Rubrics Made Easy

Rubrics help instructors:

  1. Assess assignments consistently from student-to-student.
  2. Save time in grading, both short-term and long-term.
  3. Give timely, effective feedback and promote student learning in a sustainable way.
  4. Clarify expectations and components of an assignment for both students and course TAs.
  5. Refine teaching skills by evaluating rubric results.


Rubrics help students:

  1. Understand expectations and components of an assignment.
  2. Become more aware of their learning process and progress.
  3. Improve work through timely and detailed feedback.


How can you develop a rubric?

Getting Started

  • Start small by creating one rubric for one assignment in a semester.
  • Ask colleagues if they have developed rubrics for similar assignments.
  • Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.

Rubric Development Guidelines

  1. Examine an assignment for your course.
  2. Outline the elements or critical attributes to be evaluated (these attributes must be objectively measurable).
  3. Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.”
  4. You can reinforce a developmental approach by students by using a developmental scale in your rubric, like “Beginning”, “Emerging” and “Exemplary.”
  5. Add descriptors that qualify each level of performance:
  6. Avoid using subjective or vague criteria such as “interesting” or “creative”; instead, outline objective indicators that would fall under these categories.
  7. The criteria must clearly differentiate one performance level from another.
  8. Assign a numerical scale to each level.
  9. Give a draft of the rubric to your colleagues and/or TAs for feedback.
  10. Train students to use your rubric and solicit feedback; this will help you judge whether the rubric is clear to them and will identify any weaknesses.
  11. Rework the rubric based on the feedback.

When developing rubrics consider the following:

  1. A rubric can be a fillable pdf that can easily be e-mailed to students.
  2. How much class time is required for teaching and re-teaching the rubric.


How can you incorporate rubrics in a course?

  1. Rubrics are most often used to grade written assignments, but they have many other uses.
  2. They can be used for oral presentations.
  3. They are a great tool to evaluate teamwork and individual contribution to group tasks.
  4. Rubrics facilitate peer-review by setting evaluation standards.
  5. Students can use them for self-assessment to improve personal performance and learning.
  6. For larger assignments, have students use the rubric to provide peer assessment on various drafts.
  7. Encourage students to use the rubrics to assess their own work.
  8. Motivate students to improve their work by using rubric feedback to resubmit their work incorporating the feedback.

Here is a sample strategy for introducing rubrics to students:

  • Provide samples, or smaller sections of samples, of a complete assignment (consider asking previous students for permission to use their assignments as samples, provided that you remove their names).
  • Have students evaluate the assignments individually using the rubric.
  • Have students share their results with a partner and justify their evaluation by explaining how they used the rubric.
  • Ask a few pairs to share their responses with the class. (Paying attention to students’ reactions/interpretations of the rubric is useful and may inform rubric adjustments).
  • Provide your own evaluation of the sample assignments and explain how you used the rubric to assess the work.

Breath Eyes Memory Chapters 13-17 Questions- CSEME PRO

Chapter 13

  1. Where is Sophie? Where is she going? Why does she get to sit with the driver?
  2. Why does Louise want to sell her pig?
  3. How are Louise and Atie related?
  4. What does Sophie do in the United States?
  5. What is Sophie’s full name? How old is she?

Chapter 14

  1. What has Atie learned to do in Sophie’s absence?
  2. Has Sophie’s mother, Martine, met Brigitte?
  3. What does Ifé mean when she says, “that we can visit with all our kin, simply by looking into this face”?

Chapter 15

  1. Why does Ifé always wear black?
  2. How does Ifé feel about Atie’s reading lessons?
  3. What poem does Atie recite to Sophie? Why?
  4. Why does Sophie wonder if Brigitte will inherit some of her problems?

Chapter 16

  1. What is the significance of Erzulie?
  2. What do you learn about Martine’s disease?

Chapter 17

  1. What is the maché?
  2. What does Louise do?
  3. What happens to Dessalines, the coal vendor?
  4. What is Ifé hinting at about Atie when she talks to Sophie?

Breath Eyes Memory Chapters 10-12 Questions- CSEME PRO

Chapter 10

  1. Why can’t Martine bear to stay in Haiti too long?
  2. What advice does Martine give Sophie when she asks about liking someone?
  3. Does Sophie tell Martine about Joseph? What does she tell her?
  4. What does Martine think is the difference between the values of old and new Haitians regarding money and status?
  5. What does Martine say is the difference between success in Haiti and America?
  6. Why does Martine have nightmares?


Chapter 11

  1. What happens between Sophie and Joseph?
  2. What does Sophie’s mother tell her when Sophie returns home?
  3. What is the meaning of the Marassa parable?


Chapter 12

  1. How does Sophie treat Joseph?
  2. What is the meaning of the butterfly parable?
  3. How does Sophie bring an end to her mother’s testing? What does her mother do?
  4. What does Sophie do with Joseph?

Breath Eyes Memory Chapters 7-9 Questions- CSEME PRO

Chapter 7

Simple Guided Reading Questions

  1. Where is Flatbush Avenue?
  2. Why does Martine tell Sophie that she needs to learn English quickly?
  3. What does Martine buy from Jacqueline at the Haitian beauty salon?
  4. Who is Marc Chevalier?
  5. What happens at the Haitian restaurant in Asbury Park, New Jersey? Does Marc like the food?

Chapter 8

  1. How many jobs does Martine have? What kinds of jobs are they?
  2. What does Sophie do while her mother is working?
  3. How did Martine meet Marc?
  4. What does Martine ask Sophie about her relationships to boys? What does she tell her about the test Ifé used to perform?
  5. How did Martine become pregnant with Sophie?

Chapter 9

  1. How much time has passed? What is Sophie about to do?
  2. What was Sophie’s high school experience like?
  3. Who is Joseph? What does he do? How old is he?
  4. How do Joseph’s beliefs on the American view of young adult responsibility differ from the Haitian view?
  5. What does Joseph want his relationship with Sophie to become?