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Interview rubric: grades K–2, 3–5 and 6–8

This interview rubric scores a student who interviews someone, such as a family member, a school worker or a classmate: preparing good questions, asking follow-ups, listening and taking notes, being polite, and sharing what they learned. Grades 3–5 and 6–8 use four levels with points, and 6–8 counts question design twice and asks for accurate quotes. K–2 uses three plain levels. Print it, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Interview rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Interview rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My questionsI write three or more questions that start with who, what, why or how.I write two questions.I do not have questions ready.
ListenI listen and ask one more question about an answer.I listen to the answers.I talk while they answer.
Be politeI say hello, please and thank you and look at the person.I say thank you.I forget to be polite.
ShareI tell or draw two things I learned.I tell one thing I learned.I cannot tell what I learned yet.
Open in the maker
  • I can write questions before I ask.
  • I can listen to the answers.
  • I can say please and thank you.
  • I can tell what I learned.

Interview rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Interview rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Prepared questionsFive or more open questions that fit the person and the topic.Three or four open questions.Questions are mostly yes or no.No questions prepared./ 4
Follow-up questionsAsks two or more follow-ups that dig into answers.Asks one follow-up.Sticks to the list only.Does not ask questions beyond one or two./ 4
Listening and notesTakes clear notes with key words and one exact quote.Takes notes on most answers.Notes are thin or hard to use.No notes are taken./ 4
CourtesyGreets, explains the purpose, listens without interrupting, and thanks the person.Polite and thanks the person.Interrupts or forgets to thank the person.Not respectful./ 4
Sharing resultscounts ×2Shares the most interesting things learned with details and a quote, in an organized way.Shares what was learned with some details.Shares a few facts with little detail.Does not share results./ 8
Open in the maker
  • I can write open questions before the interview.
  • I can ask a follow-up question when an answer is interesting.
  • I can listen closely and take notes.
  • I can be polite and respectful during the interview.
  • I can share what I learned in writing or out loud.

Interview rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Interview rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Research and questionscounts ×2Background research shapes open, specific questions ordered to build trust and depth.Open questions that fit the subject.Questions are general or mostly closed.Little preparation./ 8
Follow-upUses follow-ups such as "what happened next" to draw out stories and specifics.Asks some useful follow-ups.Rarely leaves the script.No follow-ups./ 4
Notes and quotesAccurate notes or a recording made with permission; quotes are exact and checked.Accurate notes with some exact quotes.Notes are incomplete; quotes are paraphrased as if exact.Notes are missing or inaccurate./ 4
ConductStates purpose, asks permission to share, respects off-limits topics, and follows up with thanks.Asks permission and is respectful.Forgets permission or purpose.Disrespectful or shares without permission./ 4
Write-upA focused write-up with a clear angle, well-chosen quotes and context the reader needs.An organized write-up with quotes.A question-and-answer list with little shaping.No write-up./ 4
Open in the maker
  • I can research my subject and design questions that lead to stories.
  • I can probe with follow-ups that draw out detail.
  • I can record answers accurately and quote exactly.
  • I can conduct the interview respectfully and with permission.
  • I can turn the interview into a focused piece.

When to use it

  • Interviewing a family member about their childhood, a job, or a skill they have.
  • Community helper units, or interviews that feed a news article or a biography.
  • Older students: oral history projects with a written or recorded write-up.

What to say to students

  • Write your questions before the interview. Ask ones that need more than yes or no.
  • Listen closely. If an answer is interesting, ask another question about it.
  • Write down key words so you remember what they said.
  • Ask permission before you share their words, and say thank you at the end.

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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.