Help me assess a student’s [ASSIGNMENT TYPE] for [GRADE LEVEL OR COURSE]. The learning objectives are [LEARNING OBJECTIVES], the assignment directions are [ASSIGNMENT DIRECTIONS], and the grading rubric is [RUBRIC]. Here is the student work: [STUDENT WORK]. These are the applicable support, language, accommodation, or feedback considerations: [STUDENT CONTEXT]. First, restate the rubric criteria in a compact checklist using only the wording and performance levels I supplied. Then create a grading draft with: 1. A criterion-by-criterion table showing the proposed level or points, specific evidence from the student work, and one reason linked to the rubric. 2. A tentative total only if my rubric provides a valid point system; otherwise say that no numerical total can be calculated.
3. Three feedback comments written directly to the student: one strength, one highest-priority improvement, and one concrete next step appropriate for their level. 4. A short teacher note identifying anything that needs human judgment, such as possible misunderstanding of directions, unclear handwriting or transcription, possible plagiarism indicators, missing accommodation information, or a rubric gap. Do not grade grammar, spelling, handwriting, participation, or background knowledge unless the rubric explicitly assesses it. Do not infer intent, diagnose a learning need, make a disciplinary conclusion, or assign a final grade. Do not compare this student with other students. Quote or point to specific evidence from the submitted work, and acknowledge when evidence is insufficient. Before answering, check that every proposed score maps to a supplied criterion and that each student-facing comment is supported by an example from the work. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [ASSIGNMENT TYPE] | Enter the type of student work, such as a persuasive paragraph, lab report, or math explanation. | a two-paragraph opinion response |
| [GRADE LEVEL OR COURSE] | Enter the student grade level or course name. | Grade 5 English language arts |
| [LEARNING OBJECTIVES] | List the skills or knowledge the assignment is intended to assess. | State a clear opinion, support it with two relevant reasons, use evidence from the article, and organize ideas into paragraphs. |
| [ASSIGNMENT DIRECTIONS] | Paste the directions students received. | After reading “Should Schools Have Longer Recess?”, write two paragraphs explaining your opinion. Use at least two details from the article. |
| [RUBRIC] | Paste the scoring criteria, performance descriptions, and point values if applicable. | Claim: 0-2 points. Reasons and article evidence: 0-4 points. Organization: 0-2 points. Conventions are not scored. |
| [STUDENT WORK] | Paste an accurate transcription of the student’s submitted work. | I think recess should be longer because kids need to move. The article says exercise helps students focus. Also when we play we make friends and then we can work better. Schools should add ten minutes so kids come back ready. |
| [STUDENT CONTEXT] | List relevant accommodations, language supports, or feedback constraints without unnecessary personal details. | Student uses speech-to-text. Do not score punctuation unless it affects meaning. Keep feedback to three short sentences. |
How to use
- Paste the assignment directions and rubric exactly, because these define what may be assessed.
- Use an accurate transcription and note any accommodations that change how work should be interpreted.
- Check every suggested point against the cited student evidence before recording a grade.
- Send this follow-up for revision feedback: “Turn the highest-priority feedback into a 10-minute reteach or conference plan for this [GRADE LEVEL] student.”
Variations
Short-answer scoring
Use this for a set of brief constructed responses.
Assess these [NUMBER] short responses for [GRADE OR COURSE] using [RUBRIC]. The prompt students answered was [QUESTION], and the expected content comes from [SOURCE OR STANDARD]. Student responses: [RESPONSES]. Return one row per response with proposed score, exact evidence, misconception if shown, and a 15-word feedback note. Do not award points for information not required by the rubric or infer knowledge beyond the written response. Flag ambiguous answers for teacher review. Check that every score maps to the supplied rubric.
Writing conference
Use this before meeting with a student about a draft.
Prepare a writing conference plan for this [GRADE LEVEL] student’s [ASSIGNMENT]: [DRAFT]. The goal and success criteria are [CRITERIA], and the student has already received this feedback: [PRIOR FEEDBACK]. Identify one high-impact teaching point, quote two places in the draft to discuss, and write a 5-minute conference sequence with one student question and one next-step goal. Do not score the paper, rewrite it, or diagnose a learning difficulty. Base all comments on the draft and criteria.
Rubric calibration
Use this to test whether a rubric is clear before grading a class set.
Review this rubric for a [GRADE LEVEL] [ASSIGNMENT TYPE]: [RUBRIC]. The learning objective and directions are [OBJECTIVE AND DIRECTIONS]. Identify overlaps, missing criteria, ambiguous performance-level language, and criteria that assess something outside the objective. Then propose a revised rubric in the same point range, with observable descriptors and a short scoring note for edge cases. Do not assume student performance data or district policy. Ask up to 3 questions only if required details are missing.
Tips
- Grade only the learning targets the task was designed to measure; an attractive response can still lack the required evidence.
- Require cited evidence from the student work for every suggested score, especially at the boundary between two rubric levels.
- Give students one priority for revision rather than a long list of corrections; this makes feedback usable during the next attempt.
- Remove names and unnecessary personal details when pasting work into an AI tool, and follow your school’s approved privacy and AI-use policies.
FAQ
Can AI assign final grades?
Treat its output as a grading draft. The teacher must check the work, apply professional judgment, and follow school policies before recording any grade.
Can I use this for younger students?
Yes, but keep feedback short, concrete, and tied to a visible next step. Do not use AI to infer ability or label a student from one piece of work.
What if my rubric has no point values?
Ask for criterion-level evidence and suggested performance levels instead of a total. A numerical score should not be invented from a descriptive rubric.