When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments

When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments

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This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Hube...

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Bibliographic Details
Main Author: Kelli Martin
Format: Article
Language:English
Published: Park University 2013-08-01
Series:InSight : A Journal of Scholarly Teaching
Online Access:http://www.insightjournal.net/wp-content/uploads/2015/08/Ch.-4-Student-Article-When-Rubrics-Collide-One-Writing-Tutors-Experience-Negotiating-Faculty-and-Institutional-Assessments.pdf
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spelling doaj-1256c448eca54672a2e332af0599d2222020-11-25T01:11:45ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692013-08-01815962When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional AssessmentsKelli Martin0Park UniversityThis article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.http://www.insightjournal.net/wp-content/uploads/2015/08/Ch.-4-Student-Article-When-Rubrics-Collide-One-Writing-Tutors-Experience-Negotiating-Faculty-and-Institutional-Assessments.pdf
collection DOAJ
language English
format Article
sources DOAJ
author Kelli Martin
spellingShingle Kelli Martin
When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
InSight : A Journal of Scholarly Teaching
author_facet Kelli Martin
author_sort Kelli Martin
title When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
title_short When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
title_full When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
title_fullStr When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
title_full_unstemmed When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments
title_sort when rubrics collide: one writing tutor’s experience negotiating faculty and institutional assessments
publisher Park University
series InSight : A Journal of Scholarly Teaching
issn 1933-4850
1933-4869
publishDate 2013-08-01
description This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.
url http://www.insightjournal.net/wp-content/uploads/2015/08/Ch.-4-Student-Article-When-Rubrics-Collide-One-Writing-Tutors-Experience-Negotiating-Faculty-and-Institutional-Assessments.pdf
work_keys_str_mv AT kellimartin whenrubricscollideonewritingtutorsexperiencenegotiatingfacultyandinstitutionalassessments
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