Differentiated Assessment with HyperRubrics
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In today’s educational landscape, standardized testing has become a dominant force — often stealing the focus of what educators teach and overshadowing the individual growth of students. Standardized tests frequently focus on quantitative outcomes and can diminish student motivation — especially for students from marginalized backgrounds (Arias, 2020; Rosales & Walker, 2021).
But there’s a promising approach: HyperRubrics. These can offer an innovative way to ensure educational equity and foster student growth — while reinstating the love of learning within students.
What are HyperRubrics?
I first learned of HyperRubrics from Jennifer Gonzales’s (2021) Cult of Pedagogy podcast and I have been forever changed — I never looked back. HyperRubrics are a type of assessment tool that emphasizes individual growth and learning progression over a fixed performance metric (the kind of metric typical in a traditional rubric).
Unlike traditional rubrics, HyperRubrics:
use asset‑based language (rather than deficit language)
emphasize growth mindset
are progressive (tracking where students are and where they can go)
provide hyperlinks to resources that help students revisit troublesome target areas
allow students to progress, promoting self‑directed and personalized learning paths (Rablin & Frieden, 2021, as cited in Gonzales, 2021).
This differentiated approach encourages students to see learning as a journey that is never done — rather than a series of fixed checkpoints.
Why HyperRubrics Matter
Incorporating HyperRubrics aligns with the principles of just, equitable, and inclusive education. By providing multiple pathways for success, these rubrics help bridge achievement gaps among diverse student populations (Ainscow, 2020). The adaptability of HyperRubrics supports various learning styles, ensuring that every student (regardless of background) has equitable access to learning opportunities.
In my own work at a diverse elementary school setting, I have collected preliminary research indicating that HyperRubrics can significantly boost student confidence and motivation. Students display newfound enthusiasm for learning, viewing it as a personal journey rather than a race to a fixed destination. This approach not only enhances academic performance but also cultivates lifelong learners (Cheng et al., 2021).
To create lifelong learners, educators must shift the focus from what students are lacking to what they can achieve. At the core, HyperRubrics use language that reflects growth and potential, such as “I can…” and use grading categories titled: Beginning, Developing, Approaching, Applying, and Extending. This progression not only assesses students on where they are in their learning but also guides them toward the next learning milestone. It doesn’t penalize students for being at the early stages; rather, it guides them to what is next. This empowers students and nurtures a growth mindset, turning challenges into opportunities for development (Dweck, 2012).
Implementing HyperRubrics in Classrooms
For educators, implementing HyperRubrics can feel daunting at first — because it requires a mindset shift from traditional testing and measurement criteria. However, teachers who have adopted this approach report that they gain more time for direct student interaction and individualized instruction, as students take greater ownership of their learning (Markowski et al., 2018). HyperRubrics also facilitate differentiated instruction, allowing teachers to meet students where they are and guide them through personalized learning paths.
If you’re feeling a little lost and wondering where you can begin, here are steps you can follow:
Steps to implement HyperRubrics
Identify Learning Goals – Define clear learning outcomes and standards you want your students to achieve.
Create the Rubric Framework – Develop a rubric structure using growth‑oriented language. Start with categories like “Beginning”, advancing to “Extending”, and begin each descriptor with “I can…” language.
Link Resources – Embed hyperlinks to digital resources that support each stage of the rubric. These can include videos, articles, practice exercises, additional reading materials.
Pilot with a Lesson – Introduce the HyperRubric in a single lesson. Use it to guide students through an assignment, encouraging them to utilise linked resources as needed.
Gather Feedback – After the lesson, seek feedback from students on the usefulness of the rubric and resources. Adjust based on their experiences and suggestions.
Creating HyperRubrics
Creating effective HyperRubrics involves careful planning and a clear understanding of your instructional goals. Before you get started, you may want to see an example.
Example: Writing to Explain Why
What adjective do you think best describes Wesley: brave or caring? Be sure to use text evidence to support your answer.
