rubric_generation_log
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| id ▼ | skill_code | dimension | agent_role | agent_output | version | status | created_at |
|---|---|---|---|---|---|---|---|
| 431 | L-ACADEMIC-VOCAB | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["CCSS/NJSLS Language strand L.6 progression documentation for academic and domain-specific vocabulary acquisition","Hiebert & Lubliner (2008), 'The Nature, Learning, and Instruction of General Academic Vocabulary'","Marzano & Simms (2013), 'Vocabulary for the Common Core'","Florida B.E.S.T. expository writing rubric (7-10)","AP Lit scoring guidelines for vocabulary precision in literary analysis","SBAC/CAASPP language conventions scoring guide"],"calibration_method":"research-informed rewrite — all levels analyze same short story with unreliable narrator, analytical argument held constant, only precision and range of academic vocabulary vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 432 | L-ACADEMIC-VOCAB | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["CCSS/NJSLS Language strand L.6 progression documentation for academic and domain-specific vocabulary acquisition","Hiebert & Lubliner (2008), 'The Nature, Learning, and Instruction of General Academic Vocabulary'","Marzano & Simms (2013), 'Vocabulary for the Common Core'","Florida B.E.S.T. expository writing rubric (7-10)","AP Lit scoring guidelines for vocabulary precision in literary analysis","SBAC/CAASPP language conventions scoring guide"],"calibration_method":"research-informed rewrite — all levels analyze same short story with unreliable narrator, analytical argument held constant, only precision and range of academic vocabulary vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 433 | L-CONTEXT-CLUES | autonomy | pipeline | {"generated_at":"2026-05-23T21:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for vocabulary interpretation and language use","Vocabulary Assessment Magazine (International Literacy Association) — context clue taxonomy and instructional scaffolding frameworks","NJSLS Language standards L.9-10.4 progression documentation"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 434 | L-CONTEXT-CLUES | performance | pipeline | {"generated_at":"2026-05-23T21:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for vocabulary interpretation and language use","Vocabulary Assessment Magazine (International Literacy Association) — context clue taxonomy and instructional scaffolding frameworks","NJSLS Language standards L.9-10.4 progression documentation"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 435 | L-CONVENTIONS | autonomy | pipeline | {"generated_at":"2026-05-23T22:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for conventions and language use","ACT Aspire Writing rubric conventions strand","Mechanick Exercises: The Doctrine of Handy-Works Applied to the Art of Punctuation (historical punctuation pedagogy research)"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 436 | L-CONVENTIONS | performance | pipeline | {"generated_at":"2026-05-23T22:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for conventions and language use","ACT Aspire Writing rubric conventions strand","Mechanick Exercises: The Doctrine of Handy-Works Applied to the Art of Punctuation (historical punctuation pedagogy research)"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 437 | L-FIGURATIVE | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for language use and figurative interpretation in literary analysis","NCTE Position Paper on the Role of English Teachers in Educating Students about Figurative Language and Literary Interpretation","NJSLS Language standards L.9-10.5 progression documentation and CCSS alignment for figurative language and word relationships","Florida B.E.S.T. expository writing rubric (7-10)","AP Lit scoring guidelines for sophistication in figurative language analysis","Lumos Learning L.9-10.5 practice items and scoring rationale"],"calibration_method":"research-informed rewrite — all levels analyze same poem line ('the city gnawed at its own bones'), content identification held constant, only depth and specificity of figurative language interpretation vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 438 | L-FIGURATIVE | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA/Literacy rubrics for language use and figurative interpretation in literary analysis","NCTE Position Paper on the Role of English Teachers in Educating Students about Figurative Language and Literary Interpretation","NJSLS Language standards L.9-10.5 progression documentation and CCSS alignment for figurative language and word relationships","Florida B.E.S.T. expository writing rubric (7-10)","AP Lit scoring guidelines for sophistication in figurative language analysis","Lumos Learning L.9-10.5 practice items and scoring rationale"],"calibration_method":"research-informed rewrite — all levels analyze same poem line ('the city gnawed at its own bones'), content identification held constant, only depth and specificity of figurative language interpretation vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 439 | L-GRAMMAR | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["NJSLS L.9-10.1 standards for