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15 Helpful Scoring Rubric Examples for All Grades and Subjects
In the end, they actually make grading easier.
When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.
What is a scoring rubric?
In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)
A rubric generally has three parts:
- Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
- Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
- Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.
Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.
Learn more about why and how to use a rubric here.
Types of Rubric
There are three basic rubric categories, each with its own purpose.
Holistic Rubric
Source: Cambrian College
This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.
Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.
Analytic Rubric
Source: University of Nebraska
Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.
Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.
Learn more about analytic rubrics here.
Developmental Rubric
Source: Deb’s Data Digest
A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.
Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.
Learn how to use developmental rubrics here.
Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.
Elementary School Rubric Examples
These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.
Reading Fluency Rubric
You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).
Learn more: Teacher Thrive
Reading Comprehension Rubric
The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.
Learn more: Pawprints Resource Center
Written Response Rubric
Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.
Learn more: Dianna Radcliffe: Teaching Upper Elementary and More
Interactive Notebook Rubric
If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.
Learn more: Classroom Nook
Project Rubric
Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.
Learn more: Tales of a Title One Teacher
Behavior Rubric
Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.
Learn more: Teachers.net Gazette
Middle School Rubric Examples
In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.
Argumentative Writing Rubric
Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.
Learn more: Dr. Caitlyn Tucker
Role-Play Rubric
Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.
Learn more: A Question of Influence
Art Project Rubric
Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.
Source: Art Ed Guru
Diorama Project Rubric
You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.
Learn more: Historyourstory.com
Oral Presentation Rubric
Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.
Learn more: Bright Hub Education
High School Rubric Examples
In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.
Presentation Rubric
Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.
Learn more: Michael A. Pena Jr.
Debate Rubric
Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.
Learn more: Education World
Project-Based Learning Rubric
Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.
Learn more: Free Technology for Teachers
100-Point Essay Rubric
Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.
Learn more: Learn for Your Life
Drama Performance Rubric
If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.
Learn more: Chase March
How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .
Plus, 25 of the best alternative assessment ideas ..
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SAT School Day with Essay
If you are taking a state-provided SAT, you may be required, or have the option, to answer an essay question as part of your test. The SAT Essay is a lot like a typical college writing assignment that asks you to analyze a text. It shows colleges that you're able to read, analyze, and write at the college level.
The SAT Essay asks you to use your reading, analysis, and writing skills. You'll be asked to:
- Read a passage.
- Explain how the author builds an argument to persuade an audience.
- Support your explanation with evidence from the passage.
SAT Essay Overview
- Total questions: 1 prompt, with points to consider and directions
- Time allotted: 50 minutes to read and analyze the passage and to develop a written response
What the SAT Essay Measures
The SAT Essay shows how well you understand the passage and use it as the basis for a well-written, well-thought-out response. Your essay will be scored on three dimensions, each on a 2–8 scale:
- Reading: A successful essay shows that you understood the passage, including the interplay of central ideas and important details. It also shows effective use of textual evidence.
- Examining the author's use of evidence, reasoning, and/or stylistic and persuasive techniques (or other elements of your choosing)
- Supporting your claims and points effectively
- Focusing on those features of the passage that are most relevant for completing the task
- Writing: A successful essay is cohesive, organized, and precise, uses an appropriate style and tone, has varied sentences, and observes the conventions of standard written English.
The Essay Prompt
The prompt shown below is nearly identical to the one that will appear on the SAT.
As you read the passage below, consider how [the author] uses:
- Evidence, such as facts or examples, to support claims.
- Reasoning to develop ideas and to connect claims and evidence.
- Stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.
Write an essay in which you explain how [the author] builds an argument to persuade [their] audience that [author's claim]. In your essay, analyze how [the author] uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of [their] argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with [the author's] claims, but rather explain how [the author] builds an argument to persuade [their] audience.
The Essay Passage
All passages have these things in common:
- Written for a broad audience
- Argue a point
- Express subtle views on complex subjects
- Use logical reasoning and evidence to support claims
- Examine ideas, debates, or trends in the arts and sciences or in civic, cultural, or political life
- Always taken from published works
All the information you need to write your essay will be included in the passage or in notes about it.
