|Posted on August 18, 2016 at 12:40 AM|
Over the last couple of years, I’ve started to get some gentle pushback from faculty on rubrics, especially those teaching graduate students. Their concern is whether rubrics might provide too much guidance, serving as a crutch when students should be figuring out things on their own. One recent question from a faculty member expressed the issue well: “If we provide students with clear rubrics for everything, what happens when they hit the work place and can’t figure out on their own what to do and how to do it without supervisor hand-holding?”
It’s a valid point, one that ties into the lifelong learning outcome that many of us have for our students: we want to prepare them to self-evaluate and self-correct their work. I can think of two ways we can help students develop this capacity without abandoning rubrics entirely. One possibility would be to make rubrics less explicit as students progress through their program. First-year students need a clear explanation of what you consider good organization of a paper; seniors and grad students shouldn’t. The other possibility—which I like better—would be to have students develop their own rubrics, either individually or in groups, subject, of course, to the professor’s review.
In either case, it’s a good idea to encourage students to self-assess their work by completing the rubric themselves—and/or have a peer review the assignment and complete the rubric—before turning it in. This can help get students in the habit of self-appraising their work and taking responsibility for its quality before they hit the workplace.
Do you have any other thoughts or ideas about this? Let me know!