Friday, March 13, 2020
1:00–2:00 p.m. ET
CCCC membership is required to access the recording of this webinar. Join now. You will need to log in to your CCCC/NCTE account and go to your Library. To view this video with closed captioning, hover over the bottom right of the video and click “CC” and “English.”
In this CCCC webinar, three faculty members—Justine Post (Ohio Northern University), Sybil Priebe (North Dakota State College of Science), and Stephanie West-Puckett (University of Rhode Island)—share their theory and strategies surrounding the most time-consuming and, arguably, important work we do with students: grading. How might we maximize the effectiveness of our labor and ensure that we are treating our students fairly at the same time? The first speaker will introduce a framework for understanding feedback as a cycle of interpretation, negotiation, and communication between instructors and students and will consider the role that students’ goals play in shaping their understanding of instructor feedback. The second speaker will explain how, after years of strict policies and a highly structured instructor-centric approach to assessment, she fell down a Twitter rabbit hole and came out the other side with a softened approach to grading. The third speaker looks at how four alternative assessment practices can help to promote a more capacious understanding of “good writing” in the writing classroom and will show participants how to integrate socially just approaches to assessment into their own contexts. An audience-driven Q&A with the speakers follows, facilitated by Salt Lake Community College professor and TYCA archivist Stephanie Maenhardt.
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