Becker’s sample rubrics are divided into two sets. Rubric One, entitled “Style”, included guidelines that would apply to most any program (such as Presentation, which included the Submission attribute discussed above, and Documentation). Rubric Two, entitled “Function & Design”, documented attributes specific to the particular program assignment being assessed (this example was for an English to Latin Translator). In addition to the many English-Latin Translator attributes, Rubric Two contained a Bonus section that allowed for the awarding of extra points for functionality beyond that required of the assignment, which encourages students to go beyond the requirements. In addition to being a great tool for consistent grading, rubrics allow, or rather force, teachers to clarify their definition of excellence and can be useful in planning how to assist students in achieving excellence.[3] If the rubrics are developed in advance of making an assignment, this may allow us to refine and perhaps “perfect” some assignments before they are handed out. Rubrics can also be used to provide detailed feedback to students. Rubrics might be provided to students before assignments are submitted, so that students know what the instructor/grader considers most important. However, some students may use the guidelines to guide their performance and perhaps to do the minimum necessary to achieve a certain grade. In some instances, this is not be desirable. For assignments where creativity is desirable, providing rubrics in advance could actually deter creativity. Also, for many assignments, it may not be possible to determine all levels of performance and how they can be demonstrated in advance. Thus, creation of the scoring rubrics can occur as an assignment is graded. According to Performance Links in Science Assessment, technically sound rubrics are continuous, parallel, coherent, high descriptive, valid and reliable. Each of these terms is defined in [3]. This web resource also provides guidelines for developing rubrics, common errors in developing rubrics, and examples of good and poor rubrics.