Presentation Slides (22 August 2002)
| Today: |
Overview of handout |
| Overview of handout | Sample rubrics and evaluation criteria Assessment materials (I’ll discuss these tomorrow) WPA outcomes statement Assessment and evaluation: keywords and concepts Hints for responding to first year writing Developing rubrics for evaluation, assessment, and feedback Bibliographies |
| What is evaluation? | Evaluation: "Evaluation" and "Assessment"
are terms used nearly interchangeably in composition. But for our
purposes today, I am going to use "evaluation" to talk about
what we as teachers do when we grade student work or provide suggestions
for revision. Criteria: As those of us who have taught evaluation assignments know, the first step in making an evaluation is to have criteria. We need to make the criteria clear to students in our assignments. |
| A Quick Tip: | Although we do our best to make our assignments as clear
as possible to our students, we are often surprised by what is turned
in for our evaluation or feedback. One way to head off this problem
is to ask for a two-sentence summary after you present as assignment.
Here’s how it works: 1) Take out a sheet of paper and in the next minute summarize in two sentences what you think you have been asked to write. What do I want you to bring to class next Monday? 2) Share your summaries with the others at your table (3 minutes). Does everyone have a similar understanding of what the assignment is asking them to do? 3) If not, work together to develop questions about the assignment. I’ll give you 2 minutes to do this, and then we’ll answer those questions together. |
| Hints for developing rubrics | 1) Develop a rubric you can live with. 2) Use your evaluation criteria to develop your evaluation rubric. 3) Use a top-down response strategy: COEE—content, organization, expression, editing. 4) Allow students to design projects and rubrics for evaluation. 5) Rubrics can be used effectively for assessing whether individual students improved in the skills you’re attempting to teach. 6) Rubrics allow for blind evaluation and comment. |
| Develop your own rubric |
While critiquing the writing assignments this morning, one issue
that came up was evaluation criteria (or lack there of). We’re
going to work in groups to develop criteria and a rubric for this
assignment.
Discuss briefly (5 minutes) what the WPA outcomes statement has
to do with assignment design and criteria. |
| Responding to first year writing | 1) Use a rubric. 2) Use a pencil. 3) Don’t copy edit. 4) Use marginal comments as dialogue. 5) Use a top-down response strategy: COEE—content, organization, expression, editing. 6) In end comments, begin with something you can honestly praise. 7) Choose one or two issues to comment on. 8) Close by offering a specific strategy for revision, a source to explore, or an idea to try in future projects. 9) Don’t spend time justifying a grade. 10) Try to offer all students the same level of response. |
| Tomorrow: | Assessment. Bring: ideas, attitudes about it. |
Back to workshop materials
Next: Second day of workshop
|
Elizabeth Birmingham |
Office: (701)
231-6587 Prospective students may schedule a visit by calling: 1-800-488-NDSU. |
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