SAT Essay Scoring Guide
| Score | Reading | Analysis | Writing |
|---|---|---|---|
| 4 | The response demonstrates thorough comprehension of the source text. The response shows an understanding of the text's central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. The response is free of errors of fact or interpretation with regard to the text. The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. | The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well-considered evaluation of the author's use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student's own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. | The response is cohesive and demonstrates a highly effective use and command of language. The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of errors. |
| 3 | The response demonstrates effective comprehension of the source text. The response shows an understanding of the text's central idea(s) and important details. The response is free of substantive errors of fact and interpretation with regard to the text. The response makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text. | The response offers an effective analysis of the source text and demonstrates an understanding of the analytical task. The response competently evaluates the author's use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student's own choosing. The response contains relevant and sufficient support for claim(s) or point(s) made. The response focuses primarily on those features of the text that are most relevant to addressing the task. | The response is mostly cohesive and demonstrates effective use and control of language. The response includes a central claim or implicit controlling idea. The response includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. The response has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone. The response shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing. |
| 2 | The response demonstrates some comprehension of the source text. The response shows an understanding of the text's central idea(s) but not of important details. The response may contain errors of fact and/or interpretation with regard to the text. The response makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text. | The response offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. The response identifies and attempts to describe the author's use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student's own choosing, but merely asserts rather than explains their importance; Or one or more aspects of the response's analysis are unwarranted based on the text. The response contains little or no support for claim(s) or point(s) made. The response may lack a clear focus on those features of the text that are most relevant to addressing the task. | The response demonstrates little or no cohesion and limited skill in the use and control of language. The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. The response may include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response. The response has limited variety in sentence structures; sentence structures may be repetitive. The response demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone. The response shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding. |
| 1 | The response demonstrates little or no comprehension of the source text. The response fails to show an understanding of the text's central idea(s), and may include only details without reference to central idea(s). The response may contain numerous errors of fact and/or interpretation with regard to the text. The response makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text. | The response offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytical task. The response identifies without explanation some aspects of the author's use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student's choosing; Or numerous aspects of the response's analysis are unwarranted based on the text. The response contains little or no support for claim(s) or point(s) made, or support is largely irrelevant. The response may not focus on features of the text that are relevant to addressing the task; Or the response offers no discernible analysis (e.g., is largely or exclusively summary). | The response demonstrates little or no cohesion and inadequate skill in the use and control of language. The response may lack a clear central claim or controlling idea. The response lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas. The response lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone. The response shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing. |
SAT Essay Practice
To practice for the SAT Essay:
- Download Bluebook™ .
- Go to Practice and Prepare on the Bluebook homepage, and select SAT Essay Practice . (You can access the essay practice with the same sign-in credentials provided by your school.)
- After you've finished the practice test in Bluebook, go to My Practice and sign in with the same credentials provided by your school to view your essay response, prompt, self-scoring rubric, and additional student sample essays.
SAT Practice Essays and Score Explanations—Digital
NOTE: The Essay is only available in certain states where it's required as part of SAT School Day administrations. If you're going to be taking the SAT on a school day, ask your counselor if it will include the Essay section.
SAT Practice Essay 1—Digital
This full-length, official SAT practice essay was written by the same people who wrote the SAT. Download it to get started.
SAT Practice Essay 1 Score Explanations—Digital
Download student sample essays—and the explanations that show why they received the score they did—for SAT Practice Essay 1.
SAT Practice Essay 2—Digital
Sat practice essay 2 score explanations—digital.
Download student sample essays—and the explanations that show why they received the score they did—for SAT Practice Essay 2.
SAT Practice Essay 3—Digital
Sat practice essay 3 score explanations—digital.
Download student sample essays—and the explanations that show why they received the score they did—for SAT Practice Essay 3.
Structure and Scoring of the Assessment
The structure of the assessment.
