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CREATING A CULTURE OF ASSESSMENT IN WRITING PROGRAMS

By Susan Ray,2014-07-04 08:25
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CREATING A CULTURE OF ASSESSMENT IN WRITING PROGRAMS

    Moore, Cindy, O’Neill, Peggy, and Brian Huot. “Creating a Culture of Assessment in Writing

    Programs and Beyond.” CCC 61.1 (2009): 107132. JSTOR. Web. 14 Dec. 2010.

     In “Creating a Culture of Assessment in Writing Programs and Beyond,” Moore,

    O’Niell, and Huot discuss the benefits of implementing large-scale writing assessments in university settings. They acknowledge that many educators are hesitant to participate in such assessments because the programs are often “imposed from the top down, rather than invited or encouraged” (108). They argue that in order for large-scale assessments to

    be effective, instructors need to be educated about current trends in evaluation (110). This, in turn, would enable teachers to understand how their assessment of students impacts both the futures of their students and of the university as a whole (110). Following this claim, the authors discuss in detail the need for assessment as a means of conferring legitimacy upon a university writing program, which, as we all know, is important in a modern world so focused on empirical results (110112). They also discuss the

    connections between assessment and literacy, claiming that teachers who properly understand assessment and its larger implications will enhance students’ understanding

    and mastery of literacy-related skills (115116). Ultimately, then, the authors of this

    piece argue for the implementation of large-scale assessment practices within writing programs, as they feel such programs will add a dynamism to learning environments and, in effect, will help teachers and students to understand their roles as teachers and learners (107128).

     Though Moore, O’Neill, and Huot only mention the usage of rubrics three times in their piece, their argument for large-scale assessment directly applies to the development and usage of the FYC rubric tool, which ultimately serves as a tool for

    large-scale assessment. If FYC teachers and students can learn how to work with rubrics and with the online rubric tool, they will better understand, according to this piece, their role in the university and the greater purpose of such things as learning outcomes. In addition, by monitoring student progress from the beginning of ENC 1101 to the end of ENC 1102, administrators can better evaluate the efficacy of their programs, which will thus confer a greater legitimacy upon the program. Finally, as this piece discusses the necessity for large-scale participation in such assessment programs, instructors reading it will better understand the need to consistently use the rubric tool when grading major projects.

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