Faculty Scholarly Dissemination Grants

Title

Paper

Department

Special Education, Foundations and Technology

College

College of Education

Disciplines

Education

Abstract

The purpose of this paper is to theoretically explore the relationship between the use of rubrics and the rubricization of identities. Employing Kristevas theory of intertextuality and building upon Maslow’s concept of "rubricizing," this paper considers the ways in which teachers and students produce their selves as rubric ready. The paper explores how the efforts to meet rubric expectations affect not just the methods of teaching and learning, but also the experience of being teachers and students. The contemporary standardized educational climate is, in many ways, a regime of rubric measurements that has serious implications of a rubricizedsense-of-self. The utilization of rubrics as tools mobilizes the components and content of rubrics operationalizes the expectations, details and standards of rubrics. Once operationalized, these components actively code and shape both the work being evaluated and the people involved in the evaluation process the rubric rubricizes.The papers analysis of the process of identity rubricization offers a theoretical contribution to the educational research field’s examination of the implications of increasing demands to rubricize and affords teachers a rich lens through which to re-consider their use of rubrics.

Conference Name

American Educational Research Association Annual Meeting

Conference Location

Chicago, Illinois

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