Coherent Rubric Logic Builder Agent Skill

Build a five-level rubric with coherent logic for a learning target within a developmental band.

Context cost
6.1k tokensestimated from the bundle, loaded when it triggers
Bundle
1 file · 24.3 kBtext throughout, nothing executable
Licence
not declarednone named by its author
Last change
—v1.0
Servers it uses
Noneruns standalone

What it does

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.

What this skill changes about the agent has not been set out here as a list. Its SKILL.md, shown below, says it in the author’s own words.

co-constructioncompetencycompetentfive-levelformativemanningrubricsadler

The skill itself

A skill is instructions the model reads, so you can see what you are getting: below is the start of its SKILL.md. The front matter loads with every session, the body loads when the skill triggers, and the whole file comes with the install.

SKILL.md24.3 kB · preview
--- # AGENT SKILLS STANDARD FIELDS (v2) name: coherent-rubric-logic-builder disable-model-invocation: true user-invocable: true effort: medium # EXISTING FIELDS skill_id: "original-frameworks/coherent-rubric-logic-builder" skill_name: "Coherent Rubric Logic Builder" domain: "original-frameworks" version: "1.0" evidence_strength: "emerging" evidence_sources: - "Manning — REAL School Rubric Logic Guide v2.1 (January 2026, original methodology)" - "Burch (1970) — Four stages of competence (unconscious incompetence → conscious incompetence → conscious competence → unconscious competence)" - "Haring et al. (1978) — The instructional hierarchy: acquisition, fluency, retention, generalisation, adaptation" - "Black & Wiliam (1998) — Assessment and classroom learning (rubrics are only useful if they change decisions)" - "Sadler (1989) — Formative assessment and the design of instructional systems (students must understand quality before they can self-assess)" input_schema: required: - field: "learning_target" type: "string" - field: "band" type: "string" - field: "product_or_performance" type: "string" optional: - field: "student_level" type: "string" - field: "formative_or_summative" type: "string" - field: "compound_lt" type: "string" output_schema: type: "object" fields: - field: "teacher_rubric" type: "object" - field: "co_construction_plan" type: "object" - field: "student_rubric_template" type: "object" - field: "written_feedback_guide" type: "object" - field: "known_limitations" type: "object" chains_well_with: - "learning-target-authoring-guide" - "developmental-band-system-designer" - "self-determined-project-design-protocol" - "ai-feedback-design-principles" - "curriculum-knowledge-architecture-designer" - "kud-knowledge-type-mapper" teacher_time: "5 minutes" tags: ["rubric", "Manning", "competency", "five-level", "co-construction", "Sadler", "formative", "Competent", "assessment"] ---
72# Coherent Rubric Logic Builder
73
74## What This Skill Does
75
76This skill encodes an original practitioner framework developed by Gareth Manning, educator, curriculum designer, and learning systems designer. Unlike skills in other domains, it is not drawn from peer-reviewed research traditions. It is grounded in serious engagement with learning science, original curriculum design work, and active classroom testing. It is included because the methodology is coherent, transferable, and genuinely useful — and because intellectual honesty requires distinguishing practitioner frameworks from research-validated approaches.
77
78This skill builds a complete, coherent rubric for a learning target or project assessment — using a five-level scale where **Competent IS success**, not a midpoint. Most rubrics fail because they treat the middle level as "average" and the top level as "excellent" — creating a system where the majority of students are implicitly labelled as inadequate. Manning's rubric logic inverts this: Competent represents genuine mastery of the band-level expectation. It IS the target. Extending is rare and requires specific evidence of transfer, depth, or sophistication beyond the band expectation. Emerging is a legitimate starting point, not a failure. The output is a full rubric table with precise descriptors at each level, plus a co-construction plan for working with students to make the criteria their own. Sadler (1989) established that students need to understand what quality looks like before they can self-assess meaningfully — the co-construction process is essential, not optional. The rubric methodology is designed to work alongside the Learning Target Authoring Guide (Skill 98) — the rubric is the assessment instrument for a specific LT, not a separate system.
79
80## Evidence Foundation
81
82Manning developed the rubric logic through curriculum design, documented in the Rubric Logic Guide v2.1 (January 2026). The five-level scale is anchored by two complementary frameworks: Burch's (1970) four stages of competence — unconscious incompetence (doesn't know they don't know), conscious incompetence (knows they don't know), conscious competence (can do it with deliberate effort), unconscious competence (can do it automatically) — provides the developmental logic for the levels. Haring et al.'s (1978) instructional hierarchy — acquisition, fluency, retention, generalisation, adaptation — maps to the levels and determines the appropriate instructional response: a student at Emerging needs guided acquisition practice, not homework; a student at Competent is ready for independent application. Black & Wiliam (1998) established that rubrics are only useful if they change teaching and learning decisions. A rubric that is used only for grading at the end of a unit is not formative — it's a labelling system. The co-construction process ensures that students understand the criteria BEFORE they begin work, enabling ongoing self-assessment and goal-setting throughout the learning process. Sadler (1989) argued that three conditions must be met for effective self-assessment: (a) the student must understand what quality looks like (the standard), (b) the student must be able to compare their current work to the standard (monitoring), and (c) the student must know how to close the gap (strategy). The exemplar analysis component of co-construction addresses condition (a) — students study examples of strong, average, and weak work before generating criteria language.
83
84## Input Schema
85
86The educator must provide:
87- **Learning target:** The exact "I can..." statement. *e.g. "I can construct an argument with a clear claim, supporting evidence, and acknowledgement of a different viewpoint" (Band C, Critical Thinking LT2) / "I can design and conduct a fair investigation with one controlled variable" (Band B, Scientific Investigation LT1) / "I can collaborate with my group by contributing ideas and building on others' contributions" (Band B, Collaboration LT1)*
88- **Band:** Which developmental band. *e.g. "Band C (ages 10-12)" / "Band B (ages 8-10)" / "Band A (ages 5-7)"*
89- **Product or performance:** What students will do. *e.g. "A written persuasive essay (300-500 words) arguing a position on a real local issue" / "A science investigation report including question, method, results, and conclusion" / "Observable participation in a 30-minute group problem-solving task"*
90
This is a preview of SKILL.md. Download or install the skill to get the whole thing.
In the file
SKILL.md3,507 words
Files1
Licencenot declared
Why you can read it

