Against rubrics
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Author (Corporation)
Publication date
2024
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01A - Journal article
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JET: Journal of Educational Thought
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DOI of the original publication
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Volume
57
Issue / Number
2
Pages / Duration
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Publisher / Publishing institution
University of Calgary
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Abstract
Assessment rubrics are commonly utilized tools in education designed to standardize grading and provide clarity. However, drawing inspiration from Paul Feyerabend’s critique of rigid scientific methods, this paper argues that rubrics, while useful, can impose unnecessary constraints on educational assessment. By exploring the limitations and unintended consequences of rubrics, this paper advocates for a more flexible, context-sensitive approach to evaluation that prioritizes creativity, individual differences, and the complexities of learning. Paul Feyerabend's critique of rigid methodologies and his call for epistemological anarchism provide a valuable lens through which to evaluate and potentially reform higher education programs. His emphasis on methodological diversity, the dynamic nature of education, scepticism of expert authority, and the integration of ethical considerations could help create a more robust, innovative, and socially responsible higher education. By embracing these principles, universities can better prepare students to navigate and lead in an increasingly complex and interconnected world.
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ISBN
ISSN
0022-0701
2561-7990
2561-7990
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Closed
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Citation
Bechter, C., & Swierczek, F. (2024). Against rubrics. JET: Journal of Educational Thought, 57(2). https://doi.org/10.55016/ojs/jet.v57i2.80571