“Observable Objects”: Assessing a Study of Instructors’ Grading by Ellen Quandahl
I’m going to use a small, under-theorized assessment project undertaken in the Lower Division Writing Program (which I direct) at San Diego State as an anecdote for thinking about practices of documentation within assessment. Our project-to gather information about how teachers grade student writing-was what the assessment literature calls a “formative evaluation,” undertaken to help us […]