Designing Assessment Reflective Arguments as a Common Final Exam
Presented by Dr. Heather Lettner-Rust
Designing assessment with the end in mind suggests you need to select an assessment tool that reflects what the course asks of student performance–both cognitive performance and product-based performance. In composition, we suggest that students understand procedural and declarative knowledge (VanKooten, 2016)—the ‘how’ and the ‘what’ of writing in various contexts in order to have the most effective communication. This presentation will share how we developed a course that incorporates reflection effectively, how we’ve incorporated reflective assessment effectively, and how we identify substantive reflection (Adler-Kassner & Wardle; Yancey). Finally, this presentation will conclude that using a reflective argument connected to student writing over time is an effective way to build assessment with the end, middle, and beginning in mind.
Presenter bio:
Heather Lettner-Rust, associate professor of English at Longwood University, teaches Professional and Technical Writing, Visual Rhetoric & Document Design, and Composition. She has taught first-year composition at Longwood for 16 years, and before that, composition and literature in secondary education for 6 years. She has published on piloting a civic writing course at her home institution, the results of a student-directed project involving the local town council, and lately a chapter in an edited collection entitled Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Archives, and Memorials. In addition, she has published in Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning; Computers & Composition; Across the Disciplines; Present Tense: A Journal of Rhetoric in Society; and Interchanges in College Composition and Communication.
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