Peer and Self-Assessment
VIDEO PLAYLIST – Assessment Tutorial Series
This series is comprised of three short videos that give a general overview of how we think about assessment at ISU. The three videos are: What is Assessment?, Intro to Peer Assessment, and The Mysterious Art of Self-Assessment. ISU Writing Program | Runtime: 10:11
Abbie O’Ryan’s investigation of some common writing “rules,” questioning in which genres and writing situations these rules apply. GWRJournal: 4.1 | Pages: 10
VIDEO CLIP – Feedback: We Don’t Know?
Jenn talks about getting and not getting feedback. Are having audiences assess what’s working and not working important? How so? Oh, Princesses Elsa and Anna and Spiderman will be there! Half-Mile 2015 | Runtime: 2:34
Understanding Conventions is Understanding Reception and Trajectory as a “Helpful” Activity System. Talking more about documentation genres, Camille Easton reveals how the nursing practice is also a writing practice and where the most effective practices are not only learned, but also shared among writers. Camille Easton’s best received advice, “Always follow up a negative with a positive” Half-Mile 2014 | Runtime: 2:28
AUDIO CLIP – Savvy Readers of their Own Text
Passionate for literature, Gretchen share how her focus on reading empowered her to be an effective teacher of writing and how when it comes to reading or writing you’ve got to go both. Let’s CHAT: Ep. 11 | Runtime: 2:42
Moria Torrington talks about specific writing aspects and practices. “The Grape DimetappTM Effect: Revising the ‘Revision as Medicine’ Metaphor” uses CHAT to walk through her cousin’s revision process draft by draft. GWRJournal: 3.1 | Pages: 8
INSTRUCTOR RESOURCES: Pedagogy and Teaching Applications
AUDIO CLIP – That’s Not an A: Trouble with Rubrics in Writing as a Research-Based Activity Classrooms
The group discusses their grading policies and how student actually take up instructor response to their work. They question the efficacy of using traditional writing rubrics, which ultimately can cause more confusion. Thaddeus asks, “How do we come up with quantitative translation of a qualitative assessment?” Keeping the focus on writing research and documentation of learning group is proposed as the more effective way to structure assessment. Let’s CHAT: Ep. 8 | Runtime: 4:30
Thaddeus, Jeff, and DC share examples of how to help students become more aware of, reflect, and talk about their own learning, their methods and why what their learning is important, and discuss ways to get student talking about what is working and not working with each other and not just the instructor. Let’s CHAT: Ep. 8 | Runtime: 3:56
Emily and Gretchen aim to help students come to view that all stages of research, including the ones that are swept under the rug are useful. Let’s CHAT: Ep. 11 | Runtime: 3:11
AUDIO CLIP – In a Jam? Help is Here!
Seasoned instructors reveal their approaches to those sort of days when things just do not go well or go as planned—becoming more transparent about your pedagogical choices as well as understanding our culture often misrepresents our students. These strategies bring to light practical advice that can surely help us in those sticky situations. Let’s CHAT: Ep. 11 | Runtime: 3:47
Group discussion of assessment strategies for long term uptake genres and grading polices for writing research (both context and genre research) over a unit project, or the course of the semester. The discussion explores the value of articulating how and why of those particular processes and practices. Rob Rowan discusses his Genre Understanding Sheet (GUS). From holistic to contract grading strategies, instructors reveal how even when a project or experiment does not go well, demonstrating specifically what didn’t work and how they could do it differently makes the better grade! Let’s CHAT: Ep. 5 | Runtime: 6:10
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