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ERIC Number: EJ791132
Record Type: Journal
Publication Date: 2006
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1041-6099
Involving Graduate Teaching Assistants in Freshman Composition in Rubric Implementation
Garcia, Paula
Assessment Update, v18 n6 p1-2, 12-13 Nov-Dec 2006
Involving graduate teaching assistants (GAs) in the development and implementation of rubrics has many benefits. GA involvement increases their sense of ownership of the rubrics and makes it more likely that they will regard the rubrics in a positive light. GAs have insights about the students whose work will be evaluated by the rubrics; and, as novice teachers, they appreciate the support that rubrics provide. This article describes a rubric initiative that was a collaborative project among GAs and led by their faculty supervisor. The Freshman Composition rubric implementation project was initiated as a way to set standards within a class with large enrollment. One challenge of this project was the diversity of the GAs' teaching backgrounds, individual academic foci, and ideologies about what constitutes good writing. On the other hand, however, the GAs' input, perspectives, and diversity of backgrounds and ideologies are seen as resources through which the university can improve instruction and provide students with a superior learning experience.
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona