VALUE Rubric Scoring Guidelines
Information in this document was taken from online training for Certified VALUE Scorers,
presented by the American Association of Colleges and Universities in June, 2020.
1. Scoring versus grading:
• Resist the temptation to assign a grade in your mind for the performance level.
• Resist the temptation to evaluate whether the student has completed the assignment
correctly.
• Resist the temptation to evaluate the student artifact for content accuracy or
correctness.
• Focus on the rubric dimensions and performance descriptors.
• Focus on the evidence in the student artifact to support your performance score.
2. Scores are whole numbers: 4, 3, 2, 1, 0.
• Focus on the dimensions and performance level descriptors when evaluating student
artifacts.
• Do not infer student performance; identify evidence in the student artifact of a given
performance level.
3. Zero is a score!
• A score of zero represents an “absence of evidence.”
• A score of zero is appropriate if the student artifact lacks evidence to meet performance
level 1 – benchmark.
• Have a carefully thought-out rationale for assigning a score of zero.
4. All behaviors must be present.
• Evidence of all behaviors called for in a performance level cell must be present to assign a
given performance level score.
• Evidence of all tasks called for in a performance level cell must be present to assign a
given performance level score.
• Focus on key words in the performance level descriptor such and, sometimes, more than
one, or or.
• Example: In the Critical Thinking VALUE rubric, the description for performance level 4 on
the dimension Conclusions and Related outcomes (implications and consequences) states:
“Conclusions and related outcomes (consequences and implications) are logical and
reflect student’s informed evaluation and ability to place evidence and perspectives
discussed in priority order.” To assign a score of 4, the student’s conclusion must be
logical and reflect the student’s informed evaluation and place evidence/perspectives
discussed in priority order. If the conclusion does not meet all three of these criteria,
then a score of 4 would not be an appropriate score.
5. Performance level descriptors calling for multiple behaviors: if a cell in the rubric describes
more than one behavior, please determine the score for each behavior separately before
determining the final score you will assign the artifact for that rubric dimension.
• Score the first behavior the cell describes on its own
• Score the second behavior the cell describes on its own
• Score the third behavior the cell describes on its own
6. Resist inferring student performance.
• Focus on identifying evidence supporting the performance level as explicitly described.
• Evaluate the literal text of the student artifact for evidence of the performance level
behavior or task.
• Do not “read into” what the student has written.
7. Another way to think of it:
Learning Outcome: Critical Thinking
Rubric Dimension: Explanation of Issues
Capstone
Milestone
Benchmark
Level 4
Level 3
Level 2
Level 1
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.
Issue/problem must be:
1. Stated clearly
2. Described
comprehensively
Student must provide all
relevant information
necessary for full
understanding.
Issue/problem must be:
1. Stated
2. Described
3. Clarified
Reader’s understanding
must not be seriously
impeded by omissions.
Issue/problem is stated BUT
the student’s description of
the issue/problem fails to
properly define terms,
explore ambiguities,
determine boundaries, or
discuss the background of
the issue/problem.
Issue/problem is merely
stated. The student has
not provided any
clarification or description
of the issue or problem.
Level 0: Issue/problem is not stated AND student does not provide any clarification or
description.
Learning Outcome: Critical Thinking
Rubric Dimension: Evidence
Capstone
Milestone
Benchmark
Level 4
Level 3
Level 2
Level 1
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.
Level 0: Student did not provide any information from sources.
Learning Outcome: Critical Thinking
Rubric Dimension: Conclusions and related outcomes (implications and consequences)
Capstone
Milestone
Benchmark
Level 4
Level 3
Level 2
Level 1
Conclusions and related
outcomes (consequences
and implications) are
LOGICAL and reflect
student’s INFORMED
EVALUATION and ability
to place evidence and
perspectives discussed in
PRIORITY ORDER.
Conclusion is logically tied
to a range of information,
including opposing
viewpoints; related
outcomes (consequences
and implications) are
IDENTIFIED CLEARLY.
Conclusion is logically tied
to information (because
INFORMATION IS CHOSEN
TO FIT THE DESIRED
CONCLUSION); SOME
related outcomes
(consequences and
implications) are
IDENTIFIED CLEARLY.
Conclusion is
INCONSISTENTLY tied to
SOME of the information
discussed; related
outcomes (consequences
and implications) are
OVERSIMPLIFIED.
Level 0: Conclusion is not logically tied to any of the information discussed, and related
outcomes (consequences and implications) are not identified.
References
American Association of Colleges and Universities (2020, June 12). Overview of the VALUE Rubrics: Scoring
Guidelines [Presentation on Canvas]. VALUE Institute Calibration Training, Online Training.
