Project rubric: grades K–2, 3–5 and 6–8
This project rubric scores any class project, solo or group, on five things: meeting the task, the content and what was learned, planning and use of time, the quality of the finished work, and sharing it. Grades 3–5 and 6–8 use four levels with points, with content counting twice; K–2 uses three levels in plain words, with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.
Grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| I did the job | I did every part of the job and added something extra. | I did every part of the job. | Some parts of the job are missing. |
| What I learned | My project shows two or more things I learned. | My project shows one thing I learned. | My project does not show what I learned yet. |
| Neat and finished | My project is finished, neat, and I took my time. | My project is finished and mostly neat. | My project is not finished or is messy. |
| Sharing | I tell about my project and answer a question. | I tell my class about my project. | I need help to tell about my project. |
- I can do every part of the job.
- I can show what I learned in my project.
- I can finish my project and make it neat.
- I can tell my class about my project.
Grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Task | Completes every part of the directions and adds a thoughtful extra that fits the goal. | Completes every part of the directions. | Completes most parts of the directions; one or two are missing. | Many parts of the directions are missing. | / 4 |
| Contentcounts ×2 | Shows accurate, detailed learning and explains how the ideas connect. | Shows accurate learning with some detail. | Shows some learning, but facts are thin or partly wrong. | Shows little learning, or most facts are wrong. | / 8 |
| Planning and time | Follows a written plan, meets every checkpoint, and uses work time well without reminders. | Has a plan, meets most checkpoints, and uses work time well. | Plans loosely and needs reminders to stay on task. | No plan; work time is often lost. | / 4 |
| Quality | The work is complete, neat and carefully made, with labels or titles that are easy to read. | The work is complete and neat. | The work is partly finished or looks rushed in places. | The work is unfinished or careless. | / 4 |
| Sharing | Explains the project clearly, tells what was learned, and answers questions well. | Explains the project and tells what was learned. | Explains the project with help or leaves out what was learned. | Cannot explain the project yet. | / 4 |
- I can complete every part of the project directions.
- I can show accurate facts and ideas I learned.
- I can make a plan and use my work time well.
- I can make finished work that is neat and careful.
- I can explain my project and what I learned.
Grades 6–8
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Task and purpose | Meets every requirement and makes the purpose clear, with choices that serve that purpose. | Meets every requirement and states the purpose. | Meets most requirements; the purpose is unclear. | Misses several requirements; no clear purpose. | / 4 |
| Content and evidencecounts ×2 | Accurate, in-depth content supported by evidence, with sources cited and ideas connected to the big question. | Accurate content supported by evidence, with most sources named. | Content is partly accurate or thin; evidence or sources are missing. | Content is inaccurate or missing; no evidence. | / 8 |
| Process | Keeps a plan and log, meets every checkpoint, and revises after feedback with clear changes. | Keeps a plan, meets most checkpoints, and makes some revisions. | Plan is incomplete; few checkpoints met; little revision. | No plan or log; no revision. | / 4 |
| Craft and quality | Polished, well-designed work that suits its audience, with precise vocabulary and no careless errors. | Finished, clear work with few errors. | Work looks rushed, or errors get in the way. | Unfinished work with many errors. | / 4 |
| Reflection | Explains specific strengths, a real setback and how it was handled, and a clear next step. | Names strengths and one thing to change. | Reflection is general, such as 'it went well'. | No reflection. | / 4 |
- I can meet every requirement and show the purpose of my project.
- I can show accurate understanding backed by evidence and sources.
- I can plan, track my progress and revise my work.
- I can produce polished work suited to my audience.
- I can explain what worked, what didn't and what I would change.
When to use it
- Any project that runs longer than a lesson: a unit project, a model, a display, a choice board product.
- Hand it out on the first day so students plan toward the top column, not just the due date.
- Halfway through, have students score their own work in progress and pick one row to improve.
What to say to students
- Read the task out loud and check off each part as you finish it.
- Make a plan with small steps and a date for each one.
- Show what you learned, not only how good it looks.
- Be ready to tell the class one thing you would do differently next time.
Related
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.