Seeing the breakdown for "six key factors" in the assessment and evaluation of writing (validity, reliability, predictability, cost, fairness, politics) helped me organize and make sense of what it is I'll be measuring in the classroom and how to do that effectively and fairly. Before Chapter 10, I confess, I had some difficulty finding practical bearings in the rush of new theory.
Two things that stood out in particular:
1) I think I better understand importance of grading methods that include the use of a rubric or some other tangible form of criteria. I still believe fairness in classroom assessment is complicated by a variety of issues, however, because it is inextricably linked to the instructor's judgment. It reminds me that professors need to be sensitive to their responsibility for fairness when they grade papers.
2) I've valued feedback on my written assignments at work, but more often than not my teachers' responses have been less helpful. I suppose I was floated through the years because I didn't make a great number of glaring surface errors. Which is a shame -- there were plenty of deep-tissue problems for which I could have used guidance... Another reminder for me: inappropriate responses include cryptic responses, negative responses, and too much response.
Digging in to the 12 readers project!
I agree with you about most professors comments, they seemed to be superficial. Teachers need to start getting involved and helping the student to identify what weaknesses needs improvement.
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