conventions of standard English grammar and usage, including parallel structure (L.9-10.1.a) and phrase and clause variety (L.9-10.1.b)","Killgallon's 'Sentence Composing' framework for teaching syntactic variety through imitation, combining, and expanding exercises","Hillocks' 'Research on Written Composition' meta-analysis on the relationship between syntactic maturity, sentence-combining instruction, and writing quality in secondary students","Florida B.E.S.T. expository writing rubric (7-10)","SBAC/CAASPP conventions scoring guide","AP Lit scoring guidelines for sophistication in syntax"],"calibration_method":"research-informed rewrite — all levels share same argumentative essay (school start times), content and argument held constant, only sentence structure and grammatical control vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 440 | L-GRAMMAR | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["NJSLS L.9-10.1 standards for conventions of standard English grammar and usage, including parallel structure (L.9-10.1.a) and phrase and clause variety (L.9-10.1.b)","Killgallon's 'Sentence Composing' framework for teaching syntactic variety through imitation, combining, and expanding exercises","Hillocks' 'Research on Written Composition' meta-analysis on the relationship between syntactic maturity, sentence-combining instruction, and writing quality in secondary students","Florida B.E.S.T. expository writing rubric (7-10)","SBAC/CAASPP conventions scoring guide","AP Lit scoring guidelines for sophistication in syntax"],"calibration_method":"research-informed rewrite — all levels share same argumentative essay (school start times), content and argument held constant, only sentence structure and grammatical control vary across performance levels","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 441 | L-STYLE-CHOICES | autonomy | pipeline | {"generated_at":"2026-05-23T22:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA Performance Level Descriptors for Language strand","NCTE Position Statement on Teaching Language and Grammar in Context","Noden, Harry. Image Grammar: Teaching Grammar as Part of the Writing Process — sentence-level style taxonomy"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 442 | L-STYLE-CHOICES | performance | pipeline | {"generated_at":"2026-05-23T22:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA Performance Level Descriptors for Language strand","NCTE Position Statement on Teaching Language and Grammar in Context","Noden, Harry. Image Grammar: Teaching Grammar as Part of the Writing Process — sentence-level style taxonomy"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 443 | L-WORD-PATTERNS | autonomy | pipeline | {"generated_at":"2026-05-23T22:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["Kieffer & Lesaux (2012) — morphological awareness scaffolding frameworks for adolescent literacy and academic vocabulary development","NJSLS Language standards L.9-10.4.b and L.9-10.4.c progression documentation for word analysis and reference tool use","Bowers, Kirby & Deacon (2010) — The Effects of Morphological Instruction on Literacy Skills: systematic review of morphological intervention research"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 444 | L-WORD-PATTERNS | performance | pipeline | {"generated_at":"2026-05-23T22:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["Kieffer & Lesaux (2012) — morphological awareness scaffolding frameworks for adolescent literacy and academic vocabulary development","NJSLS Language standards L.9-10.4.b and L.9-10.4.c progression documentation for word analysis and reference tool use","Bowers, Kirby & Deacon (2010) — The Effects of Morphological Instruction on Literacy Skills: systematic review of morphological intervention research"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 445 | RI-CENTRAL-IDEA | autonomy | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 446 | RI-CENTRAL-IDEA | performance | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 447 | RI-COMPREHENSION | autonomy | pipeline | {"generated_at":"2026-05-23T20:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 448 | RI-COMPREHENSION | performance | pipeline | {"generated_at":"2026-05-23T20:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 449 | RI-EVALUATE | autonomy | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 450 | RI-EVALUATE | performance | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 451 | RI-EVIDENCE | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines","SBAC/CAASPP scoring guides","Reading Rockets — grounded evidence constructed responses","Great Books Foundation — using and explaining text evidence","NY Regents written response sampler"],"calibration_method":"research-informed rewrite — all levels share same nonfiction text (coral reef decline article), vary in evidence precision and analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 452 | RI-EVIDENCE | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines","SBAC/CAASPP scoring guides","Reading Rockets — grounded evidence constructed responses","Great Books Foundation — using and explaining text evidence","NY Regents written response sampler"],"calibration_method":"research-informed rewrite — all levels share same nonfiction text (coral reef decline article), vary in evidence precision and analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 453 | RI-HISTORICAL-DOCS | autonomy | pipeline | {"generated_at":"2026-05-23T20:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 454 | RI-HISTORICAL-DOCS | performance | pipeline | {"generated_at":"2026-05-23T20:45:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 455 | RI-MULTI-SOURCE | autonomy | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 456 | RI-MULTI-SOURCE | performance | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 457 | RI-RHETORIC | autonomy | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 458 | RI-RHETORIC | performance | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP English Language scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 459 | RI-STRUCTURE | autonomy | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 460 | RI-STRUCTURE | performance | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 461 | RI-VOCABULARY | autonomy | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 462 | RI-VOCABULARY | performance | pipeline | {"generated_at":"2026-05-23T20:30:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 463 | RL-CHARACTER | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 464 | RL-CHARACTER | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 465 | RL-COMPARE-MEDIA | autonomy | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 466 | RL-COMPARE-MEDIA | performance | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 467 | RL-COMPREHENSION | autonomy | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 468 | RL-COMPREHENSION | performance | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 469 | RL-CRAFT | autonomy | pipeline | {"generated_at":"2026-05-23T20:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 470 | RL-CRAFT | performance | pipeline | {"generated_at":"2026-05-23T20:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 471 | RL-EVIDENCE | autonomy | pipeline | {"generated_at":"2026-05-25T11:25:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 472 | RL-EVIDENCE | performance | pipeline | {"generated_at":"2026-05-25T11:25:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 473 | RL-POV | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 474 | RL-POV | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines","SBAC/CAASPP scoring guides","NY Regents written response sampler","MA MCAS Grade 10","CCSS Appendix C","NAEP Grade 12 samples"],"calibration_method":"research-informed rewrite — adjacent levels share same textual evidence, vary only in analytical depth per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 475 | RL-SOURCE | autonomy | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 476 | RL-SOURCE | performance | pipeline | {"generated_at":"2026-05-23T20:15:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 477 | RL-THEME | autonomy | pipeline | {"generated_at":"2026-05-23T20:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 478 | RL-THEME | performance | pipeline | {"generated_at":"2026-05-23T20:00:00Z","pipeline_version":"1.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["PARCC ELA rubrics","AP Lit scoring guidelines"],"pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 479 | SL-COLLABORATE | autonomy | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["NJSLS SL.9-10.1.b and SL.9-10.1.c standards","Stanford History Education Group discussion rubrics","National School Reform Faculty discussion protocols","Discussion Tracker automated analysis research (arXiv:2102.10293)","Washington OSPI Socratic Seminar guidelines and rubric","Dave Stuart Jr — simple rubrics for CCSS speaking and listening"],"calibration_method":"research-informed rewrite — all levels share same discussion scenario (factory closure story), vary in collaborative move quality and conversational tracking per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
| 480 | SL-COLLABORATE | performance | pipeline | {"generated_at":"2026-05-25T14:00:00Z","pipeline_version":"2.0","ela_teacher_model":"claude-opus-4-6","researcher_sources":["NJSLS SL.9-10.1.b and SL.9-10.1.c standards","Stanford History Education Group discussion rubrics","National School Reform Faculty discussion protocols","Discussion Tracker automated analysis research (arXiv:2102.10293)","Washington OSPI Socratic Seminar guidelines and rubric","Dave Stuart Jr — simple rubrics for CCSS speaking and listening"],"calibration_method":"research-informed rewrite — all levels share same discussion scenario (factory closure story), vary in collaborative move quality and conversational tracking per cross-strand research synthesis","pedagogy_consultant_flags":[],"status":"validated"} | 1 | draft | 2026-05-26 01:43:59 |
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CREATE TABLE rubric_generation_log (
id INTEGER PRIMARY KEY,
skill_code TEXT NOT NULL,
dimension TEXT NOT NULL,
agent_role TEXT NOT NULL,
agent_output TEXT NOT NULL,
version INTEGER DEFAULT 1,
status TEXT DEFAULT 'draft',
created_at TEXT DEFAULT (datetime('now'))
);
CREATE INDEX idx_genlog_status ON rubric_generation_log(status);
CREATE INDEX idx_genlog_skill ON rubric_generation_log(skill_code);