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One method designed to make grading easier and faster, as well as to provide more useful feedback to students is the use of rubrics. Especially when grading projects, rubrics offer an easy, fast, and consistent method for grading.

A rubric is a checklist of characteristics that facilitates assessment of  the quality of a learning product. It is a set of assessment criteria that specifies the required characteristics for each level of quality, usually identified by a letter or number grade.

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Sample Rubric

A = exceptional (quality, NOT QUANTITY, goes above and beyond expectations);   worthy of a professional portfolio; addresses every major subheading in the assignment; does not summarize or paraphrase the content of the chapter, rather demonstrates content mastery using examples of and/or personalized reflections about the content of the chapter; demonstrates an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content.

B = excellent (superior quality, NOT QUANTITY, in meeting expectations); worthy of a professional portfolio; addresses most subheadings in the assignment; does not summarize or paraphrase the content of the chapter, rather demonstrates content mastery by using examples of and/or personalized reflections about the content of the chapter; demonstration of an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content.

C = acceptable (satisfactory quality and quantity in meeting expectations); needs substantial revision to be worthy of a professional portfolio; addresses about half the major subheadings in the assignment; includes some summarizing or paraphrasing of chapter content; demonstration of content mastery using examples of and/or personalized reflections about the content of the chapter; demonstration of an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content.

D = unacceptable quality (does not meet expectations); needs substantial revision to be worthy of a professional portfolio; addresses less than half the major subheadings in the assignment; consists primarily of a summary of main ideas from the chapter content; summarized information is accurate

F = no credit (effort not worthy of credit); needs substantial revision to be worthy of a professional portfolio; addresses no more than one major subheading in the assignment; consists primarily of a summary of main ideas from the chapter content; summarized information is inaccurate.