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。

InSight A Journal of Scholarly Teaching Pub Date : 2013-08-01 DOI:10.46504/08201308MA

K. Martin

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摘要

这篇文章讲述了一位本科生写作导师的经历，他帮助一个同学在一个机构评估标准中导航，这个标准似乎与学生导师提供的评估标准形成了对比。本文以Hutchings、Huber和Ciccone(2011)关于机构评估和教与学的学术研究为框架，对这一经验进行了反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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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InSight A Journal of Scholarly Teaching

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审稿时长

16 weeks