The Use and Purpose of Rubrics

 

The Use and Purpose of Rubrics

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

  

Heidi Goodrich Andrade (2005) describes a rubric as "a scoring instrument that lists the criteria for a piece of work" or "what counts". In education, creating artifacts for grading using rubrics is standard practice. Essays, projects, presentations, and tests are examples of artifacts, which are products or pieces of evidence of student learning. By defining the criteria and expectations for the assignment and allocating a value to each criterion depending on the level of success demonstrated by the student, rubrics give a clear and transparent framework for assessing student objects. Removing subjectivity from the evaluation process for fair and uniform grading provides clarity on the grading process. Additionally, it not only improves student learning but also boosts teachers' productivity because it offers a structure for grading and can assist minimize the time and effort needed to give students useful feedback. Even the feedback system will be enhanced because the rubric gives teachers a standardized way to evaluate students.

Analysis of the statement, “Scoring rubrics discourages creative thought and actions”

There has been discoursed and disagreement about the usage of grading rubrics in education and whether or not they stifle original thought and behavior. While some educators contend that rubrics can discourage student initiative and limit originality, others think they can offer a framework for learning that promotes creativity and innovation. On the one hand, by limiting pupils to a particular set of expectations, the application of rigorous criteria and predetermined evaluation standards in a scoring rubric might reduce the scope for original thought and behavior (Chapman & Inman, 2009). Instead of using the rubric as a guide, students could feel that their work must comply with it, which might kill their originality and creativity. However, scoring rubrics can also be used to foster original thought, motivate students to take charge of their education, and provide a more comprehensive, descriptive assessment of the caliber of students' work (Angelo State University, n.d.). 

It's true that using scoring rubrics as a template for students to match their work to rather than as a tool to help their learning and development might be perceived as restricting. In this instance, it may be argued that the rubric limits students' ability to think creatively, solve problems, and make decisions, which can be detrimental to their ability to succeed in both the classroom and in the real world. The ability to think creatively is one that today's youth must learn (OECD, 2019). Clear expectations and guidelines for student work can be provided by a well-designed rubric, which nevertheless leaves an opportunity for originality and creativity (Chapman & Inman, 2009). For instance, using open-ended criteria in a rubric can inspire students to think beyond the box and develop original ideas. Additionally, some rubrics may have criteria for evaluating creativity, originality, and invention, which can encourage students to use their imaginations in both their thoughts and their activities (OECD, n.d.). It is thought that a scoring rubric's particular design and application will determine whether it serves to encourage innovative thought and activity. While stringent and restrictive rubrics might hinder creativity, well-designed rubrics can offer a supportive environment that fosters original thought and behavior. Additionally, it's critical to create scoring criteria that encourage uniqueness and ingenuity rather than stifling it. 

Rubrics that serve as a stopping point might stifle innovation and be ineffective (Testa, 2022). The following are a few reasons why scoring criteria inhibit original ideas and actions:

·       Because grading criteria can be very rigid and leave little space for individual interpretation or innovation, it lack flexibility. This can restrict students' creative freedom and hinder inventiveness.

·       The use of scoring rubrics does not ensure impartial grading, as the interpretation and application of the criteria can still be influenced by the teacher's biases and preferences. 

·       It can be time-consuming and difficult to create a scoring rubric that accurately reflects the expectations for an assignment, especially for complex assignments or projects.

·       It can result in rigid assessment since scoring rubrics might not be appropriate for all projects or assignments, and they might not accurately reflect a student's abilities.

·       Since the emphasis is placed on determining a grade or score rather than giving students useful feedback that enables them to improve their work, scoring rubrics may only offer limited input to students.

·       The overemphasis on grades or scores as opposed to the process of learning and improvement can result from the usage of scoring rubrics.

 

However, when used properly, rubrics may be a powerful tool for developing higher-order thinking abilities and inspiring original ideas in learners in grades P–12. For instance, a rubric can help students understand what is expected of them by setting forth clear expectations for the task. In the context of the assignment, this can support their capacity for decision-making, problem-solving, and creative thinking. Teachers must create a balance between requiring students to follow rubrics and fostering their creativity and autonomy. This can be achieved by creating rubrics that place more emphasis on the analysis, synthesis, and evaluation processes than merely the final product. Additionally, teachers can give students chances to consider their ideas and choices and receive feedback that will aid in the ongoing development of their creative and problem-solving abilities.

Examine whether the rubrics that are used allow for ‘creativity’, ‘flexibility’, and ‘individual initiative’

It's crucial to remember that creativity can manifest itself in a variety of ways and can be fostered in the classroom through a variety of pedagogical strategies and activities. Giving students the chance to work together and perform research, encouraging critical thought, and enhancing their problem-solving abilities are some other methods for fostering creativity in the classroom. In the end, the response to this query may differ based on the particular school, instructor, or classroom. It is evident, however, that encouraging creativity in the classroom is a crucial objective that can aid children's academic and psychological development. The use of rubrics in education can allow for creativity, flexibility, and individual initiative, but it depends on how the rubric is designed and used. Here are a few examples to illustrate this:

·       Creativity: A rubric can be created with criteria that promote creativity and flexibility in how a project or assignment is approached. Students would be permitted to approach the project distinctively and creatively as long as they meet the criteria for originality, for instance, in a project-based assignment where a creative criterion might be included.

·       Flexibility: Criteria that encourage individual initiative and flexibility in the completion of an assignment might be included in a rubric. For instance, the rubric for a writing assignment can specify standards for the text's caliber, structure, and usage of supporting details. As long as they adhere to the standards for writing quality and organization, and the use of evidence, such rubric enables students to write flexibly and individually.

·       Individual initiative: By allowing students to approach the work in a way that is important to them, a rubric can be created to promote the individual initiative. A criterion for creativity in the research project approach, for instance, might be included in the rubric, and students would be able to approach the research project in any way they see fit as long as they match the criteria for creativity.

Conclusion

In conclusion, it's critical to remember that the usage of rubrics shouldn't completely stifle ingenuity, adaptability, and individual initiative; rather, they should give pupils a framework to show their knowledge and abilities. Rubrics can be used as a tool to assist student learning and motivate students to approach tasks in a meaningful and unique way by adding criteria that allow for creativity, flexibility, and individual initiative.

 

References

Angelo State University. (n.d.). Section 6.4: Creating Rubrics to Evaluate Student Work. https://www.angelo.edu/faculty-and-staff/instructional-design/online-teaching/section_64.php

 

Andrade, H. G. (2005). Teaching with Rubrics: The Good, the Bad, and the Ugly. Journal Article. Vol. 53, No. 1. https://www.jstor.org/stable/27559213

 

Chapman, V., & Inman, D. (2009). A conundrum: rubrics or creativity/metacognitive development? Educational Horizons. https://files.eric.ed.gov/fulltext/EJ849020.pdf

 

OECD. (2019). PISA 2021 Creative Thinking Framework (Third Draft). https://www.oecd.org/pisa/publications/PISA-2021-creative-thinking-framework.pdf

 

OECD. (n.d.). OECD Assessment Rubric. https://www.oecd.org/education/class-friendly-assessment-rubric-creativity.pdf

 

Testa, M. (2022, April 18). Are Rubrics Stunting Student Creativity? How to Help Students Reduce Grade Fixation and Promote Creativity. TheAudioPod.Com. https://www.theaudiopod.com/blog/are-rubrics-stunting-student-creativity-how-to-help-students-reduce-grade-fixation-and-promote-creativity