This article describes the procedures employed to develop a generic scoring rubric to evaluate students' responses on functional behavior assessment cases. The generic rubric was then used to develop case specific scoring rubrics. The components of the generic scoring rubric, its effectiveness to reliably score students' responses across cases, and its utility in evaluating students' responses for errors are described. The components of the scoring rubric helped in reliably scoring students' responses. The importance of scoring rubrics, in the context of the recent mandates of accreditation agencies like National Council for Accreditation of Teacher Education, the limitations of the scoring rubric, and suggestions for further research are discussed.
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