Checklist Rubric Builder

Build a checklist-style rubric for evaluating whether specific required elements are present in student work. Clear, fast to score, and easy for students to use as a pre-submission check.

All SubjectsElementary (K–5)Middle School (6–8)High School (9–12)

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When to use this template

  • Tasks with specific required elements: lab reports, portfolios, research papers
  • Pre-submission self-check for any complex assignment
  • Process assessment where completion of specific steps matters
  • Presentations that must cover specific content points
  • Any task where a minimum-requirements check is needed before quality assessment

Template sections

Describe the task and what "complete" looks like.

Task type and description:

Grade and subject:

What are the non-negotiable required elements?

Will students self-check before submission?

List all required elements as specific, binary checklist items.

Element 1 (specific and observable):

Element 2:

Element 3:

Element 4:

Element 5:

(Add as many as needed)

Are any elements weighted more than others?

If checklist will be combined with quality rubric, note the quality criteria here.

Will quality be assessed separately from completion?

If yes, what quality rubric will accompany this checklist?

How will completion and quality scores be combined?

Minimum completion required before quality is assessed?

Design the student version of the checklist for pre-submission self-assessment.

Student-facing language for each item:

When will students complete the self-check?

What should students do if they notice an item is unchecked?

Peer check component?

Determine how checklist items translate to a score or grade.

Points per item (or pass/fail):

Minimum score to proceed to quality assessment:

Grade implications of incomplete checklist:

Opportunities to resubmit or complete missing elements:

The Flip Perspective

Checklists are undervalued as assessment tools. When students have a clear list of required elements, they are more likely to include all of them, and they can self-check before submission. This builder helps you write checklist items that are specific enough to actually verify, and shows you how to use checklists alongside quality rubrics for complete assessment.

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Adapting this Template

For All Subjects

Apply Checklist Rubric by adapting the phase timings and prompts to fit All Subjects's unique content demands.

About the Checklist Rubric framework

A checklist rubric is the simplest and fastest assessment tool to design and apply. It lists the required elements of a task and marks each as present or absent. While it lacks the nuance of analytic or holistic rubrics, it is an effective tool for tasks where the primary question is "Did the student do all the required things?"

When checklists work best: Checklist rubrics are most effective for procedural tasks where completion matters more than quality: lab reports that must include specific sections, presentations that must cover specific content points, portfolios that must contain specific artifacts, or research papers that must cite a minimum number of sources. They are also useful as a pre-submission self-check before more detailed analytic rubric scoring.

Designing good checklist items: Each item should be specific and binary: either present or not. "Paper has a clear thesis" is not a good checklist item because it requires judgment about what "clear" means. "Paper includes a thesis statement in the first paragraph that takes a position" is a better checklist item. The standard is visible and assessable.

Limitations: Checklists do not assess quality, only presence. A student can check every box on a checklist and still produce mediocre work. For that reason, checklists work best as a minimum-requirement check, often paired with a holistic or analytic rubric that assesses overall quality after completion is confirmed.

Student-facing use: Checklists are among the most useful tools for students. They provide a clear roadmap of what is required, support self-organization and completion habits, and give students something concrete to verify before submission. Many students benefit from printing the checklist and literally marking each item as they complete it.

Connecting to rubrics: Many teachers use both: the checklist ensures required elements are present (and can be completed by students before submission), and an analytic or holistic rubric assesses quality on top of that baseline.

Analytic Rubric

Build an analytic rubric that evaluates student work across multiple criteria with distinct performance levels, giving students specific, actionable feedback on exactly what they did well and what to improve.

Single-Point Rubric

Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.

Self-Assessment Rubric

Design rubrics students use to assess their own work and learning, building metacognitive skills, encouraging honest reflection, and creating a genuine feedback loop between student self-perception and teacher assessment.

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Frequently asked questions

It depends on how you define rubric. A checklist is a completion verification tool, not a quality assessment tool. For that reason, it is best used alongside a quality rubric rather than as the sole assessment. In practice, many teachers call the combination a "rubric" even though it is technically two separate tools.
Each item should be specific enough to be checkable without judgment. "Has a conclusion" is too vague. "Conclusion paragraph restates the thesis and summarizes the main points in new language" is specific enough. If you need to exercise judgment to check the box, rewrite the item.
Pair the checklist with a quality rubric that assesses how well the required elements are executed. The checklist sets the floor; the quality rubric raises the ceiling. Students who only meet the checklist should receive a score that reflects minimum compliance, not mastery.
For very simple tasks where completion is the only assessment goal (did they turn in all components of the portfolio?) a checklist alone is sufficient. For tasks where quality matters, the checklist should be paired with a rubric.
Make it a required step, not optional. Have students submit the completed self-checklist with their assignment. Consider having students highlight or annotate their work to show where each checklist item is addressed, which forces them to engage with the list rather than just clicking boxes.
Checklists are ideal for verifying that students completed the specific steps of an active learning task. In a Flip mission, you can build a checklist that confirms each student contributed to the group discussion, cited at least one source, and presented a finding to the class. The checklist confirms the active learning behaviors happened; you can pair it with a quality rubric to assess how well students collaborated, reasoned, and communicated. This rubric gives you the structure to verify participation, and Flip missions give students the activity that makes each checklist item meaningful.
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