The difficult part with creating and using a marking rubric is differentiating between different levels of performance. Sometimes the only difference between a C and a B grade might be ‘satisfactory’ versus ‘good’ and it can be quite subjective as to where a student lies. My strategy would be to reduce the subjectivity by finding some measurable elements and count those. For example, perhaps there is a written piece and correct grammar is being graded as part of it. You could award A’s for 0-4 mistakes, B’s for 5-9 mistakes, etc. Basically, give ‘satisfactory’, ‘good’, ‘great’, etc a measurable meaning.
