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Alfie Kohn, Trouble with Rubrics, English Journal, March 2006 - 0 views

www.alfiekohn.org/...rubrics.htm

grades assessment thinking risk taking learning wisdom

shared by anonymous on 15 Jul 09 - Cached
  • anonymous on 15 Jul 09
     
    *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • ...6 more comments...
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm quoted on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
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