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May 30, 2012

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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 8: Evaluation and Assessment

    Review readings/website on assessment;
    Begin reading Parker Palmer, The Courage to Teach
    Presentation on Academically Adrift by Paul Corrigan
    Student Presentation: Teaching Resource: Meghan
    Student Presentation: Syllabus Check: Rondrea and Angela
    Assignment: Make your own rubric for student essays
    Post #4 Group A / Response Group B

Class Objectives:

    Discuss: Evaluating Student Learning
    Peer Review rubrics

Notes and Discussion Questions:

Paul Corrigan has conducted a presentation on Academically Adrift at the institution where he teaches, and he has offered to share that with us today. The objective will be for us to learn from the research presented in the book and to brainstorm on how to best teach our students today.

For this class we will also review some rubrics in the course docs, written by Felix Wao. I am also distributing a handout based on Dr. Wao's presentation to our class several years ago. These will guide your own development of a rubric for this class.

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.

For posts, please think about assessment as a tool that goes beyond grading and provides feedback to you and the student. What methods of assessment can you incorporate in your teaching?


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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