ChatGPT prompts for analytic rubrics, single-point rubrics and comment banks
Copy, fill and paste to draft analytic or single-point rubrics, student sheets and comment banks. Use 'the student' or a code your school allows, not real names. Check your school's data policy before pasting work.
In short: This page contains 30 copy-paste ready prompts, organized into 6 categories with a description and pro tip for each. The first 5 prompts are free instantly, no signup needed. Drafted with AI writing assistance and checked against our editorial policy.
Analytic Rubrics
5 promptsInterview Me Then Draft Grid
1/30✨ What it does
Asks five questions about your assignment, then builds an analytic grid from your answers only. Check every [VERIFY] cell against your syllabus before you copy the table into a handout.
Ask me exactly 5 questions, one at a time, before you write anything. Cover the assignment, the grade level, the product learners turn in, the four skills I care about most, and how many performance levels I want. Wait for each answer. After the fifth answer, use [PASTE ASSIGNMENT SHEET OR ROUGH NOTES] plus my answers to draft an analytic rubric as a table with one row per criterion and one column per level. Keep each cell to 20 words or fewer and name observable evidence, not vague praise. If a standard code, point value or due date is missing from the paste and my answers, write [VERIFY] in that cell; do not invent it. If a sample line is needed, write the student, never a real name.
Pro tip: Answer in full sentences so the criteria match the product you actually collect.
Four by Four Analytic Table
2/30✨ What it does
Turns an assignment brief into a four-criterion, four-level analytic table with observable descriptors. Compare each cell with the brief so no extra requirement sneaks in.
Here is my assignment brief: [ASSIGNMENT BRIEF]. Build a 4 by 4 analytic rubric: four criteria drawn only from the brief, and four levels named [LEVEL NAMES]. Output a table with columns Criterion, then one column per level. Each descriptor must name something you would see on the page or in the performance, not adjectives like good or excellent. Cap every cell at 25 words. Use only facts from the brief. If the brief does not state a weight or a standard code, put [VERIFY] rather than invent one.
Pro tip: Paste the full brief, including the product and the audience, not just the title.
Holistic Notes to Analytic Rows
3/30✨ What it does
Converts a pile of holistic comments into up to five analytic criteria with four levels each. Drop any skill that appeared only once unless you meant to assess it.
I need to turn these holistic comments into an analytic rubric. Comments: [PASTE HOLISTIC COMMENTS]. Follow 5 numbered steps: (1) list the distinct skills mentioned, (2) keep at most 5 as criteria, (3) write a one-line definition for each, (4) draft four level descriptors per criterion from weakest to strongest, (5) flag any skill that appeared only once. Output the five steps in order, then a table of criteria by four levels, each cell under 22 words. Use only the comments. Do not invent a score scale I did not give; mark it [VERIFY]. If a comment names someone, replace that name with the student before you use it.
Pro tip: Paste comments from several papers so the criteria reflect the whole stack, not one outlier.
Observable Descriptor Bank
4/30✨ What it does
Writes four evidence-based descriptors for one criterion, from Beginning to Advanced. Read them against a real sample of work to confirm the Proficient line is actually reachable.
You are a teacher who writes performance descriptors that name evidence, not vibes. For the criterion [CRITERION NAME] on [ASSIGNMENT TYPE] in [GRADE LEVEL], write 4 descriptors, one each for Beginning, Developing, Proficient and Advanced. Each descriptor is 15 to 25 words and must name a visible feature of the work, such as a claim with two pieces of cited evidence. Constraints: no comparative words like better, no empty words like thorough unless you define what counts, and no personality labels. Use [MY NOTES ON WHAT PROFICIENT EVIDENCE LOOKS LIKE]. If I did not name the evidence I expect, write [VERIFY] and do not invent a requirement. Output the four descriptors as a numbered list, then a 40-word reminder of what still needs a human check.
Pro tip: Name the feature you mark first, such as cited evidence, so the descriptors stay tied to that feature.
Three Criterion Sets, One Pick
5/30✨ What it does
Offers three four-criterion sets for one assignment, then picks the set that matches your teaching goal. Keep the pick only if those four skills are the ones you will actually mark.
