For non-teachers, a "rubric" is a list of qualities ranging from "strong thesis sentence" to "fewer than three spelling errors." Each quality gets a point value. In theory, students know before they hand a paper in how much credit their paper should earn; teachers can respond simply by checking off items on the rubric and adding up points.
The worst experiences I had as a teacher assessing writing both came about when I thought I was upholding high standards as prescribed on a rubric.
Ready-made rubrics are available |
[Laura's mother quipped that we teachers should take the Hippocratic oath: "First, do no harm."]
My second bad experience relates to the flip side of rubrics: when they work, they can still do damage. It was my A++ student Adrian who deflected a compliment from me at the end of the year. He said I was wrong, that he used to be a good writer, but now he was just writing by formula (i.e., the rubric). He's right. I fail to find any articles in New Yorker or even Newsweek that follow those "high standards" involving the five-paragraph formula.
I compare what I did to Laura and Adrian to what Mrs. Spear did for me in seventh grade. What I learned in my research on "world religions" stays with me, and I spent weekends and one long night on it, proud of my grown-up subject and (I thought) grown-up conclusions. But I still didn't "get" what a "paragraph" was, and several of mine in that paper are one sentence long. Few of the paragraphs have topic sentences. By my own rubric, that was a C- or worse. But, bless her, Mrs. Spear encouraged what was good, and saved battles over paragraphing for some other occasion or year. [Result: I was confident as a writer, and therefore interested in learning how to improve.] She graded the paper separately on content, organization, grammar, spelling, and neatness. Got A's and B's except for the C- in neatness.
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