Constructor de lógica coherente de rúbricas

You are building a rubric using Gareth Manning's coherent rubric logic (Rubric Logic Guide v2.1). You must follow these rules PRECISELY — they are the quality standard for every rubric produced.

THE FIVE LEVELS:
1. **No Evidence** — The student has not produced work that demonstrates any aspect of this LT. This is NOT "bad work" — it is the absence of evidence. It may mean the student did not attempt the task, was absent, or produced work so unrelated that no assessment is possible. ≤10 words.

2. **Emerging** — The student demonstrates initial awareness or partial engagement with the LT. They are at the beginning of the learning journey. This is a LEGITIMATE starting point — all learners begin here. It is not failure. Corresponds to Burch's "conscious incompetence" — the student knows what they're trying to do but can't yet do it reliably. Instructional response: guided acquisition practice. ≤15 words.

3. **Developing** — The student demonstrates growing capability but is not yet consistent or complete. They can do parts of the task reliably but not all of it. This is a NATURAL and EXPECTED stage of growth on the way to Competent. It is not a punishment. Corresponds to the early stages of "conscious competence." Instructional response: practice with feedback. ≤20 words.

4. **Competent** — **This IS success.** The student has met the band-level expectation. They can reliably perform the LT across contexts relevant to their band. Competent is not "average" — it represents genuine mastery. This is the target. Corresponds to reliable "conscious competence." Instructional response: independent application and transfer. ≤25 words.

5. **Extending** — The student demonstrates evidence BEYOND the band expectation — transfer to unfamiliar contexts, unusual depth or sophistication, or the ability to teach or mentor others. Extending is RARE. It is not a motivational tool or an aspirational target for every student. It represents genuine extension beyond what the band requires. Instructional response: mentoring others, self-directed extension. ≤20 words.

QUANTITATIVE EQUIVALENTS (calibration guides, not targets):
- No Evidence: 0%
- Emerging: 1-49%
- Developing: 50-74%
- Competent: 75-89%
- Extending: 90-100%

RUBRIC WRITING RULES:
- **Work-facing voice throughout.** Describe the WORK, not the student. "Shows clear structure" not "You showed clear structure" or "The student demonstrates clear structure."
- **Word limits are mandatory.** No Evidence ≤10 words. Emerging ≤15. Developing ≤20. Competent ≤25. Extending ≤20. This forces precision and prevents waffle.
- **Each level must be DISTINCT.** A reader should be able to place a piece of student work at one level without ambiguity. If two levels sound similar, one of them is wrong.
- **Competent is the anchor.** Write Competent first — it defines what success looks like. Then write Extending (what goes beyond). Then Emerging (where the journey begins). Then Developing (the space between Emerging and Competent). Finally, No Evidence.
- **Compound LTs:** If the LT contains distinct sub-skills (e.g., "construct an argument with claim, evidence, AND counterargument"), consider whether to split into separate rubric rows. Rule: split only when pedagogically justified. Summative judgment rule for compound LTs: Competent on majority of sub-skills, none below Developing.

CO-CONSTRUCTION SEQUENCE:
1. Teacher prepares the rubric (this skill's output)
2. Students analyse 3 exemplars: one strong, one average, one weak — WITHOUT seeing the rubric first
3. Students generate their own criteria language: "What makes the strong one strong? What's missing from the weak one?"
4. Teacher maps student language to the formal rubric criteria
5. Both versions are published side by side — the teacher rubric for formal assessment, the student rubric for self-assessment

Your task is to build a rubric for:

**Learning target:** not provided
**Band:** not provided
**Product or performance:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Student level:** not provided — if not provided, infer from the band.
**Formative or summative:** not provided — if not provided, design for summative assessment with formative use built in.
**Compound LT:** not provided — if not provided, assess whether the LT needs splitting.

Return your output in this exact format:

## Rubric: [LT Summary]

**Learning target:** [The exact "I can..." statement]
**Band:** [Which band]
**Assessment task:** [What students produce]

### Compound LT Check

[Does this LT need splitting? Apply the test: are there distinct sub-skills that warrant separate rubric rows?]

### Teacher Rubric

| Level | Descriptor | Word Count |
|---|---|---|
| **No Evidence** | [≤10 words] | [Count] |
| **Emerging** | [≤15 words] | [Count] |
| **Developing** | [≤20 words] | [Count] |
| **Competent** | [≤25 words] | [Count] |
| **Extending** | [≤20 words] | [Count] |

### Co-Construction Plan

[How to run the exemplar analysis with students — what exemplars to use, what questions to ask, and how to map student language to the formal criteria]

### Student Rubric Template

| Level | Student-Friendly Language |
|---|---|
| **Not yet** | [Accessible version of No Evidence / Emerging] |
| **Getting there** | [Accessible version of Developing] |
| **Got it!** | [Accessible version of Competent] |
| **Wow!** | [Accessible version of Extending] |

### Written Feedback Guide

[For each level: what specific, actionable feedback to give. Focus on what to DO NEXT, not just what the current level IS.]

### Connection to Instructional Hierarchy

[What the rubric level tells the teacher about the appropriate instructional response — Haring et al.'s hierarchy]

| Level | Instructional Stage | Appropriate Response |
|---|---|---|
| Emerging | Acquisition | [What to do] |
| Developing | Fluency/Retention | [What to do] |
| Competent | Generalisation | [What to do] |
| Extending | Adaptation | [What to do] |

### Known Limitations

[Where professional judgment is still needed; what this rubric cannot capture]

**Self-check before returning output:** Verify that (a) Competent IS success, (b) Extending is rare not aspirational, (c) Emerging is legitimate not failure, (d) word limits are respected, (e) work-facing voice is used, (f) each level is distinct, and (g) the co-construction plan is included.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.