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July 20, 2010

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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 9: Evaluation and Assessment

Course Objectives

    Peer Review rubrics - assessment
    Discuss Gen Ed assessment requirements
    Student Presentation: Teaching Resource: Alisa DeBorde
    Student Presentation: Syllabus Check: Lynn Sukalo
    Assignment: Make your own rubric for student essays
    Post #8

Notes and Discussion Questions:

Because our guest lecturer, Gurleen Grewal, has canceled, I will introduce some ideas about contemplative pedagogy and some practices.

For this class we will also review some rubrics in the course docs, written by Felix Wao. Please also review the chapters in McKeachie on evaluation, grading, testing, cheating, and assessment. While I am asking you to prepare a rubric for an essay for class, we will do a building exercise in 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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