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CAMPUS WRITING PROGRAM

Amy Lannin, PhD

Director

Christy Goldsmith, PhD

Associate Director

Julie Birt, PhD

Assistant Director

cwp.missouri.edu

Carla Gallegos

Project Coordinator

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ASSESSING�STUDENT WRITING

To Assess

Origin - to sit beside

Current meaning – to determine value, quality

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RUBRICS AS GUIDES TO ASSESSMENT

Provide a language to talk about, instruct, and assess writing
Can save time and provide focused feedback
Created based on the outcomes for student learning
Other pros and cons of rubrics?

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TYPES OF RUBRICS FOR DIFFERENT PURPOSES

Holistic Rubric: provides overall evaluation of the entire piece. A fast, easier-to-norm approach.

Analytic Rubric: provides a break-down by category. Gives students more detailed feedback. May be more useful for guiding student revision.

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LOOK AT AN EXAMPLE

Read the criteria
Criteria are described along a continuum
Examples of student writing help to give meaning to the range of performance

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PRACTICE ASSESSING

Look at the student paper and rubric

Read the rubric, noticing the criteria and descriptions

Determine where on the rubric you would place this paper and why

Discuss and come to consensus

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RESPONDING TO STUDENT WRITING

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WHAT IS THE PURPOSE OF RESPONDING TO STUDENT WRITING?

Responding to student writing is an opportunity for a conversation between two writers where the more experienced writer supports and encourages the other writer through the process of composing effective communication.

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SAMPLE RESPONSES

Read provided student papers with three styles of commenting

Evaluate comments for effectiveness

Answer: Which commentator would you prefer?

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IT’S HOW YOU SAY IT

“The best kind of commentary enhances the writer’s feeling of dignity. The worst kind can be experienced as dehumanizing and insulting – often to the bewilderment of the teacher, whose intentions were kindly but whose techniques ignored the personal dimension of writing.”

(Bean and Melzer 2021, Engaging Ideas, p. 298)

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GRADING EFFICIENTLY

Comment when your comments will be read (i.e., on drafts to be revised)

Write less

Limit yourself to 1-3 main issues to discuss.

Limit issues to be addressed

“In my next revision, I will address X, Y, and Z”

Have students create a revision plan

Be sure to share a key to your marking with students

Use minimal marking protocol

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WHAT THEY THINK

WHAT WE SAY

“Geez. That’s mean.”
“How do you know what I thought?”

“You haven’t really thought this through.”

“I did try!”
“You’re a stupid jerk.”

“Try harder!”

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