teachers for a new era faculty writing seminars from assignment to assessment: prompting students to...
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Teachers for a New EraTeachers for a New EraFaculty Writing SeminarsFaculty Writing Seminars
From Assignment to Assessment:From Assignment to Assessment:Prompting Students to Write WellPrompting Students to Write Well
Jane E. Evans, Languages and LinguisticsJane E. Evans, Languages and Linguistics Alberto Esquinca, Kerrie Kephart, EducationAlberto Esquinca, Kerrie Kephart, Education
September 20, 2007September 20, 2007University Suite, Union EastUniversity Suite, Union East
11:30 AM – 1:30 PM11:30 AM – 1:30 PM
Features of an Effective Features of an Effective Assignment PromptAssignment Prompt
Task and PurposeTask and Purpose – – explain what you want explain what you want students to do in the paper, and why.students to do in the paper, and why.
Writer’s role Writer’s role –– to inform? persuade? critique? incite?to inform? persuade? critique? incite?
Audience Audience – – who should be addressed?who should be addressed?
ProcessProcess – – what procedures should be followed? when what procedures should be followed? when are the due dates?are the due dates?
Format Format –– sspecify page length, margins, spacing, etc.pecify page length, margins, spacing, etc.
CriteriaCriteria –– provide a rubric with your grading criteria.provide a rubric with your grading criteria.
See: See: http://www.unm.edu/~wac/CurriculumResources/GradingRubric.pdf..
DiscussionDiscussion
• For advanced courses, #1 might be For advanced courses, #1 might be appropriate. Short, to the point.appropriate. Short, to the point.
• #1 not enough guidance; #2 may be overly #1 not enough guidance; #2 may be overly prescriptive (for grad students)prescriptive (for grad students)
• #2 is more structured; easier to hold #2 is more structured; easier to hold students accountable; it models what should students accountable; it models what should be includedbe included
• More information is better than less; #1 gives More information is better than less; #1 gives the impression that instructor is not engaged.the impression that instructor is not engaged.
• #2 provides a good checklist for students #2 provides a good checklist for students who haven’t written in a while.who haven’t written in a while.
• Depends also on when the prompt appears in the Depends also on when the prompt appears in the sequence of assignments – later on, maybe less sequence of assignments – later on, maybe less info necessaryinfo necessary
• #1 could be better if it at least referred to some #1 could be better if it at least referred to some things already covered in classthings already covered in class
• #1 could cause confusion#1 could cause confusion• #2 also has some terms that students might need #2 also has some terms that students might need
to have defined – e.g., “transition sentences”to have defined – e.g., “transition sentences”• Depends on the discipline – presumably students Depends on the discipline – presumably students
have some background that helps them interpret have some background that helps them interpret #2#2
• Depends on how the prompt is delivered – is it Depends on how the prompt is delivered – is it discussed in class?discussed in class?
Evaluation Rubrics: Evaluation Rubrics: What are they? Why use What are they? Why use
them?them?• A scoring toolA scoring tool
• Tied to course goals or objectivesTied to course goals or objectives
• Linked to assignment purposeLinked to assignment purpose
• Make grading more transparent and fairMake grading more transparent and fair
• Make scoring more reliable and fasterMake scoring more reliable and faster
• Make evaluation criteria explicit and available to Make evaluation criteria explicit and available to students before paper is duestudents before paper is due
Features of a rubricFeatures of a rubric
• Uses a range to rate performanceUses a range to rate performance• Contains performance characteristics Contains performance characteristics
arranged in levels where each level arranged in levels where each level indicates the degree to which a indicates the degree to which a standard has been metstandard has been met
• Includes a narrative description of Includes a narrative description of the criteriathe criteria
Rubric typesRubric typesDepending the purpose of assignment:Depending the purpose of assignment:
Analytic versus holisticAnalytic versus holistic– Can the evaluation criteria be separated into Can the evaluation criteria be separated into
independent factors? independent factors? – Is there a pedagogically sound reason to Is there a pedagogically sound reason to
separate each factor?separate each factor?
General versus task specificGeneral versus task specific– Is the assignment one of several similar ones to Is the assignment one of several similar ones to
be completed throughout the semester? be completed throughout the semester? – Does each assignment assess different Does each assignment assess different
knowledge & skills?knowledge & skills?
Analytic vs. Holistic RubricsAnalytic vs. Holistic Rubrics
• Analytic: focus on clarity of writing, Analytic: focus on clarity of writing, spelling, grammar, formattingspelling, grammar, formatting
• Holistic: focus on persuasiveness, for Holistic: focus on persuasiveness, for example. example.
General vs. Task-Specific General vs. Task-Specific RubricsRubrics
• General: Same rubric is used for all General: Same rubric is used for all oral presentations during the oral presentations during the semester – the purpose is for semester – the purpose is for students to develop oral language students to develop oral language proficiency.proficiency.
• Specific: Task-specific rubrics assess Specific: Task-specific rubrics assess different knowledge and skillsdifferent knowledge and skills
Create Your Own RubricCreate Your Own Rubric1.1.Identify the type and purpose of the Identify the type and purpose of the
Rubric.Rubric.
2. Identify distinct criteria to be evaluated 2. Identify distinct criteria to be evaluated
3. Determine your levels of assessment 3. Determine your levels of assessment
4. Describe each level for each of the 4. Describe each level for each of the criteria, clearly differentiating between criteria, clearly differentiating between themthem
5. Involve learners in development and use 5. Involve learners in development and use of the rubricof the rubric
6. Pre-test and retest your rubric6. Pre-test and retest your rubricSee: See: http://rubistar.4teachers.org/index.php
Supporting Students Supporting Students Throughout the Writing Throughout the Writing
ProcessProcess• Read the assignment prompt in class and Read the assignment prompt in class and
allow students to ask questions to clarifyallow students to ask questions to clarify• Break complex assignments into smaller Break complex assignments into smaller
parts, with sequenced due dates, e.g.:parts, with sequenced due dates, e.g.:1)1) Topic Area StatementTopic Area Statement2)2) Library AssignmentLibrary Assignment3)3) Paper ProspectusPaper Prospectus4)4) First Version of Paper (for Peer ReviewFirst Version of Paper (for Peer Review**))5)5) Second Version of Paper (for Peer ReviewSecond Version of Paper (for Peer Review**))6)6) Instructor-Student ConferencesInstructor-Student Conferences**7)7) Paper OutlinesPaper Outlines8)8) Final Version of PaperFinal Version of Paper *Topics for a future seminar*Topics for a future seminar
