1. Teachers for a New Era Faculty Writing Seminars From Assignment to Assessment: Prompting Students to Write Well Jane E. Evans, Languages and Linguistics Alberto Esquinca, Kerrie Kephart, Education Alberto Esquinca, Kerrie Kephart, Education September 20, 2007 University Suite, Union East 11:30 AM – 1:30 PM

2. Features of an Effective Assignment Prompt Task and Purpose – explain what you want students to do in the paper, and why. Writer’s role – to inform? persuade? critique? incite? Audience – who should be addressed? Process – what procedures should be followed? when are the due dates? Format – s pecify page length, margins, spacing, etc. Criteria –provide a rubric with your grading criteria. Criteria – provide a rubric with your grading criteria. See: http://www.unm.edu/~wac/CurriculumResources/GradingRubric.pdf. http://www.unm.edu/~wac/CurriculumResources/GradingRubric.pdf

3. Discussion For advanced courses, #1 might be appropriate. Short, to the point.For advanced courses, #1 might be appropriate. Short, to the point. #1 not enough guidance; #2 may be overly prescriptive (for grad students)#1 not enough guidance; #2 may be overly prescriptive (for grad students) #2 is more structured; easier to hold students accountable; it models what should be included#2 is more structured; easier to hold students accountable; it models what should be included More information is better than less; #1 gives the impression that instructor is not engaged.More information is better than less; #1 gives the impression that instructor is not engaged. #2 provides a good checklist for students who haven’t written in a while.#2 provides a good checklist for students who haven’t written in a while.

4. Depends also on when the prompt appears in the sequence of assignments – later on, maybe less info necessaryDepends also on when the prompt appears in the sequence of assignments – later on, maybe less info necessary #1 could be better if it at least referred to some things already covered in class#1 could be better if it at least referred to some things already covered in class #1 could cause confusion#1 could cause confusion #2 also has some terms that students might need to have defined – e.g., “transition sentences”#2 also has some terms that students might need to have defined – e.g., “transition sentences” Depends on the discipline – presumably students have some background that helps them interpret #2Depends on the discipline – presumably students have some background that helps them interpret #2 Depends on how the prompt is delivered – is it discussed in class?Depends on how the prompt is delivered – is it discussed in class?

5. Evaluation Rubrics: What are they? Why use them? A scoring toolA scoring tool Tied to course goals or objectivesTied to course goals or objectives Linked to assignment purposeLinked to assignment purpose Make grading more transparent and fairMake grading more transparent and fair Make scoring more reliable and fasterMake scoring more reliable and faster Make evaluation criteria explicit and available to students before paper is dueMake evaluation criteria explicit and available to students before paper is due

6. Features of a rubric Uses a range to rate performanceUses a range to rate performance Contains performance characteristics arranged in levels where each level indicates the degree to which a standard has been metContains performance characteristics arranged in levels where each level indicates the degree to which a standard has been met Includes a narrative description of the criteriaIncludes a narrative description of the criteria

7. Rubric types Depending the purpose of assignment: Analytic versus holistic –Can the evaluation criteria be separated into independent factors? –Is there a pedagogically sound reason to separate each factor? General versus task specific –Is the assignment one of several similar ones to be completed throughout the semester? –Does each assignment assess different knowledge & skills?

8. Analytic vs. Holistic Rubrics Analytic: focus on clarity of writing, spelling, grammar, formattingAnalytic: focus on clarity of writing, spelling, grammar, formatting Holistic: focus on persuasiveness, for example.Holistic: focus on persuasiveness, for example.

9. General vs. Task-Specific Rubrics General: Same rubric is used for all oral presentations during the semester – the purpose is for students to develop oral language proficiency.General: Same rubric is used for all oral presentations during the semester – the purpose is for students to develop oral language proficiency. Specific: Task-specific rubrics assess different knowledge and skillsSpecific: Task-specific rubrics assess different knowledge and skills

10. Create Your Own Rubric 1.Identify the type and purpose of the Rubric. 2. Identify distinct criteria to be evaluated 3. Determine your levels of assessment 4. Describe each level for each of the criteria, clearly differentiating between them 5. Involve learners in development and use of the rubric 6. Pre-test and retest your rubric See: http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php

11. Supporting Students Throughout the Writing Process Read the assignment prompt in class and allow students to ask questions to clarifyRead the assignment prompt in class and allow students to ask questions to clarify Break complex assignments into smaller parts, with sequenced due dates, e.g.:Break complex assignments into smaller parts, with sequenced due dates, e.g.: 1)Topic Area Statement 2)Library Assignment 3)Paper Prospectus 4)First Version of Paper (for Peer Review*) 5)Second Version of Paper (for Peer Review*) 6)Instructor-Student Conferences* 7)Paper Outlines 8)Final Version of Paper *Topics for a future seminar

12. Thanks for coming! kkephart@utep.edu