Written Assignment Unit 3

The University of the People

EDUC 5440-01 - AY2023-T4

Instructor Dr Kevin Green

26 April 2023
 Abstract

Grading students is an essential aspect of education. It evaluates their understanding,

comprehension, and application of the knowledge and skills taught in class. However, the question

of how to grade fairly has always been a debate among educators. This paper aims to analyse and

respond to the statement, "Grading Fairly," which discusses using rubrics to generate nearly

identical artefacts for grading and its impact on students' problem-solving, decision-making, and

creativity.

Keywords: Rubric, grading, assessment tool,

A rubric is a scoring tool that provides a clear and concise framework for evaluating student

work. Rubrics typically include a list of criteria, each with a corresponding set of descriptors that

define each criterion's performance level. Rubrics, including essays, projects, presentations, and

portfolios, can assess student work.

The Validity of Concerns

Rubrics are widely used in education to assess and grade student work. However, concerns

have been raised about the potential negative effects of using rubrics on student learning and

creativity. According to McTighe and Wiggins (2004), grading based on rubrics that generate nearly

identical artefacts may restrict students' creativity and problem-solving skills. These skills are

crucial not only for success in the workplace but also in everyday life. According to Kohn (2006),

using rubrics can discourage creative thought and actions by learners.

This is because rubrics are created to match students' work to a teacher-designed template

rather than allowing students to analyse, synthesise, and evaluate elements as they pull a product

together for an assignment. This can limit students’ ability to think critically and creatively and lead

students to focus on "doing" rather than understanding. The loss of creative thought and action can

affect students and society. This argument is valid, as research shows that a lack of creativity can

hamper students’ future success in a democratic society (Blackburn et al., 2018).

For example, a writing assignment rubric requiring students to follow a strict structure and

use specific vocabulary may limit their ability to express their ideas and thoughts creatively and

uniquely. This can also discourage students from taking risks and experimenting with different

writing styles or formats.

The rubrics are valuable tools as they provide a structured framework that encourages

students to use their creativity and problem-solving skills while ensuring their work is assessed

consistently and fairly. Brown and Warschauer (2006) suggest that rubrics allow students to express

themselves and showcase their abilities rather than limit them. One of the benefits of using rubrics

is that they help teachers communicate their expectations to students effectively. By outlining the

assessment criteria clearly, rubrics assist students in understanding what is expected of them and

how they can achieve their best possible grades. As a result, students are motivated to put in more

effort and improve their performance (Reddy & Andrade, 2010).

Another advantage of using rubrics is allowing teachers to grade student work more fairly

and consistently. Being objective when grading student work is critical, and rubrics can provide a

clear and consistent framework for assessing student work. This can minimise subjective judgments

and reduce the risk of grade inflation or deflation (Panadero & Jonsson, 2013).

The Use of Rubrics to Promote Creativity, Flexibility and Individual Initiative in Student

Learning

Integrating rubrics as an assessment tool in kindergarten teaching practice promotes

creativity and flexibility in student learning. Incorporating criteria related to creativity, originality,

and individual initiative within rubrics can enhance student engagement and critical thinking skills.

For instance, Rubrics can be designed to allow for creativity by including criteria that encourage

originality and innovation in student work. For example, a rubric for a creative art lesson might

include criteria for using various materials and techniques. This allows students to use their

imagination and creativity while meeting the assignment's requirements. (Image, Appendix A)

Flexibility can be incorporated into rubrics by allowing different assignment approaches,

such as generating original solutions to problems. For example, a rubric for building structures can

include criteria for the organisation and coherence of the materials while allowing for different
research methods or sources. This allows students to use their strengths and interests to complete

the task while meeting the rubric's requirements. (Image 2, Appendix A)

The individual initiative can be encouraged in rubrics by including criteria allowing

student choice and autonomy in completing the assignment. For example, a rubric for a multimedia

project might allow for different types of media or formats, allowing students to showcase their

individual skills and creativity. Additionally, rubrics can include criteria for self-reflection and

evaluation, encouraging students to take ownership of their learning and improve their performance

(Image 3, Appendix A).

However, the use of rubrics in kindergarten education poses some challenges. Young

children may struggle to understand the criteria, leading to anxiety and low confidence.

Additionally, kindergarteners may require more guidance and support when working on projects,

making it difficult to allow individual initiative. Clear instructions, model examples, feedback, and

various assessment strategies, including observation and discussion, can overcome these challenges

(Panadero & Jonsson, 2013).

Conclusion

Using rubrics to grade student work has advantages and disadvantages. While rubrics can

provide a clear and consistent framework for assessing student work, concerns have been raised

about their potential negative impact on creativity and critical thinking skills. However, integrating

criteria related to creativity and originality within rubrics can enhance student engagement and

promote individual initiative. The use of rubrics in kindergarten education also requires careful

consideration and clear instructions, model examples, and various assessment strategies to

overcome challenges. Overall, rubrics should be used to enhance students learning rather than a

restrictive template that limits their ability. Educators should strive to balance using rubrics to

promote fairness and consistency in grading while encouraging creativity and critical thinking skills

among their students.

1. Blackburn, M. V., Brown, C. H., & Kurz, T. L. (2018). The use of rubrics in the evaluation

of student learning outcomes: Issues and challenges. International Journal of Teaching and

Learning in Higher Education, 30(3), 357–366.

2. Brown, J. S., & Warschauer, M. (2006). From the university to the elementary school:

Outcomes of a philosophy for children program. Childhood Education, 82(5), 264-270.

3. Cropley, A. J. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3),

391–404.

4. Higgins, J., & Boone, R. (2014). How to grade for learning. Corwin Press.

5. Kohn, A. (1994). Grading: The issue is not how but why. Educational leadership, 52(2),

38–41.

6. McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development

workbook. ASCD.

7. Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment

purposes revisited: A review. Educational Research Review, 9, 129-144.

8. Wiggins, G. (2012). Seven keys to effective feedback. Educational leadership, 70(1), 10–16.
 Appendix A

The appendix has been created as an example of the kindergarten team's use of rubrics at ISA

Wuhan.

Image 1

Image 2
Image 3