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ERIC Number: EJ857725
Record Type: Journal
Publication Date: 2009-Oct
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-127X
A Conundrum: Rubrics or Creativity/Metacognitive Development?
Chapman, Valerie G.; Inman, M. Duane
Education Digest: Essential Readings Condensed for Quick Review, v75 n2 p53-56 Oct 2009
A graduate student who has an 11-year-old daughter in 5th grade described an incident that underscored concerns that the authors and other professional teacher educators have felt for some time. The 11-year-old had a science assignment to complete as homework. Her parent, attempting to help, offered several suggestions for enhancing the project. The child's response to each suggestion was: "No, that's not on the rubric. Here's the rubric, Mother. This is all we're supposed to do." The authors were struck by a child's veracity about the restrictions a rubric-oriented teaching force places on learners. Such restrictions may be real: students must adhere strictly to prescribed criteria with no deviations, per the teacher's instructions, or student culture may impose restrictions. That leads to several questions: Is the teacher merely requiring identical or nearly identical artifacts from students to grade "fairly"? If so, do teachers recognize broader ramifications? Moreover, are students involved in a rubric paradigm that makes them see such guidance as the way school and society should operate? In this article, the authors posit how the pervasive use of rubrics broaches concerns about teachers' grading practices with rubrics and students' expectations of delimiting guidance related to specificity within rubrics. [Condensed, with permission, from educational HORIZONS. For full article see EJ849020.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A