Guidance for Selecting or Curating High-Quality Instruction…

The rubric’s criteria and sub -criteria should reflect the district’s instructional goals, the non-negotiables and “must - have” features identified by the needs assessment feedback, the instructional topics addressed in the state standards, and features associated with high-quality instructional materials and research-based best practices for the content area.

Practice Tip

Resources for developing or customizing a


• District curriculum /

campus instructional goals

• Needs assessment feedback

• Non-negotiables

• State standards

• Content-area best practices

• Research on high-quality materials

Criterion and sub-criterion are typically formatted as statements . Criteria and sub-criteria statements should be written using precise and unambiguous language and should describe observable and measurable features of a material (N.C. State University, 2022). Each criterion and sub-criterion statement should be distinct from the others. Terms like consistently , throughout , and repeatedly may be used to describe features that should be present throughout the material. It is not imperative to include sub-criteria or guidance statements for each criterion. If used, these statements should clarify or illustrate the criteria. For that reason, sub-criteria statements often include illustrative language, such as includes or does not include . Judgmental language such as poor , well , exceptional, or excellent should not be included in the criteria or sub-criteria statements; rather, judgments sh ould be addressed in the rubric’s rating scale.

Rating Scale

A rubric must include at least one type of rating scale. A rating scale allows users to express their level of agreement with each criterion and possibly each sub-criterion statement. There are many types of rating scales, including


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