Give me 3 different sets of criteria for assessing [ASSIGNMENT NAME] in [SUBJECT] at [GRADE LEVEL]. Each set has exactly 4 criteria with a 12-word definition. Label them Set A, Set B and Set C. Then pick the set that best matches this teaching goal: [TEACHING GOAL], and give the reason in two sentences. Use only [ASSIGNMENT NOTES]. Do not invent district standard codes; if I did not paste one, write [VERIFY] beside the pick. Output the three sets as numbered lists, then the pick and reason.
Pro tip: Write the teaching goal as a verb plus product, such as argue a claim with two sources.
Single-Point Rubrics
5 promptsFill the Single-Point Template
6/30✨ What it does
Fills a single-point template with three concern stems and three exceeds stems per criterion. Cross out any stem that judges personality rather than missing or extra evidence.
Complete this single-point rubric template for [ASSIGNMENT NAME] at [GRADE LEVEL]. Template to fill: Criterion | Concerns (what is missing) | Proficient description | Exceeds (goes beyond). I will give the proficient bar: [PROFICIENT DESCRIPTIONS]. For each of the [NUMBER OF CRITERIA] criteria, write 3 concern stems (what is missing or unclear) and 3 exceeds stems (what goes beyond the bar), each stem 8 to 14 words, starting with a verb. Output one row per criterion, with the 3 concern stems in the Concerns cell and the 3 exceeds stems in the Exceeds cell. Use only my proficient bar. If a concern needs a fact I did not give, write [VERIFY]; do not invent missing work. Leave learner names off the stems.
Pro tip: Paste proficient bars that already name a count or a visible feature, or the stems will stay vague.
Analytic Grid to Single-Point
7/30✨ What it does
Compares your analytic grid with a single-point conversion and then writes the conversion. Mark one real paper with both forms and note which was faster.
Here is my analytic rubric: [PASTE ANALYTIC RUBRIC]. First, output a 4-row table with columns Feature, Analytic, Single-point, covering what each form makes easy or slow to mark. Do not give minutes or time estimates. Then convert it: keep the proficient column as the single point, and turn the other levels into concern and exceeds bullets, 2 bullets per criterion, each under 16 words. Then output the new single-point table. Do not invent weights I did not list; mark them [VERIFY]. Put no names on the sheet.
Pro tip: Paste the full analytic grid, including level names, so the proficient column is easy to lift.
Critique My Single-Point Draft
8/30✨ What it does
Scores your single-point draft on five checks and rewrites the two weakest criteria. Apply the rewrite to one sample paper before you print a class set.
Read my single-point rubric draft: [PASTE DRAFT]. Score it on 5 checks, each 1 to 4: (1) proficient bar is observable, (2) concerns name missing evidence not personality, (3) exceeds is more than extra neatness, (4) student-safe language, (5) matches [ASSIGNMENT NAME]. Give a 20-word note under each score. Then rewrite the weakest two criteria in full as a single-point table. Keep the rewrite to one page of plain text. Use only the draft and the assignment name. Do not invent a school policy or a required format; tag those [VERIFY]. If the draft contains a real name, replace it with the student in the rewrite.
Pro tip: Paste the draft with criteria labels intact so the scores can point to a named row.
Three Single-Point Layouts
9/30✨ What it does
Gives three single-point layouts and picks one for your marking turnaround. Print the pick at the size you will actually use, because a half-page conference slip fails if the boxes shrink too far.
Build 3 layout options for a single-point rubric on [TASK], for a class of [CLASS SIZE] in [SUBJECT]. Option A is a one-page table. Option B is a checklist with a comments box under each criterion. Option C is a half-page for in-class conferences. For each option, list the sections and a 40-word note on when to use it. Then pick one for a teacher who must mark [TURNAROUND TIME] and explain in two sentences. Do not invent a required district template; if I did not name one, write [VERIFY]. Output the three options, then the pick.
Pro tip: State the turnaround in school days, such as two school days, not as soon as possible.
Six Steps for Concerns and Exceeds
10/30✨ What it does
Walks six steps from a proficient bar to four concern stems and four exceeds stems. Delete any exceeds stem that only praises neatness or extra pages.
Follow 6 numbered steps to finish the left and right columns of a single-point rubric. Criterion and proficient bar: [CRITERION AND PROFICIENT BAR]. Step 1 restates the bar in 12 words. Step 2 lists 4 ways work can miss the bar. Step 3 turns those into concern stems. Step 4 lists 4 ways work can go past the bar without extra length alone. Step 5 turns those into exceeds stems. Step 6 checks that no stem judges character. Output the 6 steps, then 4 concern stems and 4 exceeds stems, each under 15 words. If I omitted an evidence type, write [VERIFY]; do not invent it.