You'll begin by reading a prose passage of 700-1,000 words. This passage will be about as difficult as the readings in first-year courses at UC Berkeley. You'll have up to two hours to read the passage carefully and write an essay in response to a single topic and related questions based on the passage's content. These questions will generally ask you to read thoughtfully and to provide reasoned, concrete, and developed presentations of a specific point of view. Your essay will be evaluated on the basis of your ability to develop your central idea, to express yourself clearly, and to use the conventions of written English.
Five Qualities of a Well-Written Essay
There is no "correct" response for the topic, but there are some things readers will look for in a strong, well-written essay.
- The writer demonstrates that they understood the passage.
- The writer maintains focus on the task assigned.
- The writer leads readers to understand a point of view, if not to accept it.
- The writer develops a central idea and provides specific examples.
- The writer evaluates the reading passage in light of personal experience, observations, or by testing the author's assumptions against their own.
Scoring is typically completed within three weeks after the assessment date. The readers are UC Berkeley faculty members, primarily from College Writing Programs, though faculty from other related departments, such as English or Comparative Literature might participate as well.
Your essay will be scored independently by two readers, who will not know your identity. They will measure your essay against a scoring guide. If the two readers have different opinions, then a third reader will assess your essay as well to help reach a final decision. Each reader will give your essay a score on a scale of 1 (lowest) to 6 (highest). When your two scores are added together, if they are 8 or higher, you satisfy the Entry Level Writing Requirement and may take any 4-unit "R_A" course (first half of the requirement, usually numbered R1A, though sometimes with a different number). If you receive a score less than 8, you should sign up for College Writing R1A, which satisfies both the Entry Level Writing Requirement and the first-semester ("A" part) of the Reading and Composition Requirement.
The Scoring Guide
The Scoring Guide outlines the characteristics typical of essays at six different levels of competence. Readers assign each essay a score according to its main qualities. Readers take into account the fact that the responses are written with two hours of reading and writing, without a longer period of time for drafting and revision.
An essay with a score of 6 may
- command attention because of its insightful development and mature style.
- present a cogent response to the text, elaborating that response with well-chosen examples and persuasive reasoning.
- present an organization that reinforces the development of the ideas which are aptly detailed.
- show that its writer can usually choose words well, use sophisticated sentences effectively, and observe the conventions of written English.
An essay with a score of 5 may
clearly demonstrate competent writing skill.
present a thoughtful response to the text, elaborating that response with appropriate examples and sensible reasoning.
present an organization that supports the writer’s ideas, which are developed with greater detail than is typical of an essay scored '4.'
have a less fluent and complex style than an essay scored '6,' but shows that the writer can usually choose words accurately, vary sentences effectively, and observe the conventions of written English.
An essay with a score of 4 may
be just 'satisfactory.'
present an adequate response to the text, elaborating that response with sufficient examples and acceptable reasoning.
demonstrate an organization that generally supports the writer’s ideas, which are developed with sufficient detail.
use examples and reasoning that are less developed than those in '5' essays.
show that its writer can usually choose words of sufficient precision, control sentences of reasonable variety, and observe the conventions of written English.
An essay with a score of 3 may
be unsatisfactory in one or more of the following ways:
It may respond to the text illogically
it may reflect an incomplete understanding of the text or the topic
it may provide insufficient reasoning or lack elaboration with examples, or the examples provided may not be sufficiently detailed to support claims
it may be inadequately organized
have prose characterized by at least one of the following:
frequently imprecise word choice
little sentence variety
occasional major errors in grammar and usage, or frequent minor errors
An essay with a score of 2 may
show weaknesses, ordinarily of several kinds.
present a simplistic or inappropriate response to the text, one that may suggest some significant misunderstanding of the text or the topic
use organizational strategies that detract from coherence or provide inappropriate or irrelevant detail.
simplistic or inaccurate word choice
monotonous or fragmented sentence structure
many repeated errors in grammar and usage
An essay with a score of 1 may
show serious weaknesses.
disregard the topic's demands, or it may lack structure or development.
Have an organization that fails to support the essay’s ideas.
be inappropriately brief.
have a pattern of errors in word choice, sentence structure, grammar, and usage.
