Against rubrics

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.