Rubric by Denise Kreiger, Instructional Design and Technology Services, SC&I, Rutgers University, 4/2014 1
Research Paper Rubric (3 parts)
Criteria Unsatisfactory – Beginning Developing Accomplished Exemplary Total
Paper Focus:
Purpose/
Position
Statement
0-13 points 14-15 points 16-17 points 18-20 points /20
Fails to identify a relevant
research topic or is not clearly
defined and/or the paper lacks
focus throughout.
Identifies a research topic but may
be too broad in scope and/or the
thesis is somewhat unclear and
needs to be developed further.
Focal point is not consistently
maintained throughout the paper.
Identifies a relevant research
topic and a thesis that provides
adequate direction for the paper
with some degree of interest for
the reader. The thesis states the
position, premise, or hypothesis,
and is the focal point of the paper
for the most part.
Identifies a relevant research
topic and a thesis that provides
direction for the paper that is
engaging and thought
provoking, The thesis clearly
and concisely states the
position, premise, or
hypothesis and is consistently
the focal point throughout the
paper.
Analysis
0-22 points 21-23 points 24-26 points 27-30 points /30
Demonstrates a lack of
understanding and inadequate
analysis of the research topic
and thesis. Analysis is superficial
based on opinions and
preferences rather than critical
analysis.
Demonstrates general
understanding with limited critical
analysis of the research topic and
thesis (argument). Summarizes
perspectives, counter-arguments,
or opposing positions.
Demonstrates an understanding
and some critical analysis of the
research topic and thesis
(argument). Adequately
compares/contrasts perspectives,
counter-arguments, or opposing
positions but broader
connections and/or implications
are not as thoroughly explored.
Demonstrates a sophisticated
understanding and careful,
critical analysis of the research
topic and thesis (argument).
Compares/contrasts
perspectives, considers
counter arguments or
opposing positions, and draws
original and thoughtful
conclusions with future
implications.
Evidence
(Sources)
0-22 points 21-23 points 24-26 points 27-30 points /30
Lacks sufficient research sources
to support the central position
and/or, if included, are generally
not relevant, accurate, or
reliable. Contains numerous
factual mistakes, omissions, or
oversimplifications. Sources, if
included, are not properly
referenced and cited in the
paper.
Provides some evidence to support
the central position with only a few
research sources. Some sources
may not be relevant, accurate, and
reliable and/or appropriately
referenced and cited in the paper.
Provides essential, accurate
evidence to support the central
position with the required (4)
research sources including 1
source from a periodical
database that are mostly
relevant, accurate, and reliable.
Sources are referenced and cited
appropriately throughout the
paper for the most part.
Provides compelling and
accurate evidence to support
in-depth the central position
beyond the required (4)
research sources with at least
1 source from a periodical
database. Research sources are
highly relevant, accurate, and
reliable and add to the
strength of the paper; and are
effectively referenced and
cited throughout the paper.
Rubric by Denise Kreiger, Instructional Design and Technology Services, SC&I, Rutgers University, 4/2014 2
Research Paper Rubric (continued)
Criteria Unsatisfactory – Beginning Developing Accomplished Exemplary Total
Organization
0-6 points 7 points 8 points 9-10 points /10
Paper lacks logical organization and
impedes readers’ comprehension of
ideas. Central position is rarely
evident from paragraph to
paragraph and/or the paper is
missing multiple required
components.
Paper is somewhat organized,
although occasionally ideas
from paragraph to paragraph
may not flow well and/or
connect to the central position
or be clear as a whole. May be
missing a required component
and/or components may be less
than complete.
Paper is adequately organized.
Ideas are arranged reasonably
with a progression of thought
from paragraph to paragraph
connecting to the central
position. Includes required
components (introduction, body,
conclusion, Reference List, etc.)
for the most part.
Paper is effectively organized.
Ideas are arranged logically,
flow smoothly, with a strong
progression of thought from
paragraph to paragraph
connecting to the central
position. Includes all required
components (introduction,
body, conclusion, Reference
List, etc.).
Writing Quality
& Adherence to
Format
Guidelines
0-6 points 7 points 8 points 9-10 points /10
Paper shows a below average/poor
writing style lacking in elements of
appropriate standard English and
following proper APA guidelines.
Frequent errors in spelling,
grammar, punctuation, spelling,
usage, and/or formatting.
Paper shows an average and/or
casual writing style using
standard English and following
APA guidelines. Some errors in
spelling, grammar, punctuation,
usage, and/or formatting.
Paper shows above average
writing style and clarity in writing
using standard English and
following APA guidelines. Minor
errors in grammar, punctuation,
spelling, usage, and/or
formatting.
Paper is well written and clear
using APA guidelines and
standard English characterized
by elements of a strong writing
style. Basically free from
grammar, punctuation,
spelling, usage, or formatting
errors.
Timeliness* and
Length of Paper
(* unexcused late)
Deduct 11 points-overall failing Deduct 6-10 points Deduct 1-5 points 0 points deducted /—
Paper is submitted 2-3 days (49-72
hours) or more after the deadline
and/or substantially lacks/exceeds
the required length
Paper is submitted 1-2 days (25-
48 hours) after the deadline
and/or is somewhat lacking (or
exceeds) the required length.
Paper is submitted within 1 day
(24 hours) after the deadline and
meets the required length (6-8
pages for the body).
Paper is submitted by the
deadline and meets the
required length (6-8 pages for
the body).
TOTAL POINTS (sum of 6 Criteria) /100
Rubric by Denise Kreiger, Instructional Design and Technology Services, SC&I, Rutgers University, 4/2014 3
Instructor Guide and Notes
• Sharing and discussing your Rubric with students is a good idea so that you can all come to a common understanding of what is expected
for the assignment and how students’ work will be graded. Students should be able to visibly see a link to the Rubric at the beginning of
the assignment in web-enhanced, hybrid, or fully online courses if a course management system is used (e.g., eCollege, Sakai, etc.).
• Rubrics make the process of grading more objective, consistent, and quicker (in the long run).
• Rubrics can also be used when reviewing any grade appeals.
• When grading:
o Pick three students’ papers at random and “practice” grading them using the Rubric so you get a better feel for it.
o Focus on the “Exemplary” mastery level (category) on each criterion before the other mastery levels (i.e., Accomplished,
Developing, Beginning-Unsatisfactory) when evaluating and grading each student’s paper. The Exemplary mastery level
articulates the highest learning outcome.
• If the rubric doesn’t do what you want, adjust it, as needed. For example, modify mastery descriptions to add “context” for your
research paper assignment, if needed. However, be careful to maintain a similar “weighting” of criteria (i.e., “content” should be a
significantly higher weighting than the “mechanics” of the assignment). Also, be aware that the “points” assigned for each mastery level
have been mathematically calculated and proportioned as follows: overall, Exemplary is ~ 90-100%; Accomplished is ~80-89%;
Developing is ~ 70-79%; and Beginning-Unsatisfactory is ~ 0-69%.
• This Rubric will work with both “percentage-based” grading systems and “points-based” grading systems. For percentage-based grading
systems, it is important that the overall points add up to 100 points to work properly with the Gradebook in the course management
system (e.g., eCollege, Sakai, etc.).
• It is recommended that instructors include a “model” of an “Exemplary” paper so students have a frame of reference before undertaking
the assignment.
