"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?