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Weighting A Rubric
Creating a Rubric
Identifying Rubric Criteria
Writing Descriptive Indicators
Weighting A Rubric
Create Your Own Rubric Assignment

Once you have the criteria and indicators in place, it is time to look at the possibility of weighting various criteria as to importance and grading.

Learning Objective

  • The participant will effectively weigh various rubric components to meet personal requirements.


        How to Weight Rubrics



  1. Review the Key Concepts and examples.
  2. Read the two reference sources on how to weight rubrics listed in the Resources section.
  3. Do the Learning Activities practice session and self-test.
  4. Consider the Discussion and Reflection questions below. Share you thoughts and idea in the class discussion.

Key Concepts

  • A weighted rubric contains certain criteria that are viewed as more important than others.  The criteria may have been the focus of instruction or are the key aspects of an assignment or project.
  •  Weights can be added to a rubric to reflect this focus.

How to assign weighting:



10.0 – 8.5


8.4 – 7.0


6.9 – 5.5


5.4 – 4.0


3.9 - 0

Research      25% 






Analysis       50%   






Organization 25%                                  






Style            25%







Value of term paper: 25 marks

Without weighting:  Score would be 18.75 on a paper valued at 25 marks. (Each criterion is of equal value: Possible of 10 marks each.)

With weighting:  Score would be 30.6 on a paper valued at 25 marks. 

  • The important thing is that weighting various criteria can significantly change the final results.
  • Note: In the Columbia College model, the above calculations will be automatically calculated using the template provided for facilitators on our web site.

Learning activity #1:  Practice Session:


  • Go to the Columbia College web site.
  • Download the practice session provided on the faculty pages entitled Weighting a rubric. 
  • Follow the directions for the exercise.  You will be reassigning different weights to various criteria and examining the results.



Learning activity #2:  Self-Test:


  • Go to the Columbia College web site. Take a self-test entitled Creating a Rubric Self-Test. 
  • Upon completion, click the Suggestions button and compare your answers to the key provided. 
  • If any aspect of the self-test is unclear, return to the section indicated in the key and review the information. 
  • Post any questions you might have to the Discussion Board.  Other participants may benefit from your questions.  

Reflection Questions

  • What kind of ethical questions could arise from different facilitators weighting their rubrics? 
  • What is needed to ensure continuity of approach by facilitators when using weighted rubrics in courses?

Helpful Hints

  • Consider the message you are sending to students as you weight one criterion as more important than another.  Facilitator values and beliefs are evident through the weighting process.
  • During a course, you might consider changing the criterion you are weighting as most important in order to balance the approach to getting excellent results.  Avoid always having the same criterion weighted as most important.

Related Links

        Limitations of web-based rubric resources:  Addressing the challenges