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02853nam a2200433 u 4500 |
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180730 r ||| eng |
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|a 6613267031
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|z 1283267039
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|a 1283267039
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|a 9786613267030
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|z 9781283267038
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|a 9781283267038
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4 |
|a PE1404
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1 |
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|a Broad, Bob
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|a What we really value
|h Elektronische Ressource
|b beyond rubrics in teaching and assessing writing
|c Bob Broad
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| 260 |
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|a Logan
|b Utah State University Press
|c 2003, ©2003©2003
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| 300 |
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|a xi, 174 pages
|b illustrations, map
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|a To tell the truth: beyond rubrics -- Studying rubric-free assessment at city university: research context and methods -- Textual criteria: what they really valued, part 1 -- Contextual criteria: what they really valued, part 2 -- A model for dynamic criteria mapping of communal writing assessment -- Appendix A: Assignments for English 1 essays -- Appendix B: Selected sample texts from city university -- Appendix C: Tabulation of votes on sample texts -- Appendix D: Sample interview questions -- Appendix E: Explanation of references to city university transcripts
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| 505 |
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|a Includes bibliographical references (pages 169-172) and index
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| 653 |
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|a LANGUAGE ARTS & DISCIPLINES / Rhetoric
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| 653 |
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|a Grading and marking (Students)
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|a REFERENCE / Writing Skills
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| 653 |
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|a English language / Rhetoric / Study and teaching
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| 653 |
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|a EDUCATION / Testing & Measurement
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| 653 |
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|a English language / Ability testing
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| 653 |
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|a LANGUAGE ARTS & DISCIPLINES / Composition & Creative Writing
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 500 |
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|a "Dynamic Criteria Map of City University's Textual Qualities" inserted in pocket. - Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002
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| 015 |
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|a GBC1C2018
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| 776 |
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|z 0874214807
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| 776 |
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|z 9780874214802
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| 856 |
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|u https://www.jstor.org/stable/10.2307/j.ctt46nxvm
|x Verlag
|3 Volltext
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|a 808/.042/0711
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| 520 |
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|a The result of a long-term study of one university's introductory composition program, Broad's approach to mapping the values that inform writing evaluation is empirically grounded, painstakingly analyzed, yet flexible, human, and pedagogically wise. Not simple, but surely practical, his method yields a more satisfactory process of exploration and a more useful representation of the values by which compositionists actually evaluate their students. With this important study, Broad moves the field far beyond rubrics in teaching and assessing writing
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