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, Huber...

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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
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spelling doaj-561af2bf813e475eb862e49eff67a5032020-11-25T02:52:45ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692013-08-0185962https://doi.org/10.46504/08201308maWhen 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.
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.
work_keys_str_mv AT kellimartin whenrubricscollideonewritingtutorsexperiencenegotiatingfacultyandinstitutionalassessments
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