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Jun 12, 2007

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Dr. Laura L. Runge
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Phone: 813-974-9496

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LAE 6389 Practice Teaching Literature

Class 11: Evaluation and Assessment, cont.

Reading Assignment:

    "In the Basement of the Ivory Tower" by Professor X, in The Atlantic June 2008.
    James Ricci: TBA
    Debbie McLeod: Virginia Pompei Jones's article "Teaching Elements of Literature through Art: Romanticism, Realism, and Culture." Pedagogy 7.2 (Spring 2007).

    Post #6 Group A

Class Objectives:

    Guest Lecture: Felix Wao and Terri Flateby
    Peer Review CLAQWA - assessment, grading, rubrics
    Student Presentation: Literature Review (Ricci, McLeod)
    Student Presentation: Syllabus Check- Taylor Mitchell and Richard Ellmann
    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. There are several examples of rubrics for grading literature essays or essays in general available in your course documents; there you will also find various wholistic grading and assessment suggestions. Please come to class prepared to ask questions.

For posts and discussion, consider the article by Professor X published in the June 2008 edition of The Atlantic. It surveys the conditions of higher education from the lowest steps of academe. It offers an interesting contrast to Michael Berube's article from last week. How do you respond to this Professor's dilemma? What is at stake for him in doing the job as he sees it? Do you see yourself ever being in his position, and if so, how would you respond? What socio-economic conditions contribute to the problems he describes? Does everybody have the right to a college degree?


Active learning and discussion


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 with which you are familiar, 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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