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Dr. Laura L. Runge
Office: CPR 360 D
Phone: 813-974-9496


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LAE 6389 Practice Teaching Literature


Class 14: Evaluation and Assessment


Course Objectives

    Guest Lecture: Felix Wao
    Peer Review CLAQWA, rubrics - assessment
    Discuss Gen Ed assessment requirements
    Student Presentation: Teaching Resource: Liz Hall; Sarah Namulondo and Lindsay Sloan
    Student Presentation: Syllabus Check:Paul Corrigan; Sarah Namulondo and Liz Hall
    Assignment: Make your own rubric for student essays
    Post #13



Notes and Discussion Questions:

In this class we will have the opportunity to hear from a USF specialist in assessment: Felix Wao. I have asked him 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 him 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. He also knows that you are familiar with rubrics and that you have prepared one for class today. See below.

After a brief presentation, he 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, I'd like to focus on drawing the class to some tentative conclusions -- perhaps a best of / worst of review and some self reflection.

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

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 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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