Prompt details

Tested on

Claude Opus 5.5

Length

497 words · 3 fill-ins

Example input

[The assignment]: Persuasive speech. Choose a local issue (our town, school or neighborhood) and persuade our class to take one action. 3 to 4 minutes, delivered live; notecards allowed, no full script. Your speech must include: a clear position stated in the first 30 seconds; at least two pieces of evidence from credible sources, cited aloud (author or organization and year); a counterargument and your rebuttal; at least one rhetorical appeal you can name (ethos, pathos or logos); and a call to action. Hand in your notecards and a works-cited list on the day.

[Grade or level]: Grade 10 English, 31 students, mixed ability. 4 students have speech anxiety accommodations and may present to me and a small group instead of the whole class. Our school grades on a 1 to 4 scale, and the gradebook takes a percentage.

[What matters most]: Four criteria: Argument (position and reasoning), Evidence (quality and how it is explained), Counterargument and rebuttal, Delivery (voice, eye contact, pace, use of notecards). Argument and Evidence matter most, 30% each; Counterargument 20%; Delivery 20%. I don't want anyone marked down for an accent or a stammer. Time matters a little: well over or under should cost something, but not a whole level.

Example output

1. Analytic rubric

Criterion (weight)	4 Exceeds	3 Meets	2 Approaching	1 Beginning
Argument (30%): how clearly the reasons lead the class to one action	States a clear position within the first 30 seconds and orders the reasons so each builds on the last, ending in an action that names who does what and by when and that this class could actually do. Uses a named appeal on purpose, at the point where it most strengthens the case.	States a clear position within the first 30 seconds, gives reasons that each connect back to it, and ends with a call to action the class could carry out. Uses at least one appeal the speaker names on the notecards.	States a position, but it comes after the first 30 seconds, is too broad to act on, or has reasons that drift away from it. The call to action is vague (for example, "we should care more"), or the appeal cannot be named.	The listener cannot tell what the speaker wants the class to do, or why. There is no stated position or no call to action.
Evidence (30%): how well credible evidence is explained to support the reasons	Cites at least two credible sources aloud with author or organization and year, and explains why each source can be trusted on this point. Shows how each finding applies to our town or school.	Cites at least two pieces of evidence from credible sources aloud, with author or organization and year, and explains in the speaker's own words how each one supports a reason.	Gives evidence, but at least one citation is incomplete or not said aloud, one source is not credible, or the evidence is stated without explaining how it supports the point.	Gives only opinion or personal story, and no source is named.

Claude Opus 5.5

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Claude Opus 5.5

This prompt builds the grading tools for one assignment. Paste the assignment, the grade and what matters most; you get a weighted 4-level rubric, a student checklist, a single-point rubric, ready feedback and grading notes.

What you get

A weighted analytic rubric with four levels described by what the work shows
A checklist students tick before handing in, and a single-point rubric for quick notes
A feedback bank: one ready comment for each criterion and level
Grading notes for the hardest calls, such as telling a 3 from a 4

How to use it

1
Paste the full assignment
Include every requirement students see, the grade, your grading scale and how much each criterion counts.
2
Test it on real work
Score two or three pieces of work with the rubric, ideally beside a colleague, and tighten any row where you disagree.
3
Share the checklist first
Give students the checklist when you set the task, then grade with the rubric and paste comments from the bank.

Better results

Say what you will not grade, such as an accent or a stammer, so the rubric leaves it out of every level.
Follow up with: "Turn the student checklist into a peer review sheet" to run a practice round before the real one.
Check the score conversion against your gradebook before you use it, since a straight 2 out of 4 is 50 percent.

Questions

Can ChatGPT make a rubric?

Yes, ChatGPT can make a rubric when you give it the full assignment, the grade and what each criterion is worth. Ask for levels described by what the work shows, not vague words like "good", and test the rubric on a few real pieces before grading the class.

Is there a free AI rubric generator?

Yes. A free chat assistant such as Claude, ChatGPT or Gemini builds a rubric from a detailed prompt like this one, and teacher platforms such as MagicSchool offer rubric tools. The quality depends on how fully you describe the assignment.

Can I use an AI rubric in Canvas?

Yes. Canvas rubrics hold criteria, rating levels and points, so you can copy each criterion and level description from the analytic rubric into the Canvas rubric editor and set the points to match your weights.

What is a single-point rubric?

A single-point rubric lists only what meeting the standard looks like for each criterion, with blank columns for concerns and for evidence of going beyond. It is quicker for students to read and leaves room for written feedback.

Updated 8 Nov 2026