CategoryI can statement examplesBeginningI can find and list text evidence.DevelopingI can list text evidence and use it to write sentences with correct punctuation and capitalization.ApproachingI can use evidence from the text to determine the author’s main purpose.ApplyingI can write a paragraph to explain my “why?” I can use evidence from the text to write a paragraph to explain the author’s purpose.ExtendingI can write a detailed paragraph with transitions, and a strong opening and closing sentence; I can use the evidence to determine the author’s purpose in telling the story.
This example was used by educator Christianne Sáinz (2021) in a fourth‑grade setting, teaching writing‑to‑explain‑why using text evidence. The educator uses the standard that she wants her students to meet in the Applying section, and then it breaks down a bit simpler in preceding criteria. Finally, the Extending category is for those students who may already be able to apply the standard, but need a push to go further — because learning is never done.
If you are interested in more, please view our professional development session where we break down the steps of creation in more detail: K12 Online Teaching.
Here are additional steps to consider:
Collaboration: Work with colleagues to share resources and ideas for links. Collaborative efforts can enhance the quality and breadth of resources available to students. I have collated my students’ HyperRubric samples, and other educators with whom I have been collaborating, in a shared Google Drive folder. Please note that everyone has edit and contribution access, as I want to continue to grow this work and share it with everyone. Please be good stewards of this privilege and only delete what you own.
Iteration: Regularly review and update the rubric to keep it aligned with current educational standards and resources. Consider the feedback loop with students to continuously improve the rubric’s effectiveness. Reflection is the key to all successful teaching.
Technology Integration: Use platforms like Google Classroom or Canvas LMS to streamline access to HyperRubrics and their resources, ensuring all students can easily access the materials they need.
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Conclusion
While there still is a place for traditional rubrics, HyperRubrics provide a circular approach to learning that is never ending. Yes, there may be challenges in adapting traditional classrooms to HyperRubrics — like the initial learning curve and the time it takes to create them — but the benefits are profound. They represent a paradigm shift in educational assessment, emphasizing equity, growth, and individualized learning paths.
By adopting HyperRubrics, educators can transform their classrooms into inclusive environments where every student is encouraged to learn, grow, and succeed on their terms. Educators interested in adopting HyperRubrics should start small, integrating them into one or two lessons. Over time, these tools can reshape teaching practices, offering a more holistic view of student achievement and fostering an inclusive, supportive learning environment for all. By prioritizing equitable access and growth, HyperRubrics pave the way for a more just and inclusive educational system that values each learner’s potential.
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References
Ainscow, M. (2020). Promoting Inclusion and Equity in Education: Lessons from International Experiences. Nordic Journal of Studies in Educational Policy, 6, 7-16. https://doi.org/10.1080/20020317.2020.1729587
Arias, M. B. (2020, May). Internet disparity challenges schooling for all. Center for Applied Linguistics. https://www.cal.org/publications/cc-internet-disparity-6-2020/
Cheng, M. W. T., Leung, M. L., & Lau, J. C.-H. (2021). A review of growth mindset intervention in higher education: The case for infographics in cultivating mindset behaviors. Social Psychology of Education: An International Journal, 24(5), 1335–1362.
Dweck, C.S. (2012) Mindset: How You Can Fulfil Your Potential. Constable & Robinson, London.
Gonzales, J. (2021, August 22). Introducing the HyperRubric: A tool that takes learning to the next level. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/hyperrubric/
Markowski, B., McCartin, L., & Evers, S. (2018). Meeting students where they are: Using rubric-based assessment to modify an information literacy curriculum. Communications in Information Literacy, 12(2), 128–149.
Nguyen, N. D. H. (2020). Embracing the growth mindset in the classroom. English Teaching Forum, 58(1), 31–35.
Rosales, J. & Walker, T. (2021, March 20). The racist beginnings of standardized testing. National Education Association. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/racist-beginnings-standardized-testing
Sáinz, C. C. (Year). Writing to explain why. [Unpublished manuscript]. Fourth Grade, Ocean View Elementary School, Huntington Beach, CA.
