The rubric, a canonical matrix of criteria presented to students as the road map to academic success. An "Ah-ha" moment, "that is what I'm looking for" utopia for the instructor. While rubrics provide the possibility for solving the complexity of some teaching problems, we have come to know them as a tool that is as useful as they are well-designed. If you have designed a rubric, you know they resolve some issues but present many more. They contain a conundrum of specific questions: What knowledge and skills do I want my students to have? How am I going to evaluate them? What am I attempting to transfer? Reveal? Show? What am I teaching? Many instructors would attest, these questions are not easy. Creating rubrics can be difficult, very time-consuming, and can feel like a paradox. But in the end, they can also provide real value to the student and instructor. This reflective essay takes on the design and development of the rubric, challenging the notion that there are different types of rubrics or inherent evaluation methodologies, offers an alternative layout, and looks at rubrics through the designer's lens, approaching them through concept development and design thinking.