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I teach design courses online and find that rubrics can provide a good base line but become cumbersome when dealing with subjective traits like creativity. How do you scale creativity and be objective. It is difficult and a rubric makes us put something that is organic into a box. It is problematic. This can be offset by very clear instructions and examples of creativity around that specific project or outcome so they have a base line to go off of.

Nathan,

I teach Web design and I simply put in a category in my rubric as creativity or no creativity. I don't think it's difficult to assess. As a good designer, we know creativity or a lack of creativity.

I would completely agree with this. I had the same experience with the rubrics for my classes. The problem that I have is that I don't have control over the assignments or the descriptions. Are there any tips or suggestions for streamlining rubrics for difficult assignments? I often spent 15 minutes out of an hour long class period explaining assignments and expectations. Would a trim rubric help this at all? Thanks!

Erin,

No control over the assignments OR descriptions? Hmm. . .keep giving feedback to your instructional designers and/or administrators who "create" these assignments and descriptions. That may help. But, if the descriptions are confusing, create a good rubric explaining the criteria and break the description down among the criteria. Make sense? This may help.

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