Journal 6

Journal 6

Kohn, A. (2006). The Trouble with rubrics. English Journal, 95(4),

In the trouble with rubrics, Alfie Kohn discusses the difference in grading systems primarily rubrics. Mr. Kohn at the beginning brings up three points that cast doubt that rubrics are the new saving grace for assessing student achievement.
First, He questions one of the proponents’ claims that it helps to justify grades to parents. He contends that we should not be assessing student work with parent justification in mind.
Second, he acknowledges three effects that letter grades have on students. One, they tend to think less deeply. Two, they avoid taking risks. Three, they lose interest in learning.
Finally, he looks at the idea of making grading more quick and efficient. While a great idea, it does not account for all variables that go into grading a student’s work.
Mr. Kohn also looks at the fact that is not just teachers who are relying solely on rubrics. Students who are laden with rubrics begin themselves become attached to the rubric. Students will use the rubric to ensure that they meet the criteria for the grade they want and not show what or how the information they are writing about pertains to them. These cause this “authentic assessment” to become a class standardized assessment.
The use of rubrics can be useful in student assessment, however they are not the end all be all tools that some make them out to be. If we are going to authentic assessments that meet the needs of our students than the students ability and effort also needs to be accounted for.