期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2008
卷号：20
期号：3
页码：488-502
出版社：International Society for Exploring Teaching and Learning
摘要：response to widespread concernthat many American students do not write well enough to meet the requirements of higher education and the workplace, the College Board's National Commission on Writing in America's Schools and Colleges has called for a writing revolution. A key component of this revolution is evaluation, with particular emphasis on the need to align writing standards, writing instruction, and writing assessment. Teachers of writing want to provide their students with the kind of qualityfeedback that coaches and personal trainers provide their clients, but large classes and heavy teaching loads often frustrate their intention. Peer assessment can alleviate this problem. In fact, research indicates that when students are given valid and reliable assessment instruments to guide the process, feedback from peers can be as effective as¡ªor more effective than¡ªfeedback from professors. As a direct response to the Commission's call for curricular alignment, Jackson State University has launched the Reader's Assessment Project, a project that seeks to harness the power of Peer Assisted Learning by developing and applying a series of analytic Peer Assessment rubrics for specific rhetorical modes. While analytic rubrics are useful in identifying broad areas for improvement in student writing, such rubrics are sometimes difficult to use because they address general qualities of effective writing without reference to the way those qualities operate in specific rhetorical modes, such as comparison/contrast or process. Analytic scoring also tends to be time-consuming.The Reader's Assessment Project at Jackson State University seeks