Pro tip: If exceeds keeps meaning longer, rewrite the bar so quality, not length, is the line.
Student-Friendly Versions
5 promptsRewrite the Grid for Students
11/30✨ What it does
Rewrites a teacher rubric as a student table with I can, still working on, and went further columns. Read it aloud to one learner and mark any word they stumble on.
Rewrite this teacher-facing rubric for students at [GRADE LEVEL]: [PASTE RUBRIC]. Change jargon into words a student in that grade would use, keep the same criteria, and put the student version in a table with columns Criterion, I can, I am still working on, and I went further by. If the rubric has more than three levels, merge neighbouring levels into these three columns and state which levels you merged. Keep each cell under 18 words. After the table, add a 60-word how to use this sheet note in second person. Use only the pasted rubric. Do not invent a new criterion; if a cell has no evidence language, mark [VERIFY]. If you need an example, write the student, never a real name.
Pro tip: Cut teacher words like proficient before you paste, or they tend to survive the rewrite.
Wall Chart With Icon Cues
12/30✨ What it does
Makes a four-row wall chart with a drawable icon and a short I can sentence per level. Sketch the icons yourself; do not ask the model for an image file.
Turn the levels in [LEVEL NAMES] for criterion [CRITERION NAME] into a table a [GRADE LEVEL] class can read from the wall. Columns: Level name, 4-word meaning, a simple icon I can draw (describe it in 6 words), and one I can sentence of 10 words. Four rows only. Language must match [CLASS CONTEXT]. If [LEVEL NAMES] has fewer or more than 4 names, write [VERIFY] and ask me; do not invent levels. Output the table, then a 40-word note on where to hang it so the smallest print is still readable from the back row.
Pro tip: Use the same icon set on the wall and on the paper rubric so learners can match them.
Five Day Rubric Rollout
13/30✨ What it does
Builds a five-day, 50-minute plan for introducing one rubric before the real assignment. Swap Day 2 samples for work you already have, with names removed.
Plan a 5-day rollout for introducing this rubric to [GRADE LEVEL] before [ASSIGNMENT NAME]. Rubric summary: [RUBRIC SUMMARY]. Give a day-by-day plan; each day's plan is about 50 words, about 250 words in total: Day 1 show one criterion, Day 2 sort anonymous samples, Day 3 co-write one descriptor, Day 4 practice a self-score, Day 5 use it on a short task. Name the minutes per day (8, 12, 12, 10, 8) so they total 50. Use only my summary. Do not invent sample scores; samples are labeled Sample A and Sample B, with names removed. If a lesson needs a text I did not paste, write [VERIFY].
Pro tip: Use last year's anonymous work for the sort, not this class's drafts.
Ask Five Questions, Then Simplify
14/30✨ What it does
Interviews you about how the class reads, then rewrites the rubric as a one-page student sheet. Check sentence length against the limit you named before you photocopy.
Ask me exactly 5 questions, one at a time, about how my class reads rubrics. Cover the grade level, typical sentence length they can handle, language support they use, which criterion confuses them, and whether families see the sheet. Wait after each question. After the fifth answer, rewrite [PASTE RUBRIC] as a one-page student sheet with short sentences, one criterion per heading, and a 40-word directions box at the top. Do not invent a reading score or a home language I did not name; mark those [VERIFY]. If an example line is needed, write the student, never a real name.
Pro tip: If families will see the sheet, say so in the fifth answer so the directions stay plain.
Family Night Rubric Rewrite
15/30✨ What it does
Produces a family-facing table, an 80-word home note and four talk questions. Remove any line that tells a family to finish the assignment themselves.
Rewrite the same rubric for families who will see it at [EVENT TYPE]: [PASTE RUBRIC]. Keep all criteria, drop classroom jargon, and add an 80-word note that explains how the family can talk about the work at home without doing the work for the student. Output a plain-language table, then the note, then 4 suggested questions a family can ask, each under 12 words. Use only the pasted rubric and [GRADE LEVEL]. Do not invent conference times, school policies or contact details; write [VERIFY] for any of those. Do not include real student or family names; write the student or a code your school allows.
