Built by a teacher
Describe the assignment. Pick your standards. Build from what Meeting looks like, with AI to help draft the language and clear “Look fors” across every level. Edit the rubric directly, review it, and publish when you’re ready.
Free manual authoring · 3 AI generations to try · No student accounts
An illustrative writing rubric. The “I can” statement gives the overview; named Look fors let students compare the same aspect across the whole scale. Meeting stays highlighted as the goal.
| Look for | ExceedingGoing beyond the goal | MeetingThe grade-level goal | ApproachingAlmost there | DevelopingStarting out |
|---|---|---|---|---|
| I can | I can defend a claim by weighing evidence and addressing a plausible counter-claim. | I can make a clear claim and support it with relevant evidence and reasoning. | I can state a claim and include related evidence, with some links still unclear. | I can state a position and identify a source detail related to the topic. |
| Relevant evidence | Select evidence that supports the claim and addresses a plausible counter-claim. | Select specific evidence that directly supports the claim. | Include evidence related to the topic, with an unclear link to the claim. | Identify a source detail connected to the topic. |
| Reasoning | Explain why the evidence supports the claim while weighing a competing interpretation. | Explain how the evidence supports the claim. | Describe the evidence with a partial explanation of how it supports the claim. | Retell a source detail alongside the position. |
| Look for | ExceedingGoing beyond the goal | MeetingThe grade-level goal | ApproachingAlmost there | DevelopingStarting out |
|---|---|---|---|---|
| I can | I can explain how my language choices work together to shape meaning for an audience. | I can choose language that conveys my intended meaning and fits my audience. | I can convey my main meaning, with some language choices that do not fit my audience. | I can use words that communicate my main idea. |
| Precision | Choose precise wording and explain how shades of meaning affect the reader’s interpretation. | Choose words that convey the intended meaning accurately. | Use generally clear words, with some imprecise choices. | Use familiar words that identify the main idea. |
| Audience and purpose | Sustain a register that serves the purpose and explain the effect of a deliberate shift. | Use a register that fits the purpose and audience. | Use a partly suitable register, with shifts that distract from the purpose. | Show an initial choice of tone for the task. |
Table is the app’s default view. Each standard has its own compact table, with Look fors aligned across levels. On a phone, swipe across the example or switch to Cards.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
I can defend a claim by weighing evidence and addressing a plausible counter-claim.
◎ Your goal — MeetingThe grade-level goal
I can make a clear claim and support it with relevant evidence and reasoning.
I can state a claim and include related evidence, with some links still unclear.
I can state a position and identify a source detail related to the topic.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style. (Excerpt.)
I can explain how my language choices work together to shape meaning for an audience.
◎ Your goal — MeetingThe grade-level goal
I can choose language that conveys my intended meaning and fits my audience.
I can convey my main meaning, with some language choices that do not fit my audience.
I can use words that communicate my main idea.
The same wording in a phone-friendly view. Meeting is open; tap another level to compare its I can statement and Look fors.
Choose a full scale or Meeting-only rubric. Set the performance levels, their order and labels, and how many Look fors to include.
Edit directly and keep your wording when regenerating unedited content. Tighten Meeting language by comparing a suggestion with the original before choosing.
Share a student link, switch between Table and Cards, copy the rubric, print it, or download an editable Word document.
Teaching solo? Use a personal account and class links. Schools can share standards and department language, manage teacher access, and cover AI usage centrally.
Already have a rubric? Import can turn a Word document, PDF, or photo into an editable draft. It is currently available to beta accounts.
Share a class link to take students straight to the projects, or use a school portal. No student login. Click through the school-code path:
No names, no sign-ups, nothing to administer.
Required standards stay in the rubric. Students can select optional standards within the rules you set, and the displayed rubric and available exports follow those choices.
AI works in the educator workspace. Students read the published rubric without triggering generation or seeing your private draft and review notes.
Manual rubric writing, projects, classes, publishing, and student access are free. Meeting starts with language from the standard, and you get 3 AI generations to try. For more AI drafting, Starter is $2.99/month, Standard is $7.99/month, or a one-time $10 Rubric Pack adds usage that never expires. Schools can cover teacher usage centrally.
Plans fund AI usage; how far it goes depends on the rubric and actions you choose. See current plans and the walkthrough.