ERIC Number: ED238784
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
Student Writing in Courses: Specific Strategies for Minimizing Faculty Workload.
Meade, Martin J.
It is possible to use writing assignments in college psychology courses as a means of teaching subject matter and writing without substantially increasing instructor workload. There are two sets of strategies for dealing with the problem of limited time and energy, one pertaining to the writing assignment itself, the other to evaluating such assignments. Short assignments offer alternatives to the term paper. In planning short assignments, instructors should be careful to determine the students' general writing level, students' knowledge level of psychology, and the skill and content objectives of the assignment. All these will affect subsequent decisions about length, focus, and types of assignments. A second way to save faculty time is to alter the traditional written method of assignment evaluation. Self-evaluations and peer evaluations provide useful feedback on student performance. Alternatively, evaluation may focus on the students' development in one particular subprocess of writing. There are also several strategies for saving time in the communication of student evaluations. Instructors should consider combinations of oral and written evaluations and group and individual evaluations. (LP)
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (91st, Anaheim, CA, August 1983).