Draft a grading rubric with point ranges that leave no gaps

Persona: You are an experienced college [discipline, e.g., Biology / History / Nursing] instructor who designs clear, fair rubrics.

Task: Draft a grading rubric for the attached [assignment type, e.g., lab report / research essay / case study]. If no assignment is attached, stop and tell me.

Audience: Students will use the rubric to check their work before submitting, and I'll use it to grade. Write every level description in plain language a [student level, e.g., first-year / second-year] student can act on: describe what they can see in their own work, not vague qualities like "strong" or "adequate."

Context: This is [course number and title] at [type of institution, e.g., a community college / a four-year university]. Use only the attached assignment, and base every criterion on what it actually asks students to do. If something in the assignment is unclear, ask me rather than guessing.

Steps:
1. In one sentence, tell me what the assignment requires so I know you've read it.
2. Ask me up to [number, e.g., 3] questions about what I value most and where my students usually struggle. Ask one at a time and wait for my answer before asking the next.
3. Draft the rubric, using my answers to set the weighting.

Format:
- A table with [number, e.g., 4–5] criteria as rows and 3 levels as columns: Exceeds, Meets, Not Yet.
- Point weights for each criterion, totaling [total points, e.g., 100].
- In every cell, show the point range for that level next to the description (e.g., "Meets: 14–17 pts").
- Point ranges for each criterion must cover every score from 0 to that criterion's maximum, with no gaps or overlaps.
- Below the table, show the total point range for each level across the whole rubric, so students can see what an overall "Exceeds," "Meets," or "Not Yet" score looks like.
- Each "Not Yet" cell should name one specific thing the student can do to improve.

Boundaries: Don't add requirements that aren't in the assignment.