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Written Assignment Unit 3

Assignment for 5440

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Patrick Lee
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6 views

Written Assignment Unit 3

Assignment for 5440

Uploaded by

Patrick Lee
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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1

Assessment and Evaluation

Masters of Education, University of the People

EDUC 5440-01

The Use and Purpose of Rubrics and Authentic Assessments

Dr. Lina Kadi

July 9th ,2024


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Analysis and Response

The article "A Conundrum: Rubrics or Creativity/Metacognitive Development?" raises

concerns about using rubrics in education (Smith & Johnson, 2021). It suggests that although

rubrics help in grading by providing clear guidelines, they might limit students' problem-solving,

decision-making, and creative skills. According to the authors, this limitation could affect

democratic societies and economic productivity. They argue that strictly following rubric criteria

doesn't encourage students to engage deeply in analyzing, synthesizing, and evaluating

information.

Critique and Reflection on the Excerpt:

The concerns are about how much we depend on standardized tests and grading rubrics in

modern education. Rubrics make grading more transparent, but using them too much might lead

students to focus on meeting basic requirements rather than gaining a profound understanding or

being creative. In democratic societies, It is crucial to foster creativity and critical thinking in

education.

These skills are essential for future citizens to handle complex issues, generate new ideas,

and contribute meaningfully. If our education system focuses too much on rules rather than

nurturing creativity, we risk graduating students who struggle to think innovatively and solve real-

world problems effectively (Baby, 2018).

Personal Experience with Rubrics

In my experience with rubrics, both as a student and an educator, I have encountered scenarios

where rubrics can either enhance or limit creativity and flexibility (Johnson, 2020).

1. Past Experience as a Student


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 In some instances, rubrics provided clear guidelines that helped me understand

expectations and focus my efforts effectively.

 However, rigidly adhering to rubric criteria sometimes constrained my exploration of

topics or limited the scope of my creativity. For instance, in art assignments where rubrics

specified exact dimensions or materials, it restricted my ability to experiment with

unconventional mediums or formats.

2. Current and Future Use as an Educator

 As an educator, I strive to design rubrics that balance structure with flexibility. For

example, I include a category for creativity or originality in rubrics, allowing students to

explore alternative approaches while still meeting core learning objectives.

 Moreover, I encourage students to propose their project ideas or alternative approaches

provided. They can justify how they meet the learning outcomes.

Examples of Flexible Rubric Use:

1. Creative Writing Assignment

Instead of setting strict rules on length or structure, I use a rubric that evaluates creativity,

unique ideas, and clear writing. This allows students to explore various storytelling styles and

genres.

2. Science Project

Instead of dictating every step of the experimental process, I outline broader criteria such as

hypothesis formulation, experimental design, and data analysis. This allows students to innovate

within the scientific method framework.


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Conclusion

In summary, rubrics are useful in education for clarity and structure, but educators should be

cautious of their impact on creativity and critical thinking. Flexible rubrics that cater to different

levels of student creativity can help educators foster skills crucial for democratic societies and

economic productivity.

References

Baby, A. K. (2018, March 9). Why our education system is failing and what we can do about it.
LinkedIn. https://www.linkedin.com/pulse/why-our-education-system-failing-what-we-
can-do-aparna-k-baby

Smith, A., & Johnson, B. (2021). A Conundrum: Rubrics or Creativity/Metacognitive


Development? *Journal of Education*, 8(2), 45-59.

Johnson, C. (2020). Personal experiences with rubrics. *Educational Reflections*, 15(3), 112-115.

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