MEE® Scoring An Ultimate Guide to How MEE is Graded
The Multistate Essay Exam (MEE) is one of three components of the Uniform State Bar Exam (UBE®). An examinee's performance is presented as an MEE-scaled score via a statistical method called equating. The National Conference of Bar Examiners (NCBE®) develops all MEE questions from a pool of subjects that are uniformly administered across 41 participating UBE jurisdictions. MEE passing scores vary by jurisdiction. However, every UBE jurisdiction weighs the MEE component at 30%. In contrast, the Multistate Bar Exam (MBE®) and Multistate Performance Test (MPT®) are weighted at 50% and 20%, respectively.
The following article provides everything you need to know regarding MEE subjects, how it’s graded, how raw scores are converted into scaled scores, and more.
How is the MEE Graded?
The MEE consists of six essay questions. Each essay response is given a raw score ranging from 0 to 6. There is no passing or failing score for the responses. Your raw score for a certain response represents your performance in comparison to the other questions' examinees.
The 1-6 scale simply signifies that a score of 6 is reserved for the best essays among all responses given to a certain grader. It is better than a 5, which is better than a 4, and so on, all the way down to 1—a paper that is among the worst. Relative grading implies that even if no one paper addresses all of the arguments stated in an item, the strongest papers get a 6. (using a 1–6 score scale). They do not have to be flawless or deserve a genuine A or 100%. Using the same logic, a paper does not need to be utterly empty of substance to get a 1 if the other papers are good.
How Do Examiners Grade Your Essays?
The NCBE doesn't centrally grade the MEE or MPT. However, it does provide detailed grading materials and hands-on grader training to facilitate consistent and fair grading across all participating jurisdictions. This uniformity engenders score portability, thus streamlining score transfer.
MEE graders are typically practicing legal professionals (e.g., attorneys, judges) that have been provided with an instructional grading checklist. Examinees should make their essays legible and easy to read as graders are paid per essay graded, encouraging them to move quickly.
Graders are trained to identify consistent standards and grade essays by rank order. In other words, a score of 6 doesn't mean 100%. Instead, it indicates that an examinee's answer is among the strongest relative to its peers. Remember that this “1-6” score is your raw score, which will be converted into a scaled score.
MEE Raw Score to Scaled Score Conversion
Your raw score is not merely the sum of the scores from the six MEE responses and the two MPT questions. Rather, that computation is based on the weighting given by the UBE. MEE answers account for 60% of the written raw score, whereas MPT item replies account for 40%. The overall written raw score is then scaled to the MBE; a statistically accurate equivalent exam.
This scaling technique employs a statistical formula to translate the total written raw scores into the same standard deviation and mean as MBE scaled scores. This scaling method yields your overall scaled score on a 200-point scale, which accounts for changes in component difficulty between test administrations.
How do you calculate the MEE Score?
The MPT and MEE are worth 200 points in a Uniform Bar Exam jurisdiction. The MPT is worth 20% (or 80 points), whereas the MEE is worth 30% (or 120). If the MEE is worth 120 points, each MEE response will be scaled to be worth 20 points out of a possible 400 points.
Master frequently tested essay topics with our Essay Writing Skills Workshops.
A 4 out of 6 score is 13.33 out of 20
You would obtain an 80/120 if you scored 13.33 on each of the six MEE answers. A score of 80/120 equates to 66.67%, sufficient for jurisdictions that demand a score of 266. (It is slightly higher than passing if your jurisdiction needs a score lower than 266 and slightly lower than passing if your jurisdiction requires a score higher than 266.) If your jurisdiction demands a score of 280, you should strive for at least 14 on each MEE for a total score of 4.2. If your jurisdiction demands a 260, you may average 3.9 on each essay.
So essentially, anything between a 3.9 and a 4.2 is OK!
What is the MEE Passing Score and Average Score?
You may be wondering what average score you need on each MEE response to pass the MEE part of the bar exam. To pass the MEE in UBE jurisdictions, you must have an average score in the range of 3.9 to 4.2.
- For UBE jurisdictions that need a passing score of 260, an average score of 3.9 is sufficient.
