Expert formative input for rubric-based changes in teaching and assessment

Document Type

Poster Session

Presentation Date


Conference Name

2013 Assessment Institute

Conference Location

Indianapolis, IN


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.


Higher Education

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