Blogging Rubric

In an effort to tie my blogging cycle with assessment, I’ve created the following rubric that is open to any and all criticism.

Without a doubt, the creation of a strong rubric is something that takes time, thought, and multiple people at least in my humble opinion. Thus, I’m happy to share this rubric with anyone that wants to use it, manipulate it, and critique it. However, I’d love to see what you do with it so that we all benefit from its improvements.

Also, I encourage my teachers to ponder a number of things about assessing blogs beyond what they typically ponder such as the following:

  1. Have students use this rubric (along with a couple of other charts) to assess themselves and peers
  2. Instead of assessing every post, randomly ask students to provide a post or posts for assessment. I like asking for their best blog post, their worst blog post, and their blog post with the most potential. Think about your own blog – not every post is a homerun.
  3. Have students submit stats from their aggregator. Google Reader gives a lot of details making it nice for teachers to see student reading patterns.
  4. Utilize Google Docs as a way to offer peer and teacher feedback as students begin writing posts.
  5. The rubric should not be used as a summative assessment but as a means of helping transform student writing — great place to explore the blogs with potential
  6. On-going, formative assessment is important throughout the process. Don’t forget the blogging cycle!


  1. I like it, Ryan. Excellent work.

    Now if we only had one for Twitter. šŸ˜‰

  2. I really like this. I looked over this with a few other instructors at my school and we will certainly take some inspiration from this.

    The guide we have been using in my marine bio course is found here: [www_scribd_com] /=blog rubric @ scribd
    I created this guide to be a relatively structured reference while doing a summer book study (The Enchanted Braid: Coming to Terms With Life on the Coral Reef) by Osha Gray Davidson. In fact, the author joined us on our network at the first week… what a super guy.

    Two things really stand out to me in your rubric.. One is the way you attribute much credit to the power of active reading in the first category. This is a piece that I strongly believe in, yet it reflects poorly in the rubric I have been working from.

    The second thing I really like is your treatment of so many complex issues in the final category. “Community of Practice” is a fantastic grouping. I split the connective aspect of the writing process out into my first category on quality of ideas & content. “In a manner that promotes conversation…” is also a phenomenal quote. There is an entire lesson to be had surrounding just this.

    This is definitely a teaching rubric as opposed to being a grading tool (not that it isn’t that at times).

    The only minute detail I might change would be to move one little word. In my personal opinion, I would move the word synthesis from critical to creative thinking. That reflects the level of value I tend to place upon that word whenever possible. Anderson & Krathwohl kicked synthesis to the top of the revised taxonomy and renamed it “creating” because it was seen a the generation of something new. I tend to hold that as often the most difficult level of processing. It isn’t every time, but seems to be often.

    I always advocate that kids strive toward this level whenever possible. I try to make it our holy grail. To me, evaluation is really typically just a high level analytical process where one assigns value. Anyway- fun things to ponder. Now I have to get to work on my revisions!

    Thanks much for this post…

  3. I especially like the community of practice criteria. Thanks for the ideas.

  4. Thanks Ryan…I saw the rubric as adapted by Jeff, and I’ve adpated it even further with feedback from some of my team….

    see for an example of it….

  5. I would be very interested to know how you return the rubric to the students after using it to evaluate the blogs. Do you have a way of doing that online? Because my students blogs are open to the public, I wouldn’t feel good about evaluating them in a comment.

    • Great question, Bill. Since I subscribe to the idea of letting students tell me those ones they’d like formal feedback on, I do much of this with f2f conferencing. There is so much rich dialogue there. I’ve also and would continue to provide random feedback via email with a digital copy of the rubric attached with my thoughts: highlighted areas with audio comments. These are quick feedback loops that are quite effective.

      Finally, I would never provide feedback in a grade sense via the blog comment feature especially given FERPA. However, it is a great source of feedback on their ideas that should be leveraged. Hopefully, the larger community provides this but often it takes considerable time to develop such an audience – it is why local audiences are key right away.

      Hope that helps!

  6. Hi,
    Would you mind if I used your blogging rubric as an evaluation for a course that I am giving to teachers at my school? Please let me know.

    • Hi Mark:

      By all means, use it. Please let me know how it works out for you. I plan to revisit this rubric soon and make some adjustments, so feedback on the current iteration is always appreciated. Good luck!

  7. Hello, I am currently doing my Masters in Education and I have started a blog as one of my projects. I am asking permission to use your rubric. I may have to adapt it to suit my current 5th Graders.

    Thanks for you assistance.

    Ms. Wiltshire

    • No problem – let me know if you can access it.



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