Rubrics

Rubrics are an important aspect to classrooms. They are essential to art classrooms: both for the student and the teacher. When I thought of rubrics in the past, I only thought of them via eyes of the student and how they pertained to the student. After reading these articles, I realize that the rubrics are just as important to the teachers. Rubrics assess the student's work and also asses the teacher. Rubrics are used for the teachers to express exactly what they want from the student and shows upfront what the student will be graded on and how the student will be graded. The rubrics talked about in the articles had different levels: novice, intermediate, and advanced. Perhaps I don't clearly understand this, but to me this doesn't seem fair. Some students are just blessed with excelling in art while others are not. I think it is the amount of effort put in and how much the student truly tries that matters and should be the basis of the grade.


As a speech pathologist I'm not sure if I would be able to implement rubrics. In each of our lesson plans we have long term objectives and session objectives which are sort of like rubrics. However, we don't grade our client on these objectives we just note if they are met or not and sometimes there is need for adjustment. We can't really make a rubric to say what we want our client to do in the session because everyone is different. It may take one client six months to master something that another client did in a week. We can not give an exact prognosis on when something will be met, we can only make an estimated guess. What I can use is the Words and Phrases for Prompt and Rubric Design. Knowledge/comprehension, application, analysis, synthesis, and evaluation are all a part of the lesson plan and SOAP note I would write up for sessions. I would also use the phrases under Difference in Degree, and the descriptors for weaker and stronger performances. It is important to use accurate words.