Another Contemplation of Rubric Use

Work Cited:
Reddy, Y. Malini and Heidi Andrade. “A Review of Rubric Use in Higher Education.” Assessment and Evaluation in Higher Education 35.4 (2010): 435-48. ERIC. Web. 28 Feb. 2011.

Reddy and Andrade begin by defining the word “rubric” as “a document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor” (435). Next they review the research conducted on the use of rubrics at the college level. Two studies—one conducted by Petkov and Petkova and another by Reitmeier, Svendsen, and Vrchota—suggest that the use of rubrics improves academic accomplishment, while a third study—by Powell—does not support this notion. Furthermore, several studies have demonstrated that rubrics can help detect specific areas for improvement in courses and programs. In other words, rubrics have the possibility to act as “instructional illuminators” (qtd. on page 441), or provide feedback to instructors and departments on which skills students have mastered and which they have not. Several studies have shown that the language used in rubrics is important because it can be more accurately and consistently interpreted by instructors, students, and scorers. Reddy and Andrade end the article by suggesting further research regarding rubrics in the areas of research methodologies, geographical focus, validity and reliability, and the promotion of learning.

In my research on rubrics, for this class and for my ENC 5705 class, I have noticed that rubrics do serve a few beneficial roles, just not the one I had originally assumed. Rubrics seem to be nice for standardizing and articulating what problems students have across a class, course, or institution. They also, if written using clear language, can help articulate an assignment to the students in a straightforward manner. However, I had originally believed that rubrics would be essential in my future career as a teacher because it would ensure that the students and I are on the same page as far as the grading criteria. While this may be true in some instances, I am realizing that students can still argue the rubric; if a student is determined to get back points, they will argue either way. I think a guideline sheet would work just as well and may be less stifling for the students. I would not want to be the reason that a student held back a creative idea or put forth less effort—all because the rubric provided lower standards for an A. I grew up without rubrics, and I think I am doing okay in life. While I think rubrics may be appropriate in some cases for certain assignments (perhaps a portfolio which has so many components, I may need some guidance to grade fairly), I do not plan on using one for every assignment, unless the school I work for requires it. Then I will use one with a smile on my face. If not required, then I will give students a list of guidelines listing possibilities instead of minimum requirements. (For example, “You may choose to write your Auto-ethnography in any form you prefer, such as a short story, play, autobiography, or letter to your previous English teachers”). I would rather open the door of imagination for my students than slam it, lock it, and swallow the key.