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Assessment Literacy Series. -Module 4- Scoring Keys and Rubrics. Objectives. Participants will: Develop scoring keys for all multiple choice items outlined with in the blueprint. Develop scoring rubrics for c onstructed r esponse items/tasks that reflect a performance continuum.

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Assessment literacy series

Assessment Literacy Series

-Module 4-

Scoring Keys and Rubrics

Assessment literacy series


Participants will:

  • Develop scoring keys for all multiple choice items outlined with in the blueprint.

  • Develop scoring rubrics for constructed response items/tasks that reflect a performance continuum.

Assessment literacy series

Helpful Tools

Participants may wish to reference the following:


  • Handout #6 – Scoring Key Example

  • Handout #7 – Rubric Examples


  • Template #5-Scoring Key-Rubric


    • Performance Task Framework

Assessment literacy series

Outline of Module 4

Module 4: Scoring Keys and Rubrics

Scoring Key for MC

Process Steps

Rubrics for Constructed Response

Sample Answers

Scoring Criteria

Scoring keys
Scoring Keys

Scoring Keys typically contain elements such as the following:

  • Performance measure name or unique identifier

  • Grade/Course

  • Administration timeframe (e.g., fall, mid-term, final examination, spring, etc.)

  • Item tag and type

  • Maximum points possible

  • Correct answer (MC) or rubric with sample answers or anchor papers (SCR & ECR)

Scoring key example handout 6
Scoring Key Example[Handout #6]

Scoring keys1
Scoring Keys

Scoring keys for MC items:

  • Answers within the key must represent a single, correct response.

  • Answers should be validated once the key is developed to avoid human error.

  • Validating answers should be done prior to form review.

  • Items changed during the review stage must be revalidated to ensure the scoring key is correct.

Process steps template 4
Process Steps[Template #4]

  • Enter the assessment information at the top of the Scoring Key.

  • Record the single, correct answer during item development. For SCR and ECR items/tasks, the scoring rubrics should be referenced in the answer column and put in the correct rubric table on the Rubric Template.

  • Record the item number, item tag, item type, and point value.

  • Record the MC answers in the answer column. For each CR item, include the general scoring rubric and sample response for each point value.

  • Repeat Steps 1-4 until all items/tasks on the blueprint are reflected within the Scoring Key.

Qa checklist
QA Checklist

  • All items/tasks articulated on the blueprint are represented within the Scoring Key.

  • MC items have been validated to ensure only one correct answer among the possible options provided exists.

  • MC answers do not create a discernible pattern.

  • MC answers are “balanced” among the possible options.

  • Scoring Key answers are revalidated after the final operational form reviews are complete.

Holistic vs analytic rubric scoring
Holistic vs. Analytic Rubric Scoring

Holistic Scoring

  • Provides a single score based on an overall determination of the student’s performance

  • Assesses a student’s response as a whole for the overall quality

  • Most difficult to calibrate different raters

    Analytic Scoring

  • Identifies and assesses specific aspects of a response

  • Multiple dimension scores are assigned

  • Provides a logical combination of subscores to the overall assigned score

Rubric scoring considerations
Rubric Scoring Considerations

  • Describe whether spelling and/or grammar will impact the final score.

  • Avoid using words like “many”, “some”, and “few” without adding numeric descriptors to quantify these terms.

  • Avoid using words that are subjective, such as “creativity” or “effort”.

  • Avoid subjective adjectives such as “excellent” or “inadequate”.

Scr rubric example handout 7
SCR Rubric Example[Handout #7]

Scr rubric example handout 71
SCR Rubric Example[Handout #7]

Rubrics for ecr tasks
Rubrics for ECR Tasks

  • Create content-based descriptions of the expected answer for each level of performance on the rubric.

  • Provide an example of a fully complete/correct response along with examples of partially correct responses.

  • Reference the item expectations in the rubric.

  • Make the rubric as clear and concise as possible so that other scorers would assign exact/adjacent scores to the performance/work under observation.

Ecr rubric example handout 7
ECR Rubric Example[Handout #7]

Ecr rubric example handout 71
ECR Rubric Example[Handout #7]

Process steps template 41
Process Steps[Template #4]

  • Create the item/task description for the student.

  • Using a “generic” rubric, begin by modifying the language using specific criteria expected in the response to award the maximum number of points.

  • Next, determine how much the response can deviate from “fully correct” in order to earn the next (lower) point value. [Continue until the full range of possible scores is described]

  • Using the “sample” rubric, create an example of a correct or possible answer for each level in the rubric.

  • In review, ensure the item/task description for the student, the scoring rubric, and the sample rubric are aligned.

Qa checklist1
QA Checklist

  • CR items/tasks have scoring rubrics that reflect a performance continuum.

  • CR items/tasks include sample responses for each level of performance.

  • CR scoring rubrics are clear and concise.

  • CR scoring rubrics include all dimensions (aspects) of the tasks presented to the students.

  • CR scoring rubrics avoid including non-cognitive (motivation, timeliness, etc.) or content irrelevant attributes.

Assessment literacy series

Summary & Next Steps


Module 4: Scoring Keys & Rubrics

  • Developed a scoring key and rubrics for all items.

    Next Steps

    Module 5: Operational Forms & Administrative Guidelines

  • Given the items/tasks developed, create an operational form with applicable administrative guidelines.