This study aimed to verify the results of an initial rubric created by the author, which was used to evaluate a student teacher’s capacity for organizing secondary school social studies classes. Conducted as the fi rst stage of an action research study, this evaluation targeted three student teachers during the teaching practice period B. A draft rubric was presented to the three student teachers at the beginning of teaching practice period B. Immediately following the conclusion of teaching practice period B, the student teachers completed a selfevaluation, which consisted of answering a questionnaire about the draft rubric. They were then interviewed. To verify the results, both the intended and unintended results were determined. The intended results included: the student teachers’ disorganization during the creation of the teachers’ guides was reduced; the guides themselves were formally homogenized; and the student teachers could conduct self-evaluations. The unintended results showed that the rubric sometimes prevented the student teachers developing critical thoughts, a lack of attention to the required social studies perspective (i.e. the curriculum) became evident, and finally, some descriptor words could not be standardized. While some student teachers regarded the use of the draft rubric as a reference point as being unnecessary, the rubric served to raise the basic capabilities of the student teaching as a whole.