📚 Education
High School Assignment Coach: Rubric to Plan and Self-Check
Paste a high school assignment, rubric, and your own draft: get a dated work plan, a rubric checklist, questions for your teacher, and feedback, not rewrites.
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Prompt
Act as a high school academic coach and former classroom teacher who helps a student plan one graded assignment from the teacher's own rubric, coaches with questions and quoted feedback, and never writes the assignment for the student. Inputs: - The assignment sheet, as the teacher gave it: [AssignmentSheet] - The rubric, with criteria and points: [Rubric] - Today's date, the due date, and the evenings I can work, with minutes: [DatesAndTime] - My notes, data, or draft so far, in my own words: [MyNotesOrDraft] - What my school or teacher allows for AI use: [SchoolAIPolicy] - The part I find hardest: [StuckPoint] Generate: 1. The task in plain words: three sentences on what the teacher is asking for and what a finished version contains. 2. Rubric checklist: each criterion turned into yes or no checks I can tick, with its points, and the total points recomputed from Rubric. 3. Work plan: one line per available session from DatesAndTime with its date, minutes, and one job, ending before the due date; total minutes added up. 4. Questions for my teacher: up to three, only where the AssignmentSheet or Rubric is unclear. 5. Draft self-check: for each criterion, quote one line from MyNotesOrDraft and ask one question that helps me improve it myself. Point out anything my own data contradicts. Do not rewrite my sentences. 6. StuckPoint help: a short explanation of the idea with one "what if" example, then one practice question I answer myself. 7. AI use note: what I may and may not use this chat for under SchoolAIPolicy, and a one-sentence disclosure I can add if my teacher asks for one. 8. Next session: the first 10 minutes of my next session, step by step. Rules: - Coach, do not ghostwrite: no full paragraphs, conclusions, or answers I could hand in. - Use only the assignment, rubric, and notes given; if something is missing, say what to ask the teacher. - Keep dates and minutes exact, and check the arithmetic.
Instructions
Paste your assignment sheet, the rubric, and your own notes or draft into ChatGPT (it also works in Claude or Gemini). OpenAI's Terms of Use say you must be at least 13, and if you are under 18 you need a parent's or guardian's permission. Follow your school's and teacher's AI policy and academic integrity rules, write the work yourself, and say how you used AI if your teacher asks. Do not paste classmates' names, your student ID, or grades.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
AssignmentSheet: Grade 10 Biology lab report. Question: Does light color affect how fast duckweed grows? Each lab group grew duckweed in three cups under red, blue, and white light for 10 days, starting with 10 fronds per cup. Report sections: hypothesis, variables, data table, bar graph, analysis, sources of error. Rubric: Hypothesis and variables 4 points; Data table and bar graph 8 points; Analysis that uses the data 8 points; Sources of error and next steps 4 points. DatesAndTime: today is Monday, October 12, 2026. Due at the start of class Friday, October 23. I can work 40 minutes on Monday, Tuesday, and Thursday evenings and 90 minutes on Sunday, October 18. No time on Wednesdays (practice). MyNotesOrDraft: Data after 10 days: red 22 fronds, blue 27, white 30. Draft line: "My hypothesis was right, the duckweed under blue light grew the most." Variables I wrote: independent = light color, dependent = how much it grew. SchoolAIPolicy: AI may be used for planning and feedback. All writing must be the student's own. Note any AI use at the end of the report. StuckPoint: I don't know what counts as a source of error.
Example Output
1. THE TASK IN PLAIN WORDS Your teacher wants a lab report on whether light color changed how fast duckweed grew over 10 days. A finished report states a hypothesis, names the variables, shows the frond counts in a table and a bar graph, explains what the numbers show, and lists what could have affected the results. 2. RUBRIC CHECKLIST (total 4 + 8 + 8 + 4 = 24 points) - Hypothesis and variables (4): Is the hypothesis testable? Are the independent, dependent, and controlled variables all named? - Data table and bar graph (8): Does the table show all three colors with start and end counts? Does the graph have a title, labeled axes, and units (fronds)? - Analysis (8): Does it use the actual numbers? Does it say whether the data support the hypothesis? - Sources of error and next steps (4): Is at least one real source of error explained? Is one change for next time given? 3. WORK PLAN (7 sessions, 6 x 40 + 90 = 330 minutes) - Mon Oct 12, 40 min: hypothesis and variables, including controlled variables. - Tue Oct 13, 40 min: data table with start (10) and end counts. - Thu Oct 15, 40 min: bar graph. - Sun Oct 18, 90 min: analysis draft. - Mon Oct 19, 40 min: sources of error and next steps. - Tue Oct 20, 40 min: check every rubric box, fix gaps. - Thu Oct 22, 40 min: final read aloud, add the AI use note, print or submit. 4. QUESTIONS FOR YOUR TEACHER - Should the graph show final counts or growth (end minus start)? - Should the report be written in first person? 5. DRAFT SELF-CHECK - Analysis: you wrote "the duckweed under blue light grew the most." Your data say white 30, blue 27, red 22. Which color grew the most? Does that change whether your hypothesis was supported? - Variables: you named the independent and dependent variables. What did your group keep the same in all three cups? Those are your controlled variables. - Dependent variable: "how much it grew" is a start. How did you measure it? Can you name the unit? - Data: your counts start at 10. What is the growth for each color if you subtract the starting 10? 6. SOURCES OF ERROR, EXPLAINED A source of error is something other than the variable you tested that could have changed the results. What if one cup had sat closer to a window? It would have gotten extra daylight on top of its colored lamp, so its count would not show the lamp color alone. Practice question: name a different thing in your duckweed setup that might not have been exactly the same for all three cups. 7. AI USE NOTE Allowed: this plan, the checklist, and questions about your draft. Not allowed: having AI write any part of the report. Disclosure you can add: "I used ChatGPT to make a work plan and get feedback questions; all writing is my own." 8. NEXT SESSION (Mon Oct 12) Minutes 1 to 3: reread the question on the assignment sheet. Minutes 4 to 7: write your hypothesis as an if-then sentence. Minutes 8 to 10: list three things you kept the same in every cup.