From Carol Rolhesier, Barbara Bower, and Laurie Stevahn’s book The Portfolio Organizer: Succeeding with Portfolios in the classroom:
The dilemma lies in choosing a generic or task-specific rubric. The more task-specific the rubric, the more valid the result; feasibility, however, often demands that we use generic rubrics more often.
Here lies the difficulty for all educators: reuse what I have created and risk lowering the reliability of the assessment, or take time to create something new, but take time away from something else. I believe there is a third option. Create an environment in the classroom that encourages the students to take control of their own learning and participate more and more in the creation of the rubric. I was reading another blog that suggested that we only need to create a rubric once and you can then use it for life. The problem with that ‘solution’ is that it fails to take the individual needs of each student into account. This is the same problem that comes from pre-fabricated curriculum. It is imperative that we adapt or recreate the rubric or other assessment tool to fit the needs of the learner, not our schedule. I realise it is tough and time consuming, but this is why we need to start with the student and work from there.