- For UBE jurisdictions that need a passing score of 266, an average score of 4 out of 6 is considered passing.
- For UBE jurisdictions that need a passing score of 273, an average score of 4.1 out of 6 is considered passing.
- For UBE jurisdictions that need a passing score of 280, an average score of 4.2 out of 6 is considered passing.
Why is the MEE score important?
When studying for the bar exam, especially when preparing for the MEE, it can get difficult to judge and score your essays. And naturally, not knowing the rubric to fall back on for the MEE can get a bit confusing. Simply put, a Bar exam candidate has to write about six essays, and since it is the overall score that matters, there's always a winning chance.
Please note that just because MEE accounts for 30% of the UBE doesn't make it any less important. Firstly, all UBE-administered jurisdictions require applicants to sit for the MEE. During the MEE, candidates answer six 30-minute essay-type questions. The topics can range from identifying legal issues raised by a hypothetical factual situation to demonstrating an understanding of the fundamental legal principles.
To determine the jurisdictions that accept the MEE, please refer to the table below:
Secondly, the essays that the candidates are expected to write use the following legal analysis:
- Distinguish between relevant and irrelevant information.
- Offer an analysis of the issue in question with a clear, concise, and well-organized composition.
- Exhibit a solid understanding of fundamental legal concepts and principles.
For each element, the candidate must identify the associated legal issue. The difference between the MEE and the Multistate Bar Examination (MBE®) is that the former requires examinees to exhibit excellent written communication. Remember that the MEE is also one of the several factors that a board of bar examiners may use to determine your readiness to practice law. Each jurisdiction scores its MEE and adopts its policy about the MEE's relative weight compared to other scores.
How are the MEE scores released?
MEE scores aren't released as an independent score unless administered independently by a jurisdiction. Your scores will be available in the NCBE Account File Cabinet, and the test results will be stored in your NCBE Account until the next testing cycle. For instance, if you took the exam in February, you would not be able to see your score until the August test date.
Final Takeaway
Don't worry about how your work will be graded and scored. It would be best if you prioritized researching the legislation, doing practice essays to produce a high-quality response, and comparing those essays to the MEE analysis available for purchase by the NCBE .
Frequently Asked Questions
What is a good score on the mee.
To pass the UBE in most jurisdictions, you’ll need an average score between 3.9 and 4.2. In states where a 260-point minimum is required, a passing grade is 3.9. In jurisdictions requiring an average passing score of 266, a 4 out of 6 is a passing score.
What is the grading scale range for the MEE?
The grading scale for MEE is between 0 and 6, with 0 being the lowest and 6 being the highest.
Is the MEE curved or scaled?
The MEE and MPT results are scaled to the MBE, and the NCBE calculates the overall UBE scores. The three sections of the UBE are weighted as follows: MBE is weighted 50%, the MEE is weighted 30%, and the MPT is weighted 20%.
Read More about the Bar Exam
Which state has the highest MBE scores in 2021? What pattern does the newly released MBE results show? Discover the numbers game of MBE 2021!
The Smart Guide to the MEE
- MEE Jurisdictions
- Format & Overview of the MEE
- A Step-by-Step Approach on How to Read, Organize, & Draft Your Answer to an MEE Essay Question
- 15 MEE Tips to Increase Your Essay Score
- How to Study & Prepare for the MEE
- MEE Practice: How to Use Model Essay Answers & Sample Examinee Answers Effectively
- Where to Find Past MEE’s
MEE Grading & Scoring
- What’s Next?
- Download the PDF
A Guide to Mastering the Multistate Essay Exam (MEE)
What you’ll learn:.
- How the MEE is Graded & Scored
- MEE Grading Standards… with MEE Grading Key
- How an MEE Score is Determined – Raw Scores and Scaled Scores
- The Total Percentage Weight of an MEE Score (in each jurisdiction)
What You REALLY Need to Know About MEE Grading and Scoring
All written scores are combined, and then scaled using a complex formula. For UBE jurisdictions, the written portions of the exam (MEE + MPT) are combined and scaled to a number between 1-200.
