Nama: Dwi Rizqi Nuarisa
NPM:2413033047
In my opinion, highly detailed grading criteria can be both helpful and limiting at the same time. They help me understand the lecturer's expectations and prevent me from missing important components of an assignment. However, when the criteria are too specific, I sometimes become more focused on checking every requirement than on developing my own ideas. As a result, learning can turn into a process of completing a checklist rather than genuinely exploring a topic.
For example, in a presentation assignment, I once saw that a large portion of the score was allocated to the number of references, slide organization, and presentation structure. Because I wanted to achieve a good grade, I spent most of my time making sure every requirement was fulfilled. Although my presentation was well organized, I realized afterward that I had not explored the topic as deeply as I could have. If I had focused more on the substance of the issue rather than the rubric, I might have developed more original insights and a stronger understanding of the material.
Therefore, I believe grading criteria should function as a guide rather than a strict roadmap. Students need enough direction to understand expectations, but they should also have the freedom to think critically, ask new questions, and explore ideas beyond what is explicitly listed in the rubric.
NPM:2413033047
In my opinion, highly detailed grading criteria can be both helpful and limiting at the same time. They help me understand the lecturer's expectations and prevent me from missing important components of an assignment. However, when the criteria are too specific, I sometimes become more focused on checking every requirement than on developing my own ideas. As a result, learning can turn into a process of completing a checklist rather than genuinely exploring a topic.
For example, in a presentation assignment, I once saw that a large portion of the score was allocated to the number of references, slide organization, and presentation structure. Because I wanted to achieve a good grade, I spent most of my time making sure every requirement was fulfilled. Although my presentation was well organized, I realized afterward that I had not explored the topic as deeply as I could have. If I had focused more on the substance of the issue rather than the rubric, I might have developed more original insights and a stronger understanding of the material.
Therefore, I believe grading criteria should function as a guide rather than a strict roadmap. Students need enough direction to understand expectations, but they should also have the freedom to think critically, ask new questions, and explore ideas beyond what is explicitly listed in the rubric.