Grading Rubrics: Do They Stifle Creativity and Promote "Sameness"?

MLA Article Citation:
Chapman, Valerie and M. Duane Inman.  "A Conundrum: Rubrics or Creativity/Metacognitive Development?." Educational Horizons 87.3 (2009): 198-202. Wilson Web. Web.

Reflection:
Until recently, I viewed rubrics as unquestionably essential and beneficial.  I think that this was due to my teaching experiences at the secondary level, where the administration drilled the importance of rubrics into our (the teachers') minds.  We were told that we should have rubrics to convey clear expectations, and the grading standards for the rubric should be based on the state and national standards.  Chapman and Inman's articles opened my eyes to a new way of considering rubrics.

In "A Conundrum," Chapman and Inman describe the tendency of students to do minimal work to get the desired grade, instead of going above and beyond.  They explain that "[m]atching their work to a teacher-designed template (i.e., a scoring rubric) is different from analyzing, synthesizing, and evaluating elements as students pull a product together for an assignment" (199).  This raises the question, can rubrics be beneficial?  I would argue, yes--if constructed and utilized correctly.

"When we discussed the matter with fellow college of education faculty members, we were told--here may be a key concept--that 'well-constructed' rubrics do allow for the creativity and flexibility we believe imperative in meaningful learning" (200).  So what makes a "well-constructed" rubric?  The article suggests putting "creativity" as a category on the rubric.  Also, I would add that we need to consider how we can present the rubric and allow room for deviation from one ideal "norm."  Adding creativity is one way to do this.  I also find that showing models of projects that have gone above and beyond helps to set the bar high.

Obviously there are advantages and disadvantages to using grading rubrics.  Yes, it makes grading easier and it makes the expectations explicit.  However, it tends to "evaluate 'doing' versus understanding" (201).  Regardless of whether we should utilize rubrics or not in the classroom, I firmly believe that the expectations for the assignment should be clearly expressed.  I think that in many circumstances at the college level, I will lean towards using grading guidelines (i.e. a sheet that outlines the breakdown of points and a list of expectations) as opposed to a rubric.  Although, after researching this topic further, I may change my mind.  I feel as if I have just scratched the surface of this issue, and I look forward to reading various opinions.

The article is below (you will need to access it on UCF campus or with your library code):
Link to Article through Wilson Web