Abstract
Many teachers include “participation” among the graded requirements in FYW, but too often their methods of assessing it are inconsistent, unclear, and poorly theorized. Furthermore, when we assess “participation,” we are essentially grading students’ soft skills (attendance, homework, hiding phones, etc.) rather than actual writing. The presenter will share a method of assessing “participation” both coherent and consistent with the goal of improving student writing through assessing student engagement, responsibility, and metacognition.
Handout
Beyond Grading “Participation”: An Assignment to Promote Engagement and Metacognition in First-Year Writing Classes
Room 200
Many teachers include “participation” among the graded requirements in FYW, but too often their methods of assessing it are inconsistent, unclear, and poorly theorized. Furthermore, when we assess “participation,” we are essentially grading students’ soft skills (attendance, homework, hiding phones, etc.) rather than actual writing. The presenter will share a method of assessing “participation” both coherent and consistent with the goal of improving student writing through assessing student engagement, responsibility, and metacognition.
