Expert formative input for rubric-based changes in teaching and assessment
2013 Assessment Institute
A single letter launched the outcomes analysis of articulate written communication skills for students graduating from a Department of Theatre. Faculty resisted change: “You want me to teach writing
now, too?” (Peha, 2003). This session analyzes the methodology that developed faculty commitment to teaching writing and using rubric-based assessments for all writing assignments. This methodology had three phases: (1) mapping of types of writing to courses to show writing expectations, (2) reflective faculty meetings to develop course-specific rubrics, and (3) evolution to a rubric with common dimensions and content flexibility. Students now expect and receive writing assignments in all courses.
Ludwika A. Goodson, John O'Connell, and Gail A. Rathbun (2013).
Expert formative input for rubric-based changes in teaching and assessment. Presented at 2013 Assessment Institute, Indianapolis, IN.
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