Response to Alfie Kohn's The Trouble with Rubrics

In the article, The Trouble with Rubrics, Alfie Kohn writes that rubrics are an inauthentic method of assessment that create grade anxiety for students and limit their creativity. Kohn concludes that assessment cannot serve the purposes of 1) helping students grow holistically, 2) ranking students against each other or 3) providing an extrinsic reward for learning (aka a "good grade") all at the same time. 

Kohn writes "To that extent, more detailed and frequent evaluations of a student’s accomplishments may be downright counterproductive.  As one sixth grader put it, “The whole time I’m writing, I’m not thinking about what I’m saying or how I’m saying it.  I’m worried about what grade the teacher will give me, even if she’s handed out a rubric.  I’m more focused on being correct than on being honest in my writing.”[8] I can relate to this sixth grader because I was always, and still am, very concerned about my grades. When I worked in woodwind repair shop after college, I realized that learning a skill without the fear of a bad grade was wonderful and freeing. I made mistakes, but when I would try to complete the same task a few days later, I would remember the mistake that I made, and learn from it. I wish that we could teach public school students in this way. I think they would experience the joy of learning more frequently and try harder. But this is unrealistic. 

I disagree with Kohn that a rubric is automatically inauthentic. I believe that a well designed rubric can be an tool to record authentic assessment. If a student takes a playing test and the rubric is a checklist of the micro tasks that the student needs to complete in order to play the excerpt well, then it is authentic. The student was graded on how he performed. In a performance based ensemble, the main goal is to acquire the musical knowledge and skills in order to perform well, and you spend the majority of class time playing your instrument. Therefore, you should grade students on elements of their musical performance. 

In a music ensemble, I would use playing tests and effort grades to assess students. Although many schools are now removing effort grades in an attempt to grade students solely on what they know and what they can do, I believe effort grades are very important. An effort grade can be clearly defined by being prepared with all of your materials for class each day, having a positive attitude, and showing respect for your teacher and other students. If a teacher keeps track of these three criteria for each student each day, an effort grade can be given in good conscience.