The present study investigated the effect of instructional rubrics developed by learners including
students with disabilities in two sixth year inclusive classes. The control group students were given
instructional rubrics by the teacher, while students in the experimental group were required to
develop instructional rubrics by themselves through teacher-learner negotiation. The findings, after
teaching twelve class hours over six weeks, revealed that post-test results in science academic
achievement improved significantly compared to those of pre-test. In particular, the experimental
group showed much more improvement in academic achievement than the control group. The
experimental group presented a higher level of self-efficacy than the control group.