Pro tip: Name the event, such as a curriculum night, so the tone matches the room.
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Feedback Comment Banks
5 promptsCriterion by Level Comment Grid
16/30✨ What it does
Builds a comment table with one 25 to 40 word note per criterion and level. Swap the evidence phrase for what you actually see on the paper before you paste it.
Make a comment bank aligned to this rubric: [PASTE RUBRIC]. Output a table with one row per criterion and four columns named [LEVEL NAMES]. Each cell is one comment of 25 to 40 words that names the evidence and one next step. Write in second person to the student, never a real name or ID number. Use only the rubric language. Do not invent a score, a missing citation, or a classroom incident I did not describe; put [VERIFY] where a fact is needed. Give [NUMBER OF CRITERIA] rows, no extras, then a 30-word note on how to paste one cell into a report without mixing levels.
Pro tip: Keep the number of criteria to four or five, or the table becomes too long to scan while marking.
Student Voice, Family Voice
17/30✨ What it does
Turns five teacher comments into paired student and family versions that keep the same facts. Confirm attendance or progress numbers from your gradebook, because the model cannot see it.
Rewrite these teacher comments for two readers. Original comments: [PASTE COMMENTS]. Produce two columns: To the student and To the family, 5 pairs, each comment 30 to 45 words. Keep the same facts. Soften blame, name the criterion from [RUBRIC CRITERIA], and keep a next step. Do not invent progress data or attendance; tag missing facts [VERIFY]. Address the learner as the student or a school-allowed code, never a legal name. Output a 5-row table, then a 40-word reminder to review each family comment yourself before it goes out through your school's usual channel.
Pro tip: Paste comments that already name a criterion, or the family column will stay generic.
Next-Step Stems, Not Praise Filler
18/30✨ What it does
Writes three next-step stems per criterion, each starting with Try, Add or Check. Finish the stem with evidence from the paper in front of you, not with a guessed detail.
You are writing next-step feedback, not praise filler, for [ASSIGNMENT TYPE] in [SUBJECT]. For each criterion in [CRITERIA LIST], write 3 next-step stems of 12 words or fewer that a teacher can finish with evidence from the work. Stems must start with Try, Add, or Check. Then add a 6-item do-not list: no character judgments, no sarcasm, no comparison to classmates, no real names, no invented quotes, no scores I did not supply. If a stem needs a required count I did not give, write [VERIFY]; do not invent it. Output a table with columns Criterion, Stem 1, Stem 2, Stem 3, then the do-not list as 6 bullets.
Pro tip: Limit the criteria list to the ones you will mark this round, not the whole unit.
Ninety Second Conference Script
19/30✨ What it does
Fills a 90-second, 195-word conference script from your work notes. Read it once out loud and cut any part that runs long on the clock.
Fill this conference script for a 90-second check-in (about 195 spoken words at 130 words a minute). Template parts and word budgets that must add to 195: Greeting 15, name one strength tied to [CRITERION] in 40, name one gap with evidence from [WORK NOTES] in 50, ask one question in 20, agree one next step in 45, close in 25. Greet the student, never a real name. Use only [WORK NOTES]. Do not invent a grade or a missing page count; write [VERIFY]. Output the filled script with labels and a running word count per part, then a 40-word teacher aside on what to jot after the student leaves.
Pro tip: Paste two or three concrete observations, such as missing captions, or the gap section will stay empty.
Glow and Grow Tick Slip
20/30✨ What it does
Makes an eight-item glow-and-grow tick slip plus five rules for using it. Tick only what you saw; leave a line blank rather than guessing a glow.
Turn this rubric into a glow-and-grow slip: [PASTE RUBRIC]. Write a checklist of 8 items a teacher ticks while marking: 4 glow stems (one per main criterion if I gave four) and 4 grow stems. Each stem is under 12 words and names evidence, not effort as a personality trait. After the checklist, write 5 numbered rules for using the slip in class, including a rule that the name line says the student or a school-allowed code only. Do not invent a house-point or reward system; if I did not mention one, write [VERIFY]. Use only the pasted rubric. Output the 8-item checklist, then the 5 rules, each under 20 words.
Pro tip: Print the slip at the size of an index card so it fits on the stack you already mark.
