These rubrics work as starting points, not gospel. Copy them into the AI Grading tool, adapt the language to your students, and recalibrate at the start of each unit. Every rubric here uses four performance levels (Beginning, Developing, Proficient, Advanced) and observable descriptors.
ELA: argumentative essay (grades 6 to 12)
| Criterion | What it measures |
|---|
| Thesis | Clarity, specificity, and arguability of the central claim |
| Evidence | Relevance, sufficiency, and accurate citation |
| Reasoning | Logical link from evidence to claim, counterargument handling |
| Conventions | Sentence variety, grammar, citation format |
ELA: literary analysis (grades 8 to 12)
| Criterion | What it measures |
|---|
| Interpretation | Original, defensible reading of the text |
| Textual evidence | Well-chosen quotations, integrated smoothly |
| Analysis | Explains how the evidence supports the interpretation |
| Voice and style | Academic register, clarity, sentence craft |
ELA: narrative writing (grades 4 to 8)
| Criterion | What it measures |
|---|
| Story arc | Clear beginning, escalation, resolution |
| Character and setting | Specific detail, internal life of the narrator |
| Craft | Dialogue, imagery, pacing |
| Conventions | Punctuation, paragraphing, spelling |
Math: problem-solving (grades 5 to 10)
Aligned to the Standards for Mathematical Practice.
| Criterion | What it measures |
|---|
| Make sense of the problem | Identifies what is given and what is asked |
| Strategy | Chooses an appropriate model or method |
| Execution | Accurate calculation and notation |
| Justification | Explains reasoning, checks reasonableness |
Science: lab report (grades 7 to 12)
| Criterion | What it measures |
|---|
| Question and hypothesis | Testable, specific, grounded in prior knowledge |
| Method | Reproducible procedure, controlled variables |
| Data and analysis | Accurate recording, appropriate representation |
| Conclusion | Claim, evidence, reasoning; addresses sources of error |
Science: CER response (grades 5 to 9)
| Criterion | What it measures |
|---|
| Claim | Direct answer to the prompt |
| Evidence | Specific data from the investigation or text |
| Reasoning | Connects evidence to claim using a science principle |
Social Studies: DBQ (grades 8 to 12)
| Criterion | What it measures |
|---|
| Contextualization | Situates the prompt in broader historical context |
| Document use | Uses majority of documents in service of the argument |
| Outside evidence | Brings in at least one specific outside example |
| Synthesis | Connects to another period, region, or theme |
Social Studies: source analysis (grades 6 to 12)
| Criterion | What it measures |
|---|
| Sourcing | Identifies author, audience, purpose, point of view |
| Corroboration | Compares the source to others on the same event |
| Contextualization | Places the source in its time and place |
Cross-subject: oral presentation
| Criterion | What it measures |
|---|
| Content | Accuracy, depth, relevance |
| Structure | Clear opening, logical flow, strong close |
| Delivery | Pace, eye contact, vocal variety |
| Visuals | Support the spoken content, do not duplicate it |
Cross-subject: collaborative project
| Criterion | What it measures |
|---|
| Contribution | Equitable participation, observable role |
| Process | Planning, follow-through, response to feedback |
| Product | Quality of the final deliverable |
| Reflection | Honest self-assessment, identifies next steps |
How to adapt these
- Copy the rubric into the AI Grading tool
- Rewrite descriptors in your students' vocabulary
- Calibrate on three sample pieces before running a stack
- Save the calibrated version as your class template