Other than that, you shouldn’t really worry about the specifics of grading and scoring . Your main focus should be on studying the law, essay practice so you write an excellent essay answer, and comparing your practice essays to the MEE Analyses released by the NCBE.
How an MEE Score is Determined (Raw Scores → Scaled Scores)
- Graders use a process called Calibration to ensure fairness when grading and rank-ordering papers. Calibration is achieved by test-grading “calibration packets” of 30 student papers to see what the range of answers is, and then resolving any differences in grading among those graders and/or papers. This process ensures graders are using the same criteria so grading judgments are consistent for rank-ordering.³
- For UBE Jurisdictions , an examinee’s scores for the MEE and MPT are combined, which comprises the examinee’s combined written “raw score” for the exam. This combined written “raw score” is then scaled putting the written raw score on a 200-point scale . Specifically, the combined “raw score” is scaled to the mean and standard deviation of the Scaled MBE Scores for all examinees of the examinee’s respective jurisdiction (the state in which you take the bar exam). This means that an examinee’s written portion is scaled “relative” to the other examinee answers in that jurisdiction.
- Step # 3: The total written “scaled score” is weighted accordingly, depending on how much the written component is worth for that jurisdiction’s bar exam . For UBE jurisdictions, the total written “scaled score” is 50% of the total exam score (30% for the MEE + 20% for the MPT).
Total Weight of MEE Score
In other jurisdictions, the MEE/essays is normally worth between 30% and 45% . Some jurisdictions have additional state essays and/or have a minimum passing score for the MEE/essay portion.
| Jurisdiction | MEE / Essay % | Notes |
| Alabama | 30% | |
| Alaska | 30% | |
| Arizona | 30% | |
| Arkansas | 30% | |
| Colorado | 30% | |
| Connecticut | 30% | |
| D.C. – District of Colombia | 30% | |
| Hawaii | see note | The 6 MEE questions, 2 MPT tasks, and 15 Hawaii ethics multiple choice questions are equally weighted to 50% of the exam score. |
| Idaho | 30% | |
| Illinois | 30% | |
| Indiana | 30% | |
| Iowa | 30% | |
| Kansas | 30% | |
| Kentucky | 30% | |
| Maine | 30% | |
| Maryland | 30% | |
| Massachusetts | 30% | |
| Michigan | 30% | |
| Minnesota | 30% | |
| Mississippi | 45% | Includes 6 MEE essays + 6 Mississippi Essay Questions. |
| Missouri | 30% | |
| Montana | 30% | |
| Nebraska | 30% | |
| New Hampshire | 30% | |
| New Jersey | 30% | |
| New Mexico | 30% | |
| New York | 30% | |
| North Carolina | 30% | |
| North Dakota | 30% | |
| Ohio | 30% | |
| Oklahoma | 30% | |
| Oregon | 30% | |
| Pennsylvania | 30% | |
| Rhode Island | 30% | |
| South Carolina | 30% | |
| South Dakota | see note | Avg. score of 75% required for written component. Written component includes 2 MPT’s, 5 MEE essays, & 1 South Dakota essay. |
| Tennessee | 30% | |
| Texas | 30% | |
| Utah | 30% | |
| Vermont | 30% | |
| Washington | 30% | |
| West Virginia | 30% | |
| Wisconsin | see note | Administers varying combinations of MEE, MPT, and local essays. The weight of each component varies per exam. |
| Wyoming | 30% | |
| Guam | 38.9% | Includes 6 MEE essays + 1 Essay Question based on local law. |
| Northern Mariana Islands | 30% | Includes 6 MEE essays + 2 Local Essay Questions. |
| Palau | see note | Must score 65 or higher on each component. Includes 6 MEE essays + Palau Essay Exam (consisting of 4 to 5 questions). |
| Virgin Islands | 30% |
MEE Grading Standards
Many jurisdictions do not release their grading standards or grading scale, but a few states do.
