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Vocabulary: Words are specific and varied and are generally used correctly.
For example, a musical performance might be rated for intonation, rhythmic accuracy, and tone quality and an oral presentation might be rated for content, organization, delivery and language. "Neatness" would not be a good criterion because the term "neat" is not explicit enough. You may want to look at some actual examples of student work to see if you have omitted any important criteria.
Describe the different levels of performance that match each criterion.
Heidi Goodrich Andrade, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.' " For example, a rubric for an essay might tell students that their work will be judged on purpose, organization, details, voice, and mechanics.
A good rubric also describes levels of quality for each of the criteria.
Pass (3) Content: The student clearly addresses all or most of the questions in the prompt.
Organization: Adequate paragraphing that is mostly clear and logical with sufficient use of details and examples.
These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) Under mechanics, for example, the rubric might define the lowest level of performance as "7-10 misspellings, grammar, and punctuation errors," and the highest level as "all words are spelled correctly; your work shows that you understand subject-verb agreement, when to make words possessive, and how to use commas, semicolons and periods." Why use rubrics?
According to Heidi Goodrich Andrade: The criteria you use should be related to the learning outcome(s) that you are assessing.
Try to articulate what makes the good assignments good and the poor assignments poor.
You can create customized rubrics for primary, elementary, middle, and high school.