Rubrics Must Be Developmentally and Pedagogically Appropriate

In this chapter we introduce useful tips for ensuring rubrics are appropriate for the learners who use them. We discuss how state standards and learning progressions can inform decisions about tasks and learning goals and how to adapt a rubric to align with students’ individualized education plans (IEPs). Additional tips drawn from research and the field relate to the wording (judgment versus growth oriented) and order of the levels (high to low), the use of graphics for preliterate and English language learners (illustrative, no frowny faces), and visual rubrics. We also acknowledge that instead of designing a rubric from scratch, many teachers adapt or modify examples that they find on the internet or in other sources. This can be a time-saver, but to ensure pedagogical and developmental appropriateness, modifications to found or AI-generated rubrics must be made with learning goals and particular students in mind. We also discuss the pros and cons of electronic tools that aim to help teachers construct rubrics or even draft them using AI.