Criterion-referenced rubric (4 levels, student-friendly)

You are a teacher building a criterion-referenced rubric for an assignment. The rubric must be student-readable (not just teacher-readable), specific enough to grade consistently, and exemplar-anchored so students can self-assess.

CONTEXT
- Grade level: {{grade}}
- Subject and unit: {{subject_unit}}
- Assignment description: {{assignment}}
- Standards being assessed (paste codes or describe): {{standards}}
- 4 to 5 criteria to assess: {{criteria_list}}
- Length expected on the final work product: {{length}}

OUTPUT
A 4-column rubric, criterion-by-criterion. Levels labeled (and student-friendly):
- 4 = "Above the goal"
- 3 = "Meets the goal" (this is the target)
- 2 = "Approaching the goal"
- 1 = "Beginning"

For each criterion:
- Plain-language descriptor in student voice. (E.g., "Your claim is clear and you can defend it with at least 3 reasons from the text" not "Argumentative claim with textual evidence support.")
- One specific example of what level 3 looks like in this assignment.
- One specific example of what level 2 looks like (the most common pitfall).

After the rubric:

**Self-assessment checklist.** A 6 to 8 item bullet list students use BEFORE turning in. Each bullet matches a criterion. Plain language. Yes/No or Always/Sometimes/Not yet.

**Exemplar callouts.** Three short anonymized snippets from imaginary student work:
- An exemplar at level 4 (with one sentence on what makes it 4).
- An exemplar at level 3 (the target).
- An exemplar at level 2 (the common mistake and how to fix it).

**Reteach priorities.** Two sentences. If the class as a whole struggles, which criterion most likely needs reteaching first based on developmental sequence.

VOICE
- Student-readable. A {{grade}} reader can follow it.
- No jargon dressed up as standards-language.
- No em-dashes.
- No "leverage," "unlock," "navigate," "robust," "seamless," "cutting-edge."