Assessment Materials

In WRAC, we aim to grow student learning, not evaluate the "research paper."

• This means valuing the knowledge and experiences students bring to the class

• This means recognizing what and when students learn, not penalize them for "failures."

• This means empowering students through reflection and informed self-assessment.

The slides below provide some guiding principles and an explanation of how that works out in classroom practice.

For more context, the CCCC's statement on assessment helps situate WRAC's assessment within broader disciplinary conversations.

Because reflection, as both a means for self-assessment and documenting learning, is central to our curriculum, students sometime need some heuristics or models for this kind of intellectual work. The following document is one way that many instructors support reflection. In it, students are invited to 1) provide a short summary and evaluation of their work (when compared to the project's success criteria). Afterwards, they are able to 2) make some claims and provide evidence regarding the effectiveness of their piece. They also 3) discuss peer-review and 4) point to what they've learned throughout the process.