Calibration and Review
5 promptsFix the Clustered Score Problem
21/30✨ What it does
Diagnoses why scores are clustering or splitting, then rewrites the three vaguest descriptors. Try the new lines on two papers you already marked and see if the levels move.
My marking is showing this problem: [SYMPTOM], for example every paper landing on Proficient, or two teachers scoring the same work two levels apart. Assignment: [ASSIGNMENT NAME]. Rubric: [PASTE RUBRIC]. Optional evidence: [PASTE 2 ANONYMOUS SAMPLE LINES]. Diagnose in 5 bullets what language in the rubric could cause the symptom, then rewrite the 3 vaguest descriptors so each names a count or a visible feature, 20 to 30 words each. Do not invent a class average or a cut score I did not give; mark those [VERIFY]. Keep work anonymous: quote only from the sample lines if I pasted them, and label any learner as the student. Output the 5 bullets, then the 3 rewrites.
Pro tip: Describe the symptom with a count, such as 18 of 22 papers on Proficient, not just they all look the same.
Draft A Versus Draft B
22/30✨ What it does
Puts two rubric drafts in a six-row comparison table and recommends what to keep. Steal language from both rather than adopting one draft unedited.
Compare rubric draft A and draft B for the same task. Draft A: [DRAFT A]. Draft B: [DRAFT B]. Make a table with columns Feature, Draft A, Draft B, and Safer pick, covering 6 rows: number of criteria, observable language, student-friendly wording, time to mark, bias risk, and match to [ASSIGNMENT GOAL]. For time to mark, describe what slows marking in words; give no minutes. Then write 80 words on which draft to keep and what to steal from the other. Use only the two drafts. Do not invent a required district format; write [VERIFY] if I did not name one.
Pro tip: Paste drafts of similar length so the comparison is about quality, not about who wrote more.
Scored Review of My Analytic Draft
23/30✨ What it does
Scores your analytic draft on six checks and rewrites the two lowest rows. Recheck the rewritten rows against the learning goal, because a cleaner descriptor can still drift.
Read my analytic rubric: [PASTE RUBRIC]. Give a scored review: 6 rows, score 1 to 4, with a 15-word note each, on alignment to [LEARNING GOAL], observable evidence, distinct levels, manageable number of criteria, student-safe tone, and fairness of language with no personality judgments. Then rewrite the two lowest-scoring rows in full as a table with the original level names. Do not invent a standard code or a point total; tag [VERIFY]. If names appear in the paste, replace them with the student in the rewrite. Output the 6-row score table first, then the rewritten criteria.
Pro tip: State the learning goal as one sentence before you paste the rubric.
Ten Checks for Loaded Language
24/30✨ What it does
Runs ten language checks on your rubric and quotes the phrase that fails, or none found. Fix quoted lines yourself so the voice still sounds like your department.
Run a 10-item checklist on this rubric before I share it: [PASTE RUBRIC]. Items must catch: personality words such as lazy or bright, comparison to other students, cultural knowledge not taught, handwriting as quality, speed as quality, gendered language, comments that need a real name, invented requirements, vague words such as some or good, and missing evidence counts. For each item, quote a phrase from my rubric or write none found. Do not invent a legal finding or a bias score; write [VERIFY] if a claim would need a source I did not give. Any learner mention is the student, never a legal name. Output a 10-row table: Check, Quote or none, Fix in 12 words.
Pro tip: Paste the student version as well as the teacher version if families will see either one.
Map Anonymous Work to Criteria
25/30✨ What it does
Maps anonymized work onto each criterion with a short quote, a possible level and a gap. If Evidence says [VERIFY], do not assign a level for that row.
Here is anonymized work: [PASTE ANONYMIZED WORK]. Map it to my rubric: [PASTE RUBRIC]. Output a table with columns Criterion, Evidence quote under 20 words, Level this evidence could support, and Gap. One row per criterion. Quote only from the paste. If a quote is not there, write [VERIFY] in Evidence and do not invent a sentence the writer never wrote. Label the writer the student, never a real name. After the table, add 5 bullets a teacher could use in a conference, each under 15 words, that stay inside the evidence you quoted.
Pro tip: Strip names, class periods and file names from the paste before you run this.
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Using Rubrics in Class
5 promptsFour Week Unit Rubric Plan
26/30✨ What it does
Writes a four-week, 320-word plan that adds one criterion at a time until the final self-score. Put real due dates in yourself, because the plan leaves them as [VERIFY].
