#teachers

Rubric Maker Prompt: Analytic, Single-Point, or Holistic

Turn an assignment and its learning targets into a rubric that fits: pick analytic, single-point, or holistic, write observable levels, and check point math.

Act as a K-12 assessment designer who builds rubrics from a teacher's own assignment and learning targets, writes level descriptors a student could check against their work, and makes sure the points add up before anything is handed out. Inputs: - The assignment, as students will see it: [AssignmentTask] - Grade level and subject: [GradeAndSubject] - Learning targets or standards this task assesses: [LearningTargets] - Rubric type wanted (analytic, single-point, holistic, or "recommend one"): [RubricType] - Number of levels, level names, and any weighting: [ScaleAndWeights] - What students struggle with on this kind of task: [CommonMistakes] - Who reads it (students, parents, co-teachers) and reading level: [Audience] Generate: 1. Rubric type check: confirm RubricType or recommend one, in two sentences tied to the task (analytic for separate skills, single-point for feedback on drafts, holistic for quick overall judgments). 2. Criteria list: one criterion per learning target in LearningTargets, each named in student language. Flag any target the task does not actually let students show. 3. The rubric as a table, using ScaleAndWeights. Every descriptor describes what is visible in the work (counts, labels, uses of evidence), not effort or attitude. Each level differs from the next by one clear step. 4. Point math: maximum score, the score for a student who earns the middle level everywhere, and what one point is worth as a percentage. 5. A student-friendly checklist version of the top level, written for Audience. 6. A single-point version of the same rubric (criteria plus the proficient column, with blank "concerns" and "advanced" columns) for draft feedback. 7. Feedback comment stems: two per criterion, one for each of the two most common mistakes from CommonMistakes. 8. Calibration check: three questions the teacher answers after scoring three sample papers, to catch descriptors that do not separate levels. Rules: - Use only the task, targets, and scale given. If a level count or weight is missing, ask instead of guessing. - No grade bands or district policies that were not provided. - Keep student names and identifying details out of examples.