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Effects of Assessment Results on a Writing and Thinking Rubric

Effects of Assessment Results on a Writing and Thinking Rubric

Teresa Flateby
Copyright: © 2009 |Pages: 16
ISBN13: 9781605666679|ISBN10: 160566667X|EISBN13: 9781605666686
DOI: 10.4018/978-1-60566-667-9.ch008
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MLA

Flateby, Teresa. "Effects of Assessment Results on a Writing and Thinking Rubric." Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, IGI Global, 2009, pp. 135-150. https://doi.org/10.4018/978-1-60566-667-9.ch008

APA

Flateby, T. (2009). Effects of Assessment Results on a Writing and Thinking Rubric. In C. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 135-150). IGI Global. https://doi.org/10.4018/978-1-60566-667-9.ch008

Chicago

Flateby, Teresa. "Effects of Assessment Results on a Writing and Thinking Rubric." In Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education, edited by Christopher S. Schreiner, 135-150. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-667-9.ch008

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Abstract

The development of the Cognitive Level and Quality of Writing Assessment online system is described in this chapter. Beginning with needs identified in a learning community program, the system evolved from a classroom analytic writing and thinking assessment rubric to an online system for classroom assessment and instructional purposes. Reflecting the assessment cycle, the system is equally appropriate for program or institutional assessment of student learning. Over a period of twelve years, assessment, survey, and research data guided changes and additions to the rubric and system. Preliminary data suggest using the system for peer review improves students’ writing and thinking.

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