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Full-Text Articles in Arts and Humanities
Crafting A Writing Response Community Through Contract Grading, Sarah Klotz, Kristina Reardon
Crafting A Writing Response Community Through Contract Grading, Sarah Klotz, Kristina Reardon
Journal of Response to Writing
As labor-based grading contracts gain momentum in first year writing classrooms, new kinds of response to writing take center stage. We explore how session notes composed by embedded peer tutors and students become rich tools in a writing process and create a gateway to the writing center for first-year students. By reading session notes in conversation with students’ reflective writing, we put forward three key findings: students articulate a relationship between building confidence in their writing and their willingness to seek, receive, and value feedback; students discuss how the labor required for an ‘A’ pushed them to access and learn …
Student-Led Assessment: A Small Study On Classroom Rubric Development And Peer Grading Practices, Brice Particelli
Student-Led Assessment: A Small Study On Classroom Rubric Development And Peer Grading Practices, Brice Particelli
Journal of Response to Writing
Peer review is a common practice in writing studies. However, while there is considerable research on peer review, pedagogical studies on other forms of student-led assessment strategies are less prevalent. This study investigates the expansion of assessment practices into student-led rubric development and peer grading, focusing on their effect on student understanding of the writing process. Utilizing surveys and classroom observations in two second-year composition courses at a university in New York City, this study investigates student-led assessment strategies as a potent pedagogical tool, adding to literature that explores assessment as an active part of the writing process.
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Journal of Response to Writing
In addition to other unfortunate circumstances, teacher response that comes in the form of negative, generic, and unintelligible commentary causes students to become alienated from writing. This problematic response often results from the lack of supportive student-centered response pedagogies within the first-year composition classroom. In an attempt to prevent additional writerly estrangement and to undo students’ isolation from the writing process, this article explores Marshall Rosenberg’s nonviolent communication theory as a potential framework for a dialogic, compassionate writing response pedagogy.
Increasing Student Innovation: A Collaborative, Cross-Discipline Approach, Paul Skaggs
Increasing Student Innovation: A Collaborative, Cross-Discipline Approach, Paul Skaggs
Journal of Undergraduate Research
The objective of this grant was to strengthen student and faculty understanding and use of innovation. To accomplish this objective this project focused on the development, teaching, and assessment of innovation curriculum.
Assessment Practices In Startalk Language Programs: A View Of Current Language Assessment Literacy, Margaret E. Malone, Megan J. Montee, Francesca Disilvio
Assessment Practices In Startalk Language Programs: A View Of Current Language Assessment Literacy, Margaret E. Malone, Megan J. Montee, Francesca Disilvio
Russian Language Journal
Assessment is essential to education, because it provides information on students’ progress toward learning goals. Reliable and valid assessment can provide not only important summative information, but also formative information to instructors and learners on both what has been learned and what remains to be learned. However, in order for assessment to be used effectively, instructors must understand the components of a reliable and valid assessment system and how to incorporate such a system into classroom testing. Many language instructors in the United States may lack basic knowledge of assessment and measurement (Popham, 2009).