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As one of our projects for Writing Assessment, we created an original assessment design. I chose to focus my original design on classroom assessment, which necessarily involves response and grading, and I have continued to develop this work through my independent study on response. In this section, I provide a description of my course, course outcomes, and assignments. Following this discussion, I consider the relationships between these assignments and the course goals. 

 

 

 

 

 

 

Principles of Response 

 

Descriptive Feedback

  • Do not respond with an "ideal" text in mind (Sommers)

  • Dialogue with the student (Straub; Anson)

  • Respond to particular student in light of her previous work (Straub)

  • Focus on global concerns (Straub; Elbow; N. Sommers)

  • Limit comments to only a few issues relevant to particular draft (Straub; Straub and Lunsford)

Though each assignment relies on slightly different methods of response, my approach is unified by the following principles: 

Postive Feedback

  • ​Approach student texts as you would professional texts (Elbow; Williams)

  • Try to like student texts (Elbow)

  • Notice and comment on what students are doing well (Straub; Straub and Lunsford; Anson; Daiker)

Reflective Feedback

  • When making evaluative comments or suggesting revision, describe several approaches students might take (Anson)

  • Have students complete reflective writing and respond to these reflections (J. Sommers; Anson)

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