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On Essay Rubrics, Why they truly are Hell, and exactly how to Design Them Better
Essay rubrics. Venture rubrics. Oral presentation rubrics. As being a social constructivist, I’ve always disliked them. But we can’t escape them.
We instructors are in fact wedged between rubrics on both edges. We make use of them on our students’ work, in an attempt to streamline the complex and demanding cognitive process of assessment. And our administrators enforce them on us, on our class environment, our concept planning — for the reasons that are same. Evaluation is complex, demanding, hard to streamline.
Once I worked at a large, local general public college ( with a 40-strong English Department), the administrators adopted the Charlotte Danielson rubric.
Unexpectedly all of us discovered ourselves hoping to make a mark of “4.” The greatest score, awarded to teachers whoever classes appeared to run by themselves — teachers who knew just how to form clear goals and motivate student-driven discussion and inquiry.
I knew just how to play towards the rubric, and so I regularly scored “4.” I didn’t develop as an instructor. I was left by them to my products.
But my peers — teachers we respected, instructors I experienced learned from — got lackluster “3s.” these people were told “excellence” (as defined by Danielson), “was spot we often visit, but no body lives here.”
Continue reading On Essay Rubrics, Why they truly are Hell, and exactly how to Design Them Better