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Jun 12, 2007

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Dr. Laura L. Runge
Office: CPR 301J
Phone: 813-974-9496

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LAE 6389.001 Practice Teaching Literature


Class 10: Evaluation and Assessment, cont.

Reading Assignment:

    McKeachie, chaps. 7-11
    Lina Michalewicz: TBA

    Ginna Wilkerson: Poetry Soup Website

    Post #5 Group B

Class Objectives:

    Guest Lecture: Felix Wao and Terri Flateby
    Peer Review CLAQWA - assessment, grading, rubrics
    Student Presentation: Literature Review
    Student Presentation: Syllabus Check- Ann Basso and Kristi Wilson
    Assignment: Make your own rubric for student essays

Notes and Discussion Questions:

In this class we will have the opportunity to hear from two USF specialists in assessment: Terri Flateby and Felix Wao. I have asked them to speak to you briefly about some of the methods of assessment and evaluation available to USF instructors, including the peer review CLAQWA. I have also told them that you have read the chapters in McKeachie on evaluation, grading, testing, cheating, and assessment, and that you have done this two part project on grading an essay. They also know that you are familiar with rubrics and that you have prepared one for class today. See below.

After their brief presentation, I would like for them to serve as facilitators and resources in your peer review session of the separate rubrics you have written. After this, they will facilitate a discussion of rubrics, grading, and any other topics on assessment that you have. Please come prepared to ask questions.

************************

Active learning and discussion

Rubics

As the final part of this grading experience, I would like for you to develop your own rubric for assessing literature essays. While you can adopt any number of models we have already looked at this semester, please be aware of the unique objectives that teaching literature brings. Consider how you will evaluate, for example, the different stages of critical thinking, knowledge of and interpretation of the literature, originality of thought and insight. These are some of the more complex aspects of writing about literature.

In your peer review in class, please consider some of the following questions:

    Based on the categories, what learning objectives are rewarded most in this rubric?

    Are the descriptions clear and straigtforward? Are there areas of potential confusion?

    Are the levels appropriate for the grades or values assigned? Are there grades and values assigned?

    Will this be a useful tool for students?

    Will this be a useful tool for the instructor?

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