This research aims to develop and experiment a set of Scoring Rubrics in Drama Strand II for elementary school students based on the supplementary "Drama curriculum" developed by previous researchers. This paper will focus its discussion on the transformation process and practical issues (use primary grades as example). The first draft of the Rubrics was established through comparing the learning objective of the national curriculum with the new supplementary ones. It was then brought to the elementary classroom for testing and revising. After that, 17 teachers were invited to join the research to build up the Rubrics and went back to their own classroom for further testing and revising. Through circular actions between classroom teaching and team discussions, the final draft was done. Discussions in the process of coming to consensus offered good feedback to revise the drafted rubrics. Major revisions of the Scoring Rubrics are: integrating the content of "dialogue" into two other items— "accepting drama situations" and "role;" more clear descriptions is needed on "role;" "reflection" is different from "response;" "plot" needs to be focused on "quality" rather on "frequency" of the students' performance. Two new dimensions were added to the Rubrics. They are "ability to finish the task" and "concentration in the activity."