George Pullman, Georgia State University's
Rhetoric and Composition Program.
Nick's Notes:
Activity for table to set discussion stage and get people thinking:
1. What is assessment? Define it in two sentences (one would be better).
2. What is grading?
3. How do you make assessment not an add-on to the act of teaching?
4. How do you increase learning w/out increasing teaching? (NC: Some days I want to say, how do you not.)
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GP says, as WAC coordinator, I tell people about revision and they have students go off and write a ten page paper and then ask them to revise it. Now he is trying to ask for thought experiments in writing because writing captures student engagement. Also want to capture faculty response to that thinking.
Set up a WWW site/database where tought experiments via writing can be created, assigned, assessed via rubrics and written feedback by both instructors and students. Goal is to have lots of short thinking pieces, a kind of writing to learn, but tied more specifically as critical thinking through writing (ala Marti's talk).
Asks depts to write and attach their own rubrics for these experiments in thought. Real value for the department is the conversation on creating the rubric.
Other goal is to have content and data that can be used for study and review of the programs.
Trying to get people to construct assignments they are often not used to constructing.
Program is elaborated email system with a database backend. Can set assignments, rubrics, peer review and work goes out to email.
Write an asssignment attach rubrics. Rubrics offer dimensions for an assignment.
Rubrics are created by departments, not be individual instructors.
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RB says: The assignment interface and use of text only makes assumption that communication is entirely about words. At GTech, RB trys to teach them design is part of communication and not separable. George agrees that the system he has designed doesn't accommodate the kinds of composition or critical thinking beyond the means of text that Rebecca would need or want to use. For example, says GP, people in studio design don't want to use the program. Because they think visually and the program is prose-based.
The goal says, GP, is on attempted thought, not finished or even complete thought, and then getting feedback and re-thinking.
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