Editing Question 2: Uncovering the tacit mental moves (section)

=== Rubric building ===
Start by listing frequent mistakes students make on a specific concept or assignment (the bottlenecks). Then create a corresponding list of the opposite of each mistake—a list of what the specialist does to avoid each mistake—which turns out to be a list of the mental moves.

As an example, Shopkow, in her [[How Many Sources Do I Need?|SoTL award winning article]] shows the rubric she made for writing article reviews and microhistory.<ref>Shopkow, L. (2017). [[How Many Sources Do I Need?|How many sources do I need?]] ''The History Teacher'', ''50''(2), 169–200. Rubric in Appendix A.</ref> The rubric is based on a comparison of student mistakes and desired mental moves, which she calls the GOAL. To create the rubric, she lists the mistakes (bottlenecks) students make in identifying a historical argument for an article review. The reviewer doesn’t

* identify the argument in the article correctly (the argument as the reviewer has presented it doesn’t make sense). 
* explain the argument in the article clearly (I can’t figure out what the argument is from what the reviewer has said). 
*  doesn’t recognize the argument.
* address all the parts of the argument.

Besides listing the mistakes, Shopkow also provides the GOAL for making an argument

* the reviewer “clearly explains the argument in the article, giving the parts of the argument as well as the overall argument.” 

The goal in her rubric spells out the desired mental move.