After learning more about the purposes and roles of rubrics, I’ve realized they work best when they are treated as part of the learning process, not just the grading process.  Best practices: I plan to write the rubric at the same time I design the assignment so the criteria directly match the learning objectives. I will also give students the rubric before they begin their work and review it with them so expectations are clear. Using simple, student-friendly language instead of technical wording helps students actually use the rubric instead of ignoring it.  Action plans: I want students to use the rubric as a self-check tool before submitting assignments. I also plan to reference specific rubric categories when giving feedback so students understand exactly what they did well and what they need to improve.  Successes I expect: Clearer expectations, fewer grading disputes, and stronger student performance because learners know what quality work looks like. Rubrics should also make grading faster and more consistent.  Challenges: One challenge is finding the balance between too detailed and too vague. Another is creating rubrics that fit different types of assignments without becoming a one-size-fits-all checklist that limits creativity.  Overall, I see rubrics as both a communication tool and a teaching strategy, not just a scoring sheet.