Borton, Sonya C. and Brian Huot. ”Responding and Assessing.” Eds. Gail E. Hawisher and Cynthia Selfe. Multimodal Composition: Resources for Teachers. New Jersey: Hampton Press, 2007. 99-111.
Reading and Thinking
Assessment engages students in a conversation about course material and acknowledges when they have demonstrated effective communication, comprehension of ideas, and critical thinking. Assessment can improve learning and teaching because it provides an opportunity to establish what you value and how students can achieve course objectives. Teachers should be able to create a ladder of concerns, and to focus on these concerns, placing importance on the skills and knowledge the assignment was designed to develop.
When you consider student writing as part of an ongoing process, and offer questions to consider and suggestions for revision, students will learn from their writing and benefit from assessment. Responses that focuses on less significant aspects of writing or the assignment increases the likelihood that a student will misunderstand the learning objectives. A rubric is important when approaching an assessment. The rubric allows the students to see exactly what the instructor is looking for in the assessment. This chapter gives detailed expalnntions of these practices.
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