Draft a 4-week plan for using one rubric across a unit on [UNIT TOPIC] in [GRADE LEVEL]. Rubric criteria: [CRITERIA LIST]. Week 1 introduce criterion 1, Week 2 add criterion 2 with a short task, Week 3 peer score a sample, Week 4 students self-score the final product. Write about 80 words per week (about 320 in total) including the task type and a 10-minute mini-lesson. Use only my criteria. Do not invent due dates, page counts or texts I did not name; mark those [VERIFY]. Samples stay anonymous, with names removed. Output four weekly blocks labeled Week 1 to Week 4, then a 40-word note on what to collect in a folder.
Pro tip: List criteria in the order you will teach them, not in the order they appear on the final grid.
Twenty Minute Peer Review Protocol
27/30✨ What it does
Gives a six-step, 20-minute peer review that uses your rubric and a school-allowed code. Model one glow and one grow on Sample A before partners start.
Write a 6-step peer review protocol that uses this rubric: [PASTE RUBRIC]. Each step has a student instruction of 20 words or fewer and a time in minutes. The six times must add up to 20 minutes in this split: 2, 4, 4, 4, 4, 2. Steps: sit with a partner, read one criterion, find evidence, write one glow, write one grow, return the paper. Ban real names on the slip; partners sign with a school-allowed code or leave the slip unsigned. Do not invent a grouping method or a seating chart; if I did not specify pairs, write [VERIFY]. Output the 6 steps as a numbered list, then a 40-word teacher script to launch it, then a 30-word rule for what peers may not comment on.
Pro tip: Assign one criterion per pair on the first try so the 20 minutes is enough.
Three Self-Assessment Formats
28/30✨ What it does
Offers three self-assessment formats and picks one for your class constraint. Try the pick on a short task first, because a six-line list can overwhelm a long rubric.
Give 3 self-assessment options that use [PASTE RUBRIC] for [GRADE LEVEL]. Option A is a traffic-light table described in words (green for I can do this, yellow for I need a model, red for I cannot start), with one row per criterion. Option B is 5 sentence stems of 12 words or fewer. Option C is a two-column done and still to do list of 6 lines. Then pick the option for a class that has [CLASS CONSTRAINT] and explain in two sentences. Do not invent a required digital tool; tag it [VERIFY] if I did not name one. Students use a school-allowed code, or no name if your school prefers. Output the three options in full, then the pick.
Pro tip: Name the constraint as a fact, such as 12 minutes at the end of Friday, not they get restless.
Header Block Above Any Grid
29/30✨ What it does
Completes an eight-line rubric header and a 50-word purpose statement from your blanks. Add the due date from your planner, because the header will not guess it.
Fill this rubric header so I can paste it above any grid. Blanks: Assignment [ASSIGNMENT NAME], Grade [GRADE LEVEL], Product [PRODUCT], Criteria count [NUMBER], Levels [LEVEL NAMES], What proficient looks like in one sentence [PROFICIENT SENTENCE], How this will be used (formative, summative, conference) [USE]. Output the completed header in 8 labeled lines, each under 20 words, plus a 50-word student-facing purpose statement. Use only the blanks. Do not invent a course code, a weighting or a due date; write [VERIFY]. Leave the name line blank. After the header, add a 5-item checklist I can tick before I photocopy.
Pro tip: Write the proficient sentence as evidence, not as try your best, or the purpose statement stays empty.
Family Note on How We Mark
30/30✨ What it does
Drafts a 120-word family note plus four short FAQs about how the rubric will be used. Send it through your usual school channel after you add real dates from the office calendar.
Act as a teacher writing a 120-word note to families about how we will use the rubric for [ASSIGNMENT NAME] in [GRADE LEVEL]. Cover: what a rubric is in one sentence, which 3 criteria matter most from [CRITERIA LIST], how families can ask about the work without doing it, and that comments will use the student or a school-allowed code. Do not invent conference dates, school phone numbers or policy names; mark those [VERIFY]. Do not include a real student or family name; write the student or a school-allowed code. Output the 120-word note, then 4 bullet FAQs of 20 words each that a family might ask after reading it, with answers drawn only from the note.
Pro tip: Pick the three criteria you will actually discuss at the next conference, not the full list.
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