I look forward to guest-blogging with Darren! I have many obligations over the next week–so my blogging won’t be prolific. I will try to post a few pieces, though.
Nearly two months ago, Steven Conn’s opinion piece “The Rise of the Helicopter Teacher” appeared in The Chronicle of Higher Education. (Conn is a professor and director of the public-history program at Ohio State University.) He described a classroom exchange where a student asked for the “rubric” and he had to ask what it was. He then replied that there would be no rubric. In the piece itself, he attributed the demand for rubrics to a general trend toward “helicopter teaching” and “spoon-feeding.” (Note: I agree; I would add that rubrics can even penalize outstanding writing.)
The student who asked me for a rubric did so because she gets them in all her other classes, and has gotten them during her entire school career. Without such road maps, so I have learned, students feel the free-floating anxiety that they will have to do all the work of writing a paper on their own, that they might not do it well, and thus might wind up with a B on the paper. Which as we all know is the same as a C. Hey, I’m sure I’m just as guilty of inflating grades as anyone.
The piece received a range of comments, including not-so-subtle suggestions that Conn should not be teaching. In the minds of some, the refusal to provide a rubric was a sign of laziness or unwillingness to meet the students where they were.
But rubrics and guidelines are not the same, nor (presumably) is college the same as high school.
Rubrics, in my experience, risk being reductive rather than instructive. What makes a good paper? In general, it has a clear and well-supported idea. The structure suits the purpose. It addresses counterarguments and complications. It is free of errors and distractions. It cites its sources properly. At higher levels, it shows original thinking as well as a command of style, cadence, and rhetoric. Now, one could spell this out in a rubric, but to what good end? [Read more…]