I read Kim’s blog on “Assessing Learning in Redesigned Online First Year Composition Classes.” and Star’s blog on “The Evolution of Digital Writing Assessment in Action: Integrated Programmatic Assessment”.  The two articles specifically focused on revamping the FYC classroom, specifically in terms of how to handle assessment based on specific constraints that each institution faced, particularly needing to meet the assessment needs of a large number of students.

In “Assessing Learning…,” the authors discussed the implementation of peer review and peer tutoring based on best practices within the field. This included peer reviewers that were also undergraduates as well as the employment of Instructional Assistants. All reviewers worked from the Quality Matters rubric. It employs multimodal learning tools, including video.

In “The Evolution…,” the authors discussed the use of MinerWriter which is a program used by the University of Texas El Paso for scoring FYC students’ work, including multimodal projects. Star discussed both benefits and disadvantages of this kind of system.

While I previously had heard of programs like this, a la Texas Tech, and also UT-Austin’s practice of employing graders for writing courses, it wasn’t that much of a shock. I’d be interested to actually see what the program looks like in action, as well as view the rubric that Kim mentioned from the article she read. Both blog posts brought up good points about the benefits and drawbacks of these types of networks.

Replies:

To Kim’s Blog: https://kafahle.wordpress.com/2016/02/04/annotated-bibliography/comment-page-1/#comment-62

To Star’s Blog: I tried, but it kept telling me to sign in, except I was signed into WordPress. It still wouldn’t let me comment. 😦

 

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