Skip to the content
Peabody TeachFor teachers and grown-ups

Self-assessment rubric: grades K–2, 3–5 and 6–8

This self-assessment rubric is written for students to score themselves after a project, a unit or a piece of writing. It asks four things: did I meet the goal, how did I work, what did I learn, and what will I do next. Every cell is in the student's own voice. Grades 3–5 and 6–8 use four levels with points; K–2 uses three levels with no points, read aloud by the teacher. Print it, or open it in the rubric maker to change any cell.

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

Self-assessment rubric, grades K–2

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

Self-assessment rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My goalI met my goal and I can show you where.I met part of my goal.I did not meet my goal yet.
How I workedI kept trying, even when it was hard.I worked hard most of the time.I gave up when it got hard.
What I learnedI can tell and show one thing I learned.I can tell one thing I learned.I am not sure what I learned yet.
Next timeI tell one thing I will do next time and how.I tell one thing I will do next time.I do not know what to do next yet.
Open in the maker
  • I can tell if I met my goal.
  • I can tell how hard I worked.
  • I can tell one thing I learned.
  • I can tell what I will do next time.

Self-assessment rubric, grades 3–5

4 levels, 4 criteria, 20 points in all.

Self-assessment rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Meeting the goalI met every part of the goal and I can point to proof for each part.I met the goal and can point to proof.I met part of the goal.I did not meet the goal yet./ 4
Effort and focusI stayed focused, asked for help when stuck, and kept improving my work.I stayed focused most of the time and finished.I got off task often or rushed.I did not stay with the work./ 4
What I learnedcounts ×2I explain what I learned in my own words and give an example from my work.I explain what I learned in my own words.I name what I learned but cannot explain it.I am not sure what I learned./ 8
Next stepI set a specific next step, say when I will do it, and how I will know it worked.I set a specific next step.My next step is vague, like try harder.I have no next step./ 4
Open in the maker
  • I can judge how well my work meets the goal and show proof.
  • I can describe how I worked and stayed focused.
  • I can explain what I learned in my own words.
  • I can set a next step I can really do.

Self-assessment rubric, grades 6–8

4 levels, 4 criteria, 20 points in all.

Self-assessment rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Quality against criteriaI score my work against each criterion, cite evidence, and my scores match the evidence.I score my work against the criteria with some evidence.My scores are not backed by evidence.I did not compare my work with the criteria./ 4
ProcessI analyze my planning and time use, name what helped and what got in the way, and what I would change.I describe how I planned and used my time.I describe my process in general terms.I do not reflect on my process./ 4
Learningcounts ×2I explain what I learned, how my thinking changed, and how it connects to something I already knew.I explain what I learned and how my thinking changed.I name what I learned without explaining it.I cannot say what I learned./ 8
Growth goalI set a measurable goal with steps, a date and the help I will ask for.I set a measurable goal with steps.My goal is general and hard to measure.I have no goal./ 4
Open in the maker
  • I can rate my work against the criteria with evidence.
  • I can analyze how I planned, worked and used my time.
  • I can explain what I learned and connect it to earlier learning.
  • I can set a measurable goal and a plan to reach it.

When to use it

  • The last step of any project or unit, before the teacher scores the work.
  • Student-led conferences, where the student explains their own scores.
  • Goal setting at the start of a grading period, then again at the end.

What to say to students

  • Be honest. This is for you to see where you are, not a test.
  • For every score, point to something in your work that proves it.
  • Pick one next step you can actually do this week.

Related

Was this useful?

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.