A Bold Move: Reframing Composition through Assessment Design

Abstract

In short, while rubric assessment would show whether certain minimum standards were being met in the course, to the degree that the assessment was accomplished without robotic tiredness or subjective evaluations skewing results, we hoped that qualitative assessment could provide records that would be more accurate than rubric assessment in that we would not only show sample portfolios of classes, but include instructor analysis of the grading procedures for these classes—analysis done by engaged participants. Furthermore, qualitative assessment could provide an opportunity for, and record of, faculty development through transcripts and later analysis of instructor discussions about these courses, their portfolios, and the grading procedures.