Brunk-Chavez, Beth, and Annette Arrigucci. “An Emerging Model for Student Feedback: Electronic Distributed Evaluation.” Composition Studies 40.1 (2012): 60-77. Print.
A conflict usually exists in the
conventional role of instructor. One
aspect of teaching is being a coach and guiding a student along her or his
studies. Another aspect, however, is
being an umpire and evaluating the student’s work impartially. Since the natural tendency of an instructor
is to desire for students to do well, coupled typically with a bias to be
recognized as a good instructor, instructors may evaluate students’ work less
objectively than they should. To combat
this tendency and give students’ accurate feedback, which is believed to be
more beneficial for students in the long term than giving them false feedback which
inflates the sense of their capabilities beyond their actual limits (leading ultimately to frustration and, at times, failure), some
colleges have looked into various means of separating out the coach and umpire
roles of instruction. One such college
is Texas Tech University (TTU), and in “An Emerging Model for Student Feedback: Electronic Distributed Evaluation,” authors
Beth Brunk-Chavez and Annette Arrigucci explain how TTU’s redesign of its
composition program included a reworking of how student work is assessed in one
of their composition courses.
“electronic distributed evaluation,” TTU’s composition assessment involves
students uploading their writing online where it will be graded by a trained
grader who is not their classroom instructor (65). The instructors, following the same core
standards as the graders, coach and prepare the students for the evaluation by
proving feedback on drafts of their writing (65). Brunk-Chavez and Arrigucci argue that the
results have been mainly beneficial, with instruction and grading becoming more
cohesive across the entire program. It
also appears to have deflated grade inflation with the most common grade in the
course now being a B rather than an A.
One might think that students might be upset at these changes, but,
according to a survey, most students found the new grading fair.
we do not have the same needs as TTU, which is a large university, instructors
at Ursuline could adopt, if possible and desired, a similar approach.
article is available in the writing instruction resources mini-library in the
Ursuline Studies Program office (Mullen 318).