Interesting implication about rubrics. Advocates do find them humane. Yet it's probably fair to say that not all rubrics appear humane to those who are submitted to them.

My hunch is that both can be quite useful as starting points.

"Too often" is interesting here. It leaves the door open for rubrics which do provide guidance and aspirational goals. That's an intriguing challenge.

Does a rubric still create the same sense of arbitrariness, though? That's been one of my main challenges of ungrading:

• how to not shift the burden of the responsibility of judgment from me to my students?
• how to avoid rubrics that simply re-inscribe the values I'm trying to eschew?

https://www.alfiekohn.org/article/trouble-rubrics/

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The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

Engineering focus, but a very detailed rubric of how to rank different personnel levels. Could maybe be generalized/adapted for other fields.

How neat would it be if Hypothesis supported rubrics as annotations?