Skip to the content
Peabody TeachFor teachers and grown-ups

Skit rubric: grades K–2, 3–5 and 6–8

This skit rubric scores a short group performance: a script or plan with a clear beginning, middle and end, knowing the lines, a voice the audience can hear, acting with face and body, working as a team, and showing what was learned when the skit is about a lesson. Grades 3–5 and 6–8 use four levels with points, with content counting twice; 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.

Skit rubric, grades K–2

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

Skit rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My linesI know my lines and say them at the right time.I know most of my lines.I need help with my lines.
Big voiceEveryone can hear and understand me.Most people can hear me.It is hard to hear me.
Act it outMy face and body show how my character feels.I move and act some of the time.I stand still and do not act yet.
TeamI help my group, share ideas and take turns.I work with my group.I do not work with my group yet.
Open in the maker
  • I can say my lines at the right time.
  • I can use a big, clear voice.
  • I can use my face and body to act.
  • I can work with my group.

Skit rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Skit rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Script and storyA clear plan or script with a beginning, a problem, and an ending that wraps up.A beginning, middle and end.The story is hard to follow.No clear plan./ 4
Contentcounts ×2The skit shows the lesson or topic accurately and in a creative way.The skit shows the topic accurately.The topic is only partly shown, or has errors.The topic is missing./ 8
Lines and voiceKnows all lines, speaks clearly and loudly, with expression.Knows most lines and speaks clearly.Forgets lines or is hard to hear.Cannot do the lines./ 4
ActingStays in character with face, gestures and movement, facing the audience.Acts the part most of the time.Breaks character or turns away often.Does not act the part./ 4
TeamworkShares ideas, does a fair share, and helps others in rehearsal.Does a fair share.Needs reminders to help.Does not help the group./ 4
Open in the maker
  • I can help plan a skit with a beginning, middle and end.
  • I can show what we learned in the skit.
  • I can know my lines and say them clearly.
  • I can use my face, body and movement to play my character.
  • I can share the work and support my group.

Skit rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Skit rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
ScriptA tight script with a clear conflict, believable dialogue and a resolution that lands.A complete script with conflict and resolution.Script is thin or the ending is unclear.No script or plan./ 4
Contentcounts ×2The concept is shown accurately and in a way that makes the audience think.The concept is accurate and clear.The concept is partly shown or has errors.The concept is missing or wrong./ 8
CharacterizationClear, consistent choices in voice, posture and movement reveal who the character is.Character is consistent and believable.Character slips in and out.No character choices./ 4
Delivery and stagingProjects, keeps the pace up, and uses the space so the audience can always see.Clear, audible, and faces the audience.Hard to hear, or blocks others at times.Hard to see or hear./ 4
CollaborationTakes a role such as writer or director, meets deadlines and lifts the group.Contributes fairly and meets deadlines.Contributes unevenly.Does not contribute./ 4
Open in the maker
  • I can help write a script with a clear conflict and resolution.
  • I can use the skit to show a concept accurately and with insight.
  • I can make choices that bring my character to life.
  • I can project, keep pace and use the space well.
  • I can take a role in the group and help it succeed.

When to use it

  • Acting out a vocabulary word, a scene from history, a science process or a class rule.
  • Group skits at the end of a unit, written and rehearsed in class.
  • Score each student on their own, with teamwork as one row.

What to say to students

  • Plan your skit so it has a beginning, a middle and an end.
  • Know your lines and when to say them.
  • Face the audience and speak up.
  • Use your face and body to show how your character feels.

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.