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Jun 6, 2013


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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 10: Eval and assessment:
matching objectives and outcomes


    McKeachie, chaps. 7-11
    Sherry Linkon, "The Reader's Apprentice" in course docs
    See FKL website.

    Due: Evaluation of purchased student paper; individual rubric
    Post #9


      Notes and Discussion Questions:

      "The Reader's Apprentice"

      This essay provides further information or elaboration on the importance of teaching interpretation in literature classrooms. Please read and evaluate how it might influence your decisions in the classroom. What is useful here? What provokes reaction or, rather, response?

      From Linkon, the following ideas follow closely the model set up by Blau and merit continued interest:

    • Critical cultural reading
    • Teaching interpretation
    • Becoming expert readers (p. 251)
    • Six practices that constitute slow and recursive cultural reading: 1) inquiry, 2) considering multiple positions, 3) self-awareness, 4) examining cultural context, 5) revisiting the text and one's ideas, 6) making connections
    • Analysis of texts relies upon thorough and complex understanding of culture and history
    • Reading and rereading allows the expert reader to gain new insights
    • Readings can be complex, ambiguous and even contradictory at times

      What does Linkon's article add to your understanding of teaching the reading process?

      McKeachie, Chapter Seven: Assessing, Testing and Evaluating: Grading is Not the Most Important Function

      McKeachie presents nine premises at the start of the chapter that are thought provoking. What do think is feasible for your classroom?

      #3 Use some nongraded tests and assessments that provide feedback to you. How might you do this? Do you think this would be helpful for you as a teacher?

      #4 Check your assessment methods against your goals. Are you really assessing what you hoped to achieve: for example, higher order thinking? This is an excellent question and McKeachie provides some ideas for evaluating your testing against your objectives. How might this help you structure your assignments? Your grading weights?

      #6 Assessment is not synonymous with testing. What does this premise mean for you?

      How will you incorporate self-assessment into your class? Do you think it is worthwhile to train students to do self-assessment?

      Chapter Eight: Testing: the Details

      Some of you plan to incorporate tests (or quizzes) in your syllabus. How might the advice in this chapter help you plan this more effectively? Did this chapter give you new ideas about inventive ways to use tests.

      Dr. Gould has one of most innovative methods of testing I've seen for literature. See course docs for two examples of his take-home exams. See also his course on Victorian Novel for examples of assignments.

      After reading McKeachie's advice, what new things did you think about in terms of grading the exams?

      What might you as an instructor learn about the class from a test?

      Chapter 9: Tests from the Students' Perspective

      What strategies might you develop to increase student performance on your tests?

      Feel free to use and adopt my workshop on writing good essay exams ( http://chuma.cas.usf.edu/~runge/Writing_Workshop.htm).

      Chapter 10: What to do about Cheating

      We have been discussing cheating for a while. What does this chapter offer you in terms of practical information and advice for why students cheat, preventing cheating and dealing with cheating?

      Chapter 11: ABC's of Assigning Grades

      If we look at grading as communication, McKeachie suggests, four important points become apparent.

        1. Evaluation is a great deal more than giving a grade: more comments needed, more audiences intended
        2. What a professor means by a grade depends on how it is received by the graded
        3. Professors cannot change the meaning of grades unilaterally
        4. The meaning of grades has changed over the past 50 years; whereas a C used to be average it is now more accurate to think of a B as average
      What do these points suggest to you? How does this affect the way you assign grades?

      Can you see a point to using both contract grading and competency grading styles?

      How are grades related to learning?

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

      Active learning and discussion

      Grading a Student Paper

      For the second part of this grading assignment, you will be responsible for reading one of the purchased papers and grading it. Please evaluate and grade this paper the way you would a paper for the literature class you are planning. The objective of this exercise is to make us aware of our own evaluating tendencies and principles and to share these with others so as to learn 1) other possibilities and 2) the range of acceptable and unacceptable methods of evaluating literary essays.

      We will exchange these papers through Canvas email.

      When you return to class on Thursday, I will ask you to compare your evaluation and grading. Please examine the process of evaluating and become self-reflexive about your own principles. Then we will share our results with the group.

      Important! Please also submit your purchased essay through turnitin so that I can have a plagiarism report to share with the class. You can do this by using the "Assignments" link in canvas.

      Active learning and discussion

      Rubics

      As a companion to 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?

      I have included a variety of different approaches to rubrics and evaluating writing in your course files on Canvas. Please take a look.


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