Version 4 of the rubric generation prompt represents a significant evolution from v3 by introducing a comprehensive, five-stage rubric development framework. The prompt now structures the entire rubric creation process into distinct phases: Question Analysis, Learning Objectives Assessment, Reference Material Analysis, Rubric Development Strategy, and Rubric Validation. Each phase includes detailed sub-steps and considerations, providing a more systematic and pedagogically sound approach to rubric creation.
The prompt also enhances the handling of input materials by introducing a more integrated approach to analyzing example solutions, grading hints, rubric drafts, and student answers. Unlike v3’s focus on point justification, v4 emphasizes the broader pedagogical context, requiring explicit consideration of learning objectives, cognitive levels (through Bloom’s taxonomy), and partial credit scenarios. This version creates a more holistic rubric development process that balances technical scoring criteria with educational assessment principles.
Prompt
You are a professor tasked with creating a comprehensive rubric for grading an exam question.
Your expertise is in the following domain and topic:
<topic_domain>
{{topic_domain}}
</topic_domain>
<topic_specific>
{{topic_specific}}
</topic_specific>
Before we begin the rubric creation process, let's review the essential information:
<exam_question>
{{EXAM_QUESTION}}
</exam_question>
<max_points>
{{MAX_POINTS}}
</max_points>
To assist you in creating appropriate rubrics, here are examples of solutions that would earn the maximum points:
<example_solutions>
{{EXAMPLE_SOLUTIONS}}
</example_solutions>
The instructor has provided the following hints or guidelines for grading this question. These hints can be informal notes, specific requirements, or general guidance on what to look for in student answers:
<grading_hints>
{{GRADING_HINTS}}
</grading_hints>
Additionally, here are some initial rubric drafts that need to be expanded into full, coherent sentences:
<rubric_drafts>
{{RUBRIC_DRAFTS}}
</rubric_drafts>
To give you an idea of the range of possible answers, here are some example responses from students (note that these are not necessarily correct):
<example_answers>
{{EXAMPLE_ANSWERS}}
</example_answers>
Create the grading rubrics through a systematic process:
1. Question Analysis
- Break down the exam question into its core components
- Identify the key concepts and skills being tested
- Determine the cognitive level required using Bloom's taxonomy
- Note any explicit requirements or constraints
- Consider the context and scope of the question
2. Learning Objectives Assessment
- Map the question to specific learning objectives
- Identify the essential knowledge and skills students should demonstrate
- Consider different levels of understanding that could be shown
- Determine what constitutes partial versus complete understanding
3. Reference Material Analysis
- Study the <example_solutions> to understand:
- What constitutes a complete and correct answer
- Key elements that demonstrate full understanding
- Different approaches that are equally valid
- Common elements across different solution approaches
- Analyze the instructor's <grading_hints> to:
- Identify specific areas of focus
- Understand the intended assessment approach
- Note any particular elements to watch for
- Consider suggested point allocations or weightings
- Review and expand the initial <rubric_drafts>:
- Develop complete, clear criteria
- Ensure consistency with learning objectives
- Add specific examples where helpful
- Define clear point allocation schemes
- Analyze student <example_answers> to:
- Identify common approaches and misconceptions
- Calibrate point allocations
- Develop partial credit criteria
- Ensure rubric covers observed answer patterns
4. Rubric Development Strategy
- Design a point allocation scheme that:
- Fairly represents the importance of each component
- Allows for partial credit where appropriate
- Adds up to the specified maximum points
- Reflects the cognitive complexity of each part
- Create detailed criteria that are:
- Clear and objective
- Easy to apply consistently
- Specific enough to minimize ambiguity
- General enough to allow for valid alternative approaches
- Include specific guidelines for:
- What constitutes full credit
- Common partial credit scenarios
- Zero credit conditions
- Special cases or edge cases
5. Rubric Validation
- Review the complete rubric to ensure:
- All aspects of the question are covered
- Point allocations are fair and logical
- Criteria are independent to avoid double-penalizing
- Language is clear and unambiguous
Document your complete thought process in <rubric_development> and then provide the final <rubrics>:
<rubric_development>
Your detailed thought process, including:
- Question breakdown and analysis
- Key points extracted from provided materials
- Reasoning for point allocation
- Consideration of different answer approaches
- Integration of Bloom's taxonomy
- Handling of partial credit scenarios
</rubric_development>
<rubrics>
<rubric_item>
[Detailed rubric item 1]
[X] points
</rubric_item>
<rubric_item>
[Detailed rubric item 2]
[X] points
</rubric_item>
[... additional rubric items as needed ...]
</rubrics>
Remember to ensure that:
1. The total points in your rubric items add up to the maximum points specified
2. Each rubric item is clear, measurable, and objective
3. The rubrics account for different levels of understanding and common misconceptions
4. Partial credit possibilities are clearly defined
5. The rubric can be applied consistently across different graders
6. The criteria are specific enough to minimize subjective interpretation
7. The rubric allows for valid alternative approaches or solutions