Scholarship Re-Application Scoring Rubric
How We Score Re-Applications
Note that the Re-Application Scoring Rubric below is for applicants who have received at least one Ruby’s Rainbow Scholarship before.
If you have never received a Ruby’s Rainbow Scholarship before, please click here to view the Application Scoring Rubric instead! This includes students who have applied in the past but did not receive a scholarship from Ruby’s Rainbow.
Re-Application Scoring Rubric
Ruby’s Rainbow Scholarship Applications are evaluated by our Selection Committee based on five categories: Personal, Accomplishments, Goals, Community Impact and Extras. Applicants may be awarded 0–3 points in each of these categories based on the following criteria:
| 3 points | 2 points | 1 point | 0 points | |
|---|---|---|---|---|
| Personal | The applicant has provided a full picture of their personality, interests, and values. They have richly demonstrated what is important to them by sharing how their postsecondary experience has helped them develop or pursue their hobbies, passions, and/or hopes for the future. Their unique voice and spirit shine through as they provide a clear vision of their life, individuality, and what makes them unique. | The applicant has provided some information about their personality, interests, and values. What they have shared about how their postsecondary experience has helped them develop or pursue their hobbies, passions, and/or hopes for the future provides a general sense of their life, individuality, and what makes them unique. | The applicant has provided little information about their personality, interests, or values. What they have shared about how their postsecondary experience has helped them develop or pursue their hobbies, passions, or hopes for the future provides a limited sense of their life, individuality, or what makes them unique. The application also may not reflect the applicant’s unique voice. | The applicant has provided no information about their personality, interests, or values. They did not share any information about how their postsecondary experience has helped them develop or pursue their hobbies, passions, or hopes for the future, and thus did not provide a sense of their life, individuality, or what makes them unique. The application also may not reflect the applicant’s unique voice. |
| Accomplishments | The applicant provided a clear impression of their drive, initiative, or committed effort by sharing two or more accomplishments they have attempted or achieved since entering postsecondary education. | The applicant provided a general sense of their drive, initiative, or committed effort by sharing one or more accomplishments they have attempted or achieved since entering postsecondary education. | The applicant provided only a limited sense of their drive, initiative, or committed effort by sharing at least one accomplishment they have attempted or achieved since entering postsecondary education. | The applicant did not share any efforts or accomplishments attempted or achieved since entering postsecondary education. |
| Goals | The applicant clearly describes specific educational, career and/or personal goals. They show genuine commitment to achieving their goals, in part by addressing all three of the following: shares meaningful changes they have seen in themselves since starting postsecondary education; indicates how their postsecondary program is supporting them in pursuing their goals; and demonstrates obvious ambition, drive, and/or passion. | The applicant generally describes their educational, career and/or personal goals. Their commitment to achieving their goals may be somewhat unclear, in part because they address only two of the following: shares meaningful changes they have seen in themselves since starting postsecondary education; indicates how their postsecondary program is supporting them in pursuing their goals; and demonstrates obvious ambition, drive, and/or passion. | The applicant describes their educational, career and/or personal goals in a limited way. Their commitment to achieving their goals is unclear, in part because they address only one of the following: shares meaningful changes they have seen in themselves since starting postsecondary education; indicates how their postsecondary program is supporting them in pursuing their goals; and demonstrates obvious ambition, drive, and/or passion. | The applicant does not state any educational, career and/or personal goals. Their ambition, drive, passion, and commitment are unclear, in part because they do not address any of the following: shares meaningful changes they have seen in themselves since starting postsecondary education; indicates how their postsecondary program is supporting them in pursuing their goals; and demonstrates obvious ambition, drive, and/or passion. |
| Community Impact | The applicant has made a clear and significant impact on their school, work, religious, local, or other community since entering post-secondary education. They have shared specific, multiple or extensive examples of their initiative, leadership, or volunteer history; ongoing or multiple instances of serving in their community; and/or ongoing advocacy/awareness efforts. | The applicant demonstrates some commitment to making an impact on their school, work, religious, local, or other community since entering post-secondary education. They have shared some examples of their volunteer history; times they have served in their community; and/or ongoing advocacy/awareness efforts. Leadership or initiative may not be evident. | The applicant demonstrates a limited commitment to making an impact on their community by sharing few examples of volunteer history, advocacy/awareness efforts, or times they have served in their community since entering postsecondary education. What they shared may have been short-term or one-time events, and/or their leadership or initiative may not be evident. | The applicant has not included any examples of volunteer work, advocacy/awareness efforts, leadership, or times they served in their community since entering postsecondary education. Any commitment to making a positive impact on their community is not evident. |
| Extras | The applicant has submitted three or more “Extras” that reflect new developments in their journey since their last application, in an above-and-beyond effort to provide a clear vision of their interests, personality, and life since they last applied. | The applicant has submitted two or more “Extras” that provide general insight into their interests, personality, and life since their last application. | The applicant has either submitted one or more “Extras” that provide limited insight into their interests, personality and life since their last application; or the applicant has submitted one or more “Extras” that were already submitted with a previous application. | The applicant has included only one “Extra” that provided no insight into their interests, personality or life since their last application. |
