Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th-and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers' perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students' perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students' outcomes could not be observed, but there are indications of effects mediated by selfregulation and self-efficacy.

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The lasting effects of teacher professional development (PD) are seldom examined. We investigated whether 44 teachers and their Grade 5 and 6 primary classes continued working with tasks for mathematical reasoning and employing a rubric after the PD finished. Questionnaires for students and teachers were administered before the intervention, at the end of the intervention, and 5 months later. The results of the longitudinal quantitative analyses with supplementary qualitative interpretations indicated that the mathematical reasoning features of the PD showed more sustainable effects than the use of the rubric. Explorative findings suggest that this outcome may be related to the teachers' pedagogical content knowledge.

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