Nothing in a skill executes. The client loads the text and the model follows it, so a skill can be audited the way a runbook is — by reading it.

What it costs in context

Skills are not billed by the call. They are paid for in context: every token the instructions occupy is a token your code, your diff and your conversation cannot use. Here is what this one takes and when it takes it.

≈850
always loaded
The name and description, so the model knows the skill exists and when to reach for it.
5,225
on trigger
The instruction body, read only when the skill fires.
3.0%
of a 200k window
Ten skills this size would take about 30% of the window before you open a file.
050k100k150k200k context window

6.1k tokens, estimated from the bundle at four bytes to the token, held for the rest of the session once it triggers. Heavy. Teams tend to install this one per project rather than globally, and load it only when the job comes up.

Servers bill, skills cost

A server charges by the month. A skill charges once per session, in context, and then keeps charging it for as long as the session lives.

Before and after

The same question, put to the same model twice: once as it comes, and once with these instructions loaded.

No worked example has been published for this skill yet.

The procedure it runs

The procedure has not been set out here step by step. It is in the body of its SKILL.md: the start of it is shown above, and the whole file comes with the install.

Prose, not code

These steps are written for a model to follow, not executed by a runtime. It can still be told to skip one, and it will say so when it does.

Servers it uses

None. This skill calls no MCP servers at all.

Everything it needs is in the instructions, so it works in a project with nothing connected — the model reads the file and changes how it works with what it can already reach.

