Table 2.

Providing constructive feedback rubric.

Criteria	Exceeds expectations 3 points	Meets expectations 2 points	Below expectations 1 point
Control of syntax and mechanics	Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is error-free.	Uses straightforward language that generally conveys meaning to readers. The language has few errors.	Uses language that sometimes impedes meaning because of errors in usage. Multiple errors detected in language.
Quality of comments	Comments are nonjudgmental and descriptive rather than evaluative (focus on description rather than judgment). Eg,: “Providing examples would help to understand the concept you were explaining.”	Comments are nonevaluative but are judgmental, Eg,: “Please add more examples.”	Comments are both judgmental and evaluative in nature, Eg,: “Poor work.”
Balance of comments	Comments provide a good balance of positive and negative feedback. Eg,: “You include a thought provoking topic, but it seems to me that it needs more elaboration with examples.”	Comments are more negative than positive and are provided with no reinforcement of appropriate actions, Eg,: “Will you elaborate on the topic?”	Comments are negative, dismissive, and discouraging, no reinforcement of appropriate actions, Eg,: “Needs elaboration.”
Positive feedback phrasing	Attribute positive feedback to internal causes and give it in the second person (you), Eg,: “You worked hard to explain the material well using relevant sources.”	Attribute positive feedback to third person, Eg,: “This was a relevant exercise.”	Positive feedback is not attributed or tied to any accomplishment, Eg,: “Good job.”
Negative feedback phrasing	Give negative information in the first person (I) and then shift to third person (s/he), or shift from a statement to a question that frames the problem objectively, Eg,: “I thought I understood the organization of the material from the lecture, but then I was not sure . . .”	Give negative information in the first person (I) only, Eg,: “I was not sure where you were going in this assignment.”	Give negative information in an accusatory and subjective delivery, Eg,: “This is very poor . You lost me.”
Appropriate suggestions	Offer specific suggestions that model appropriate behavior, Eg,: “Have you considered trying . . .? How do you think that would work?”	Offer specific suggestions that directs the blame on the person, Eg,: “Why haven’t you tried . . .?”	Offer specific suggestions that are negative in tone and directs the blame at the person, Eg,: “This was a waste of time.”