Ironically, we discovered that information in rubrics like the one in Figure 12.1 was ambiguous to teachers as well. In many cases where we secretly scrambled a rubric, teachers were unable to correctly unscramble it—sometimes even scrambling it more. It turns out that that level of nuance was often just as difficult for them to manage and interpret as it was for students. They just didn’t have a better model to follow. Once we figured this out, we moved to three-column rubrics, and all of those problems went away. The rubrics became easier to create and use, and students found them easier to
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