Abstract
In this article, I argued the importance of verbal expression that acts as “educational criticism” in the process of making a rubric, through the explanation of the interaction among a group of art teachers. In the present study, a rubric was designed for the strategy of performance assessment and for a class on responding to a work of art at junior high school level. Although my theory that identifies verbal expression in making a rubric with “educational criticism” is a hypothesis, it is supported by findings based on the Grounded Theory Approach. Specifically, it was proved that the case of reconstruction of educational goals through the use of metaphorical language existed in the data. Art teachers will be able to create and propagate new ideas of educational value by utilizing verbal expression, including metaphor.
