More Samples Await You, So Browse Through Our Website Further.

Get Access to All  GDocsLink Templates

Get Instant Access to 30,000+ Google Docs Templates

• Access to 1 Million+ Templates & Tools
• 200,000+ Google Templates Including Google Docs & Google Sheets
• Unlimited access to Design & Documents AI editors
• Professionally Made Content and Beautifully Designed
• Instant Download & 100% Customizable

Argumentative Essay Rubric (editable with Google Docs)

• Google Docs™

Also included in

Description

Looking to assess your students on their writing abilities in terms of their Argumentative writing? This rubric/checklist is helpful to both the teacher and the student as it lays out very clearly what makes up a great Argumentative Essay. It can be used as a rubric or a self-assessment tool for students.

This rubric includes skills such as claim, reasons, evidence, counterclaim, rebuttal etc. This rubric is completely editable through Google Docs so you can make it your own based on how you teach your students and add it directly to your Google Drive!

I hope you find this rubric helpful to you!

Questions & Answers

Mrs rindler in the middle.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar

Peter Larson

Teacher, Coach, Dad

Google Sheets Rubric Template for Google Classroom Assignments

March 31, 2020 by oblinkin74 3,666 Comments

Google Classroom is a platform that I use as an online hub for all of my classes. I noticed recently that there was an option to create a rubric to assist in grading of assignments, but after playing with it a bit I found the process of creating one in Classroom a bit cumbersome and time consuming. I also noticed that a rubric could be imported from Google Sheets . I use Sheets all the time, and it seemed like it might be a better tool than the native rubric creator on Classroom. The problem was that I didn’t know what format the Sheets file needed to be in to get it to import (my first few tries failed). To figure it out, I created a 1-item rubric in Classroom, then exported it to Sheets. I then opened the file in sheets, which provided a template for a single question that could be copied and pasted to add multiple criteria for an assignment.

In an effort to help others who might be trying to do the same, here is a link to a Google Sheets Rubric Template that I made for Google Classroom (to make a copy for yourself, click the “File” dropdown, then “Make a Copy”). It is formatted only for five criteria/items, with each one having 6 levels. Any cell on here can be modified easily, and you can cut and paste the set of rows for any given criterion to add more below on the spreadsheet. You can also add columns to the right side on each scale if you want to do a 10 point scale and so on.

Hope this helps, let me know if you have questions and I can try to help!

Related posts:

• Classroom Activity: Experimental Design in Google Slides
• Teaching Tool: Digital Lesson Planner in Google Sheets
• Attendance Roster and Grading Spreadsheets in Google Sheets
• How to post Google Classroom announcements to multiple class sections

Goobric — a Chrome extension used with Doctopus — a Sheets Add-on

What you’ll want to do before you are ready to score.

• Install the Goobric Chrome extension by clicking here .
• Install the Doctopus Add-on for Sheets by clicking here .
• Set up Google Classroom  for each of your classes. Students will need to turn in assignments to Classroom for the process below to work properly.
• Create rubrics to use with Goobric. This will mean taking some time to set up your rubrics in the format that Goobric will need. Rubrics must be built in Sheets and follow this format.

What you’ll do when you have an assignment to score.

• Open Google Drive.
• Click on New and then on Google Sheets.
• Click Add-ons  and then click on the Doctopus Add-on .

• In the sidebar, select “ingest a Google Classroom assignment.”
• Select the class and then the assignment.
• Click “Ingest assignment.” Leave the “Only ingest files that are turned in” box blank.
• Your spreadsheet will become a roster with all of your students listed as well as links to their assignments.

• As you use Goobric, it will start to recognize your available rubrics. It will list those you have used recently first.
• Click on My Drive and then on “select a spreadsheet.”
• Browse to find the rubric you want to use.

What you’ll do when you score.

• Your rubric should load at the top of the assignment. Here is what you’ll see.

For more info on using Doctopus and Goobric, check out this extensive explanation .

Online Rubric — a Sheets Add-on

• Best f or evaluating performance in class on a point scale that includes rubric language.
• Allows quick feedback and comments.
• Emails feedback to students.
• Go on Add-ons  and then on Get Add-ons . Search for Online Rubric  or c lick here: goo.gl/5lMjHN  and follow the steps to install Online Rubric.
• Create a roster of your students/classes that you can use every time you want to score something. (I do this with a Google form like this one .)
• Click Add-ons  and then click on the Online Rubric Add-on .
• Click Import Roster .
• Then you can either create a new rubric or import an existing one. It does have to be set up in a particular way — like this one .
• It will calculate a score based on the rubric; you can also add multipliers to increase the weight of any section of the rubric.

What you’ll need to add audio feedback for students.

