Chapter 12: The Danielson Framework for Teaching as an Evaluation Rubric: One Size Fits None

Throughout this text, the editors and authors grapple with the paradox that well-designed rubrics can increase the quality of a subject’s performance despite the fact that little evidence exists to document this claim. The editors cite one reviewer of this volume who states rubrics have become so ubiquitous and unhealthy that they constitute an “evil” in the implementation of educational evaluations (Personal communication, February 14, 2014). But rubrics are not evil. Rubrics are tools. As tools, they may be used well or poorly. They may be soundly designed or not. They may be chosen wisely or unwisely and implemented in principled or slavish ways.