{"title":"当规则碰撞:一位本科写作导师的经验谈判教师和机构评估。","authors":"K. Martin","doi":"10.46504/08201308MA","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"59-62"},"PeriodicalIF":0.0000,"publicationDate":"2013-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"When Rubrics Collide: One Undergraduate Writing Tutor's Experience Negotiating Faculty and Institutional Assessments.\",\"authors\":\"K. Martin\",\"doi\":\"10.46504/08201308MA\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":30055,\"journal\":{\"name\":\"InSight A Journal of Scholarly Teaching\",\"volume\":\"8 1\",\"pages\":\"59-62\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2013-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"InSight A Journal of Scholarly Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46504/08201308MA\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"InSight A Journal of Scholarly Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46504/08201308MA","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
When Rubrics Collide: One Undergraduate Writing Tutor's Experience Negotiating Faculty and Institutional Assessments.
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.
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