I am in need of widespread quality dialogue around the purpose and development of rubrics as we prepare for the implementation of Version 9 (V9) of the Australian Curriculum. Once upon a time my school had a rubric that was similar to the SACE (South Australian Certificate of Education) performance standards. It was suggested that this was inappropriate as it did not indicate assessment of the Australian Curriculum Achievement Standards. We then moved to a rubric divided into the profiency strands of fluency, understanding, reasoning and problem-solving, and used qualifying language like 'consistently' and 'in un/familiar' situations. The relevant Achievement Standard sentence was attached to the rubric. In planning for V9 we are redeveloping our rubric. It is proving to be a challenging thing to do as there is limited consensus among stakeholders as to what a middle school mathematics rubric in South Australia should look like. Some common discussion points are that