Many professionals dislike rubrics. When considering individual abilities, gifts and talents, I agree that a cookie-cutter approach to assessment may not be optimal. I still see value in the rubric as a guide to assessment, especially where nothing is in place to evaluate student performance, or the teacher leans too much into the realm of subjectivity.
Two sayings come to mind when I consider rubrics. One, don't throw out the baby with the bathwater. Rubrics can be excellent for determining minimal to average standard assessments, to be sure. Second, if we look at any subjective endeavor as an "art," it becomes clear that assessments can fall into that category, especially in music and other performing arts. This brings me to my second saying: learn through rules and then break them. Rubrics are a guide. Is there a way to infuse some flexibility in them? I guess that defeats the purpose of rubrics; however, as Alfie Kohn notes in his article, The Trouble With Rubrics, they can be useful in the early stages of assessing a new lesson or program. They do set parameters. But leaning on them can make lazy teacher assessments. I shudder to think that a teacher would share the rubric with the student, especially if some students would be motivated to conform strictly to the rubric and not go beyond their capabilities.
As we strive to see our students as individuals deserving of instruction that meets their learning styles and needs, we should also strive to assess their abilities and performance in a way that celebrates their individual achievements. Rubrics are a part of that endeavor, but they should not be the goal.
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