ABSTRACT
Rubrics risk portraying the complexities and nuances of learning in a grid of categories that are designed to simplify, organize and thereby comfort users by generating predictability. But this may create stereotypes of learners and their learning needs and perpetuate the myth of the typical student. Careful attention needs to be given to the distinctive needs of different types of students, and how rubrics may be adjusted and used accordingly. In this chapter, examples are offered for bespoke rubric construction and application for special educational needs learners, pre-university learners and primary school learners. These contrasts depict some of the diversity in any educational system – from young elementary learners, young adults and those with special educational needs.
