I’m against rubrics. Anyone considering their use should read Alfie Kohn’s article, Trouble with Rubrics.
That said, people I respect have used the special Handy Dandy Patented Stager Super Dooper Rubric over the years. The following is the language contained in my graduate school syllabi for a decade or so.
I have strong reservations about both grades and rubrics. I believe that both practices have a prophylactic effect on learning. Doing the best job you can do and sharing your knowledge with others are the paramount goals for this course. I expect excellence.
Therefore, I am trying a new experiment this term. You should evaluate each course artifact you create according to the following “rubric.” The progression denotes a range from the least personal growth to the most.
- I did not participate
- I phoned-it in
- I impressed by colleagues
- I impressed my friends and neighbors
- I impressed my children
- I impressed Gary (the teacher)
- I impressed myself
Note: I’m reminded that this isn’t a rubric, but a rating scale, for those of you playing at home.
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer – Forward 50, co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.