Rubric design checklist (quick)

• [ ] Learning intentions in student language?
• [ ] Criteria are observable and measurable?
• [ ] Descriptors show observable behaviour, not vague adjectives?
• [ ] 3–5 criteria max for middle/secondary students; fewer for younger learners?
• [ ] 3–5 levels with clear distinctions?
• [ ] Exemplars/anchors provided?
• [ ] Students practised using the rubric?
• [ ] Metacognitive/self-assessment items included for formative use?
• [ ] Plan for moderation and revision?

Common mistakes and how to avoid them

• Mistake: Vague descriptors (“good”, “satisfactory”). Fix: describe behaviours or artifacts.
• Mistake: Too many criteria. Fix: prioritise essentials and combine minor ones.
• Mistake: Rubric never used to guide teaching. Fix: introduce rubric early; use it to frame lessons and activities.
• Mistake: Rubric only used for final grade. Fix: use it repeatedly for drafts, peer feedback, and reflections.
• Mistake: No exemplar work. Fix: create or collect model pieces of student work.