Blog Prompt #4

I just read Alfie Kohn's "The Trouble with Rubrics." I agree, but not fully. I think rubrics are wonderful tools for trying to visualize what can be achieved and what type of learning the teacher wants to facilitate in his/her classroom. However, I think it's a terrible idea to grade based on rubrics alone. There are plenty of problems with this. 

Even more than this, rubrics can limit learning somewhat. Especially for the students that strive to achieve more, once they hit the highest point of the rubric they may lose motivation. Rubrics should never be the only way to gauge learning. It shouldn't be the list of achievements that students strive for.

It's in the teachers hands to look at rubrics but not rely on them. They are a good starting point for what to strive for. A good teacher will always know, though, that every student is different. What may come easily for some could be very difficult for others. Grading is always unfair if everyone is seen as the same. 

I believe the best way to teach is to use rubrics as a basic guide for where to go. After that, it's up to the teacher to know every kid. From that point, the teacher would constantly tailor his/her expectations for that student. The main factor for grading would then be what the student accomplished. 

Every student is different, and in a big class it is very difficult to know every kid. However, it's very important to have a connection with every single child you are responsible for and try to reach them at the level they are at to raise them up.

When assessing in a band, choir, orchestra, or jazz, I think it doesn't need to be complicated. The students should have an idea of what they should strive to achieve. A rubric gives this. But, it would be too much to ask for many students to attain the highest levels on all points. That doesn't mean they should get bad grades.

It should be considered how hard they worked and how far they have come. The assignment may be played terribly, but for certain students it could be a giant accomplishment. 

This reminds me of poem by Taylor Mali, "What Teacher's Make." In particular I was reminded of this line:

I can make a C+ feel like a Congressional Medal of Honor
and an A-­‐ feel like a slap in the face.

Now in this example one student got a good grade and the other a bad grade, but notice how the students handle it. It's not about the grades, but the accomplishment. Sure the teacher might have used a rubric. As I said, I don't think it's a bad thing to start with, but this teacher has raised these children to be proud of their accomplishments and work hard to achieve more.

It speaks about the power a teacher can have in every child's life. Each child is different and has different struggles. If a teacher can grade based on a rubric but also keeping in mind what each student has to go through I believe fair grades can be given.