• A smartphone or iPad.
• A free app called Voice Record Pro . Voice Record Pro allows you to capture voice feedback and conveniently save it to Google Drive as an audio file.
• The first time you record something and Save to Google Drive, Voice Record Pro will create a folder of the same name for you.
• Right click on that folder and click Share . Then click Advanced and change the setting from Private to Anyone with the link can view . You only need to change this once to make sure students will have access to hear your voice feedback going forward.
• Record your voice on the app. Rename it with the student’s name and any other info you want about the assignment.
• Save it to Google Drive.
• When you are ready to score on the rubric, you can grab the link for each student’s audio feedback file and paste it into comments in order for it to go to students.

Data Validation — a Google Sheets feature

• Best for evaluating performance on a point scale without rubric language.
• Can be done quickly during a performance.
• A bit more complicated to get to students.
• Open your roster and make a copy of it or add a sheet to the bottom.
• Add the features of your rubric in the columns starting at B1, like this .
• Add a column for comments if you like.
• Right-click on a cell under the first column.
• Select Data validation .
• Select List of items  from the drop-down.
• Type in 4,3,2,1,0.
• Click Show dropdown list in cell , and save.
• Then you can copy that same cell formatting to the rest of the cells in your spreadsheet by dragging at the lower right corner down and across.
• When you’re ready to score, simply click on a cell and select the scale point.

What you’ll need to send feedback for students.

• In your spreadsheet, click on Add-ons  and Get Add-ons .
• Search for Autocrat or click here: goo.gl/BdAhX0  and follow the steps to install it.
• Once installed, click on Add-ons  and Autocrat to run the program. You will set up a template and it will perform an email merge to send out feedback to students.

• Google Workspace
• Español – América Latina
• Português – Brasil
• Tiếng Việt
• Google Classroom

Rubrics structure and known limitations

If unfamiliar with Classroom Rubrics, see these Help Center articles to learn about the general structure of a rubric and how rubric grading is done in the Classroom UI.

Rubrics structure

There are some important concepts that may be worth highlighting when using the API to interact with rubrics:

• There is (at most) a single rubric associated with a CourseWork and that rubric is unique to that CourseWork (it is not shareable across CourseWork resources).
• The rubric consists of criteria , which consist of levels . A rubric must always have at least one criteria, and a criterion must always have at least one level.
• If the levels are scored, all levels in a criterion must have a unique points value set. Points can be integers (like 10) or floating point values (like 9.99). This can include 0. Null values are not accepted. Additionally, a rubric can't have a single criteria with a single level that is 0 points.
• If the levels are unscored, the points field should be omitted; null values are not accepted.
• Scored levels in particular must always be sorted by points in either increasing or decreasing order.
• There can be up to 50 criteria per rubric and up to 10 performance levels per criterion.

Related student submission fields

Student submission objects are also changing:

• In addition to the existing draftGrade and assignedGrade properties, a student submission graded with a rubric has draftRubricGrades and assignedRubricGrades properties. These represent the rubric grades (levels selected and point values) the student receives during grading from the rubric, in the draft and assigned states, respectively.
• For now, these properties are read-only. This means that the API can't be used to grade submissions , but you can read submissions graded in the Classroom UI.
• Student submissions with an associated rubric contain a rubricId field. This field represents the latest rubric associated with the CourseWork , and this value might change if teachers delete and recreate a rubric.

Rubrics behaviors

The API aims to mirror the Classroom UI whenever possible for consistency, but this can lead to behaviour that may be unintuitive for developers and is worth mentioning:

• Completely ignore the rubric when grading.
• Override the points for a criterion, irrespective of the points available in the criterion's levels.
• Select levels for only a subset of criteria.
• Assign points for a criteria without selecting a corresponding level.
• Override the assignment's total points, irrespective of the points that would come from the rubric.

Additionally, the API isn't introducing any new product capabilities. In other words, the API doesn't support behavior the Classroom UI doesn't already have . For example, the API doesn't enable enforcing rubrics usage on assignments or overriding a teacher's ability to edit rubrics and submissions as they can today.

Limitations during grading

Similarly, there are some additional limitations place on editing rubrics once a teacher has started grading with it. Only the following edits are possible after grading as started:

• Text edits are allowed for criterion and level titles and descriptions.
• Level ordering can change within criteria.

Additional scopes

Rubrics can be manually exported to Google Spreadsheets for re-use by teachers.

If you create or update a rubric from these spreadsheets (see an example in the guide ), your application needs to request the https://www.googleapis.com/auth/spreadsheets.readonly or https://www.googleapis.com/auth/spreadsheets scope. Be aware that the spreadsheets scopes are considered sensitive and may require your application to be verified .

Except as otherwise noted, the content of this page is licensed under the Creative Commons Attribution 4.0 License , and code samples are licensed under the Apache 2.0 License . For details, see the Google Developers Site Policies . Java is a registered trademark of Oracle and/or its affiliates.

Last updated 2024-03-05 UTC.