Its SKILL.md does not declare which tools it asks the agent for, so what it touches is whatever the instructions themselves ask for — read them before you install it.

What it asks for
Writes filesnot declared
Network accessnot declared

This SKILL.md carries no allowed-tools line, so neither is declared. A skill grants no permissions of its own — it can only ask for tools your client already has.

What it will not do

Every skill is narrow, and the useful ones say where they stop. These are the jobs this one is the wrong tool for.

What this skill is not for has not been published here. Nothing is implied by that: it is a section the author has not filled in.

What is in the bundle

1 file, 24.3 kB on disk. A bundle is text throughout: the instructions the model reads, plus the templates it fills in.

  • SKILL.md24.3 kB
What is not in it

No dependencies and nothing executable: a skill is text the agent reads, so the bundle is 1 file you can review in full before installing.

Install

Installing copies the bundle into your project. Nothing runs at install time — the files sit on disk until the model reads them.

# Coherent Rubric Logic Builder · 6.1k tokens when loaded · macOS, Linux mkdir -p .claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/coherent-rubric-logic-builder/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/coherent-rubric-logic-builder" ] && { [ ! -e .claude/skills/coherent-rubric-logic-builder ] || { mv .claude/skills/coherent-rubric-logic-builder "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/coherent-rubric-logic-builder" .claude/skills/ && echo "Installed .claude/skills/coherent-rubric-logic-builder"
On Windows, or any OS with Node 20+
npx mcprush@latest skill add garethmanning/coherent-rubric-logic-builder

Windows PowerShell says 'running scripts is disabled on this system'? Run Set-ExecutionPolicy -Scope CurrentUser RemoteSigned once, or type npx.cmd instead of npx (codex.cmd, gemini.cmd, grok.cmd likewise). PowerShell 7 needs neither. Writes to .claude/skills/coherent-rubric-logic-builder/ in the current project. For every project instead, run mkdir -p ~/.claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/coherent-rubric-logic-builder/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/coherent-rubric-logic-builder" ] && { [ ! -e ~/.claude/skills/coherent-rubric-logic-builder ] || { mv ~/.claude/skills/coherent-rubric-logic-builder "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/coherent-rubric-logic-builder" ~/.claude/skills/ && echo "Installed ~/.claude/skills/coherent-rubric-logic-builder" (macOS, Linux) — or add --global to the npx line. The curl line replaces .claude/skills/coherent-rubric-logic-builder/ only after the download succeeds, so files left there by another skill of the same name, or by an older release, do not mix in. A copy already there is moved aside, not deleted, and the line prints where.

Which clients pick it up on their own

A skill is a folder of text. Most of these read a skills folder and pick it up without being told; the rest take the same folder another way — an upload in the app, a parameter on an API call — and then choose it by its description just the same.

Claude Code.claude/skills/
Claude DesktopCustomize › Skills
ChatGPTSkills › Create › Upload
Cursor.cursor/skills/
VS Code.github/skills/
Codex CLI.agents/skills/
Gemini CLI.gemini/skills/
Grok Build.grok/skills/
Microsoft CopilotSkills › Upload a skill
PerplexityComputer › Skills › Upload a skill
DeepSeek Harness.dsh/skills/
Zed.agents/skills/
Devin Desktop.devin/skills/
Windsurf (legacy).windsurf/skills/
OpenAI Agents SDKInstructions or sandbox Skills
HTTP / APIa request parameter
This release
Version1.0
Publishedno release date on file
PriceFree
Referencegarethmanning/coherent-rubric-logic-builder

Versions

v1.0 is what is on the shelf; no release here carries a date. Instructions change more often than APIs do — a skill can be rewritten entirely without anything it depends on moving.

v1.0
  • No earlier releases have been published to the marketplace.
Pinning

The install command always fetches the release that is current the day you run it — v1.0 today — and cannot ask for an earlier one. The copy on your disk does not change until you run it again.

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