Research has long claimed that rubrics provide the objective, fair, and equitable means by which to assess student writing. Recent moves in writing programs and composition classrooms have acknowledged the ways that writing assessment perpetuates linguistic violence, and shifts towards anti-racist assessment practices have ushered in grading mechanisms that are based on student-teacher contracts and labor, mechanisms that claim to uphold student-writer agency and voice. In this paper, we argue that though such assessment mechanisms are moving in the right direction, the historical roots of writing assessment, Black performance for a white audience, and the socialization of those who use rubrics to assess student writing run the risk of serving as tools of what April Baker-Bell has named respectability and/or eradicationist language pedagogies. We examine how a lack of faculty preparation to use contract- and labor-based writing assessment tools may perpetuate rather than eradicate linguistic violence in writing classrooms.