Scoring Rubrics and the Material Conditions of Our Relations with Students

Autor/in	Martins, David
Titel	Scoring Rubrics and the Material Conditions of Our Relations with Students
Quelle	In: Teaching English in the Two-Year College, 36 (2008) 2, S.123-137 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Writing Evaluation; Teacher Response; Writing Tests; Scoring Rubrics; Writing Teachers; Writing Instruction; Teaching Conditions; Teacher Student Relationship; Educational Opportunities; Educational Improvement; Budgets; Evaluation Methods; College English; Writing Skills; California + Suchen Sie Ihr Suchwort? Lehrerkommentar; Writing test; Schreibtest; Scoring formulas; Auswertungsbogen; Schreibunterricht; Lehrbedingungen; Unterrichtsbedingungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsangebot; Bildungschance; Teaching improvement; Unterrichtsentwicklung; Finanzhaushalt; Writing skill; Schreibfertigkeit; Kalifornien
Abstract	This article explores the use of scoring rubrics in the context of deteriorating material conditions of writing instruction. The author hopes to offer a consideration of rubrics that enables a revision of rubric designs, in order to facilitate teacher response to student writing, and that offers suggestions for uses of rubrics that account for the material conditions of teachers' work and at the same time helps them deliver on the intellectual promise of their work. Integrating what teachers have come to know about writing assessment and the teaching of writing into the design and use of rubrics, the author argues, writing teachers can mitigate the devastating effects of the deteriorating material conditions of their teaching. The author's argument rests on the belief that the conditions of teachers' work compel the use of rubrics, and, in turn, the use of rubrics impacts their relationships with students. The author's attempts to understand these effects have lead him to the work of sociologist Bruno Latour. His contribution toward understanding how technologies embody values and change human behavior has directly shaped the author's thinking about rubrics. By viewing rubrics as a technology, the author has come to believe that, by changing their design and use, rubrics that offer productive opportunities for enriching student-teacher relationships and improving writing instruction can be developed. (Contains 1 note.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10