• SoTL and Rubrics: Transforming Feedback to the Written Word

    Author(s):
    Brooke Carlson (see profile)
    Date:
    2016
    Group(s):
    RCWS History and Theory of Composition, RCWS Writing Pedagogies
    Subject(s):
    Digital humanities, Education
    Item Type:
    Course material or learning objects
    Tag(s):
    methodology, OEW2017, open educational resources, Open Education Week
    Permanent URL:
    http://dx.doi.org/10.17613/M6MC75
    Abstract:
    How do we offer feedback to essays? Over time, the response as narrative has become problematic. Class sizes have increased, more classes are being taught, fewer professors are teaching composition. Time has become even more scarce as duties outside the classroom multiply for full-time faculty. In addition, technology has changed the way by which papers are written. How then do faculty respond to student writing in the twenty-first century? Traditionally, faculty have responded to writing in narrative. I am proposing a more effective way to respond can be found in rubrics. Analytic rubrics provide students with more focused descriptors of student writing. Descriptors are the short narrative accounts that correspond to criteria and their corresponding levels. I offer four levels across the top of the rubric: emerging, developing, competent, and mastery. For purposes of a letter grade, these levels can be easily transposed to D, C, B, and A. Criteria, sometimes called dimensions, are provided in the column on the left, are variable, and can be modified for each prompt. Generally speaking, I am looking at five criteria: tone or voice, content, grammar and mechanics, textual evidence, and format. As a means to begin this shift in assessment, I offer several prompts and rubrics, to be followed by examples of graded student artifacts.
    Notes:
    I will be offering student artifacts as examples over the next couple of months.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    7 years ago
    License:
    All Rights Reserved
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