Here are the grading standards and scale for Washington State.
| A answer is a answer. A answer usually indicates that the applicant has a thorough understanding of the facts, a recognition of the issues presented and the applicable principles of law, and the ability to reason to a conclusion in a well-written paper. | |
| A answer is an answer. A answer usually indicates that the applicant has a fairly complete understanding of the facts, recognizes most of the issues and the applicable principles of law, and has the ability to reason fairly well to a conclusion in a relatively well-written paper. | |
| A answer demonstrates an . A answer usually indicates that the applicant understands the facts fairly well, recognizes most of the issues and the applicable principles of law, and has the ability to reason to a conclusion in a satisfactorily written paper. | |
| A answer demonstrates a answer. A answer usually indicates that it is, on balance, inadequate. It shows that the applicant has only a limited understanding of the facts and issues and the applicable principles of law, and a limited ability to reason to a conclusion in a below average written paper. | |
| A answer demonstrates a answer. A answer usually indicates that it is, on balance, significantly flawed. It shows that the applicant has only a rudimentary understanding of the facts and/or law, very limited ability to reason to a conclusion, and poor writing ability. | |
| A answer is answers. A answer usually indicates a failure to understand the facts and the law. A answer shows virtually no ability to identify issues, reason, or write in a cogent manner. | |
| A answer indicates that there is to the question or that it is completely unresponsive to the question. |
For other MEE jurisdictions, we have confirmed the following raw essay grading scales (see chart below). The NCBE recommends a six-point (0 to 6) raw grading scale , 4 but jurisdictions can use another scale. If you know a grading scale that isn’t listed, we would appreciate that you contact us so we may include it.
| Jurisdiction | Essay Grading Scale (Raw Scale Per Essay) |
| Arizona | Each written answer is awarded a numerical grade from 0 (lowest) to 6 (highest). |
| Arkansas | 1 to 6 point scale (Note: Prior to June 15, 2023, a scale of 65 to 85 was used) |
| Colorado | 1 to 6 point scale |
| Hawaii | 1 to 5 point scale (with 5 being an Excellent answer) |
| Illinois | 0 to 6 point scale |
| Maryland | 1 to 6 point scale |
| Massachusetts | 0 to 7 point scale |
| Missouri | 10-point scale |
| New Jersey | 0 to 6 point scale |
| New York | 0 to 10 point scale |
| Pennsylvania | 0 to 20 point scale |
| Texas | 0 to 6 point scale |
| Vermont | 0 to 6 point scale |
| Washington State | 0 to 6 point scale |
Additional Resources on MEE Grading & Scaling
If you’re interested in more details on MEE grading and scaling, please see the following articles:
- 13 Best Practices for Grading Essays and Performance Tests by Sonja Olson, The Bar Examiner, Winter 2019-2020 (Vol. 88, No. 4).
- Essay Grading Fundamentals by Judith A. Gundersen, The Testing Column, The Bar Examiner, March 2015.
- Q&A: NCBE Testing and Research Department Staff Members Answer Your Questions by NCBE Testing and Research Department, The Testing Column, The Bar Examiner, Winter 2017-2018.
- It’s All Relative—MEE and MPT Grading, That Is by Judith A. Gundersen, The Testing Column, The Bar Examiner, June 2016.
- Procedure for Grading Essays and Performance Tests by Susan M. Case, Ph.D., The Testing Column, The Bar Examiner, November 2010.
- Scaling: It’s Not Just for Fish or Mountains by Mark A. Albanese, Ph.D., The Testing Column, The Bar Examiner, December 2014.
- What Everyone Needs to Know About Testing, Whether They Like It or Not by Susan M. Case, Ph.D., The Testing Column, The Bar Examiner, June 2012.
- Quality Control for Developing and Grading Written Bar Exam Components by Susan M. Case, Ph.D., The Testing Column, The Bar Examiner, June 2013.
- Frequently Asked Questions About Scaling Written Test Scores to the MBE by Susan M. Case, Ph.D., The Testing Column, The Bar Examiner, Nov. 2006.
- Demystifying Scaling to the MBE: How’d You Do That? by Susan M. Case, Ph.D., The Testing Column, The Bar Examiner, May 2005.
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