Scoring rubrics include one or more dimensions on which performance is rated, definitions and examples that illustrate the attribute(s) being measured, and a rating scale for each dimension. Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors.
Herman, Backbencher, and Winters distinguish the following elements of a scoring rubric:
One or more traits or dimensions that serve as the basis for judging the student response
Definitions and examples to clarify the meaning of each trait or dimension
A scale of values on which to rate each dimension
Standards of excellence for specified performance levels accompanied by models or examples of each level
Since the 1980s, many scoring rubrics have been presented in a graphic format, typically as a grid. Studies of scoring rubric effectiveness now consider the efficiency of a grid over, say, a text-based list of criteria.[citation needed] Rubrics are effective in student assessment.

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students' efforts (Brookhart, 1999). Scoring rubrics are typically employed when a judgement of quality is required and may be used to evaluate a broad range of subjects and activities. One common use of scoring rubrics is to guide the evaluation of writing samples. Judgements concerning the quality of a given writing sample may vary depending upon the criteria established by the individual evaluator. One evaluator may heavily weigh the evaluation process upon the linguistic structure, while another evaluator may be more interested in the persuasiveness of the argument. A high quality essay is likely to have a combination of these and other factors. By developing a pre-defined scheme for the evaluation process, the subjectivity involved in evaluating an essay becomes more objective.