Journal 6: The Trouble With Rubrics

Kohn, Alfie. (2006). The trouble with rubrics. English Journal, 95(4). Retrieved on December 2, 2009 from http://www.alfiekohn.org/teaching/rubrics.htm


In this article, Alfie Khon discussed the multiple advantages and disadvantages of the "rubric" system and it's widespread use among teacher's to create a uniformed assessment of all students in a classroom. Khon used the advantages of the rubric to counteract his skepticism about it's relation to students' actual ideas and thoughts.

Apparently, using the rubric method of assessment does not in any way let a student challenge his own thinking about said subject matter, but instead challenges his efforts in attaining a satisfying grade. When using the rubric method, students tended to say what was right, in accordance with the guide, rather than discuss what they were truly feeling. It gave an actual counter effect to easier and standardize assessment; it took the life out of individual thinking.

Khon suggested that the rubric CAN, however, provide a positive effect if given as a supplement to an assigned project to keep students on track rather than to base an entire assignment on it. Having a rubric-based assignment gave teachers' an opportunity to show that you knew what you were supposed to do when you get something wrong, or a "gotcha" justification, says Khon.

I, however, never realized the big deal on rubrics until I read this article. The arguments khon presented were, in fact, pretty true. Looking back, I realized that the majority of my papers never reflected my own thoughts, but instead the "thoughts" of the rubric. I currently find my self with the disposition that rubrics really aren't effective as a basis of assessment, but only as a supplement.


Why Would teachers' use this type of assessment when it strays from the original reason why they became teachers?

I think teachers are tempted to use rubrics because it does take a load off of the grading and still provides a unified means of grading. But as a teacher, isn't the fulfillment of knowing your student's understand a concept rewarding enough to make you hand grade? I don't think rubrics can provide students with effective feedback.