- Avoid imprecise language.
- Avoid negative language.
- Establish valid categories.
- Match criteria to task requirements and goals/objectives.
- Use observable behaviors or product characteristics.
- Use clear language that students can understand.
- Difference between levels should be clear.
Tierney, R. & Simon, M. (2004). What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2). Retrieved from http://PAREonline.net/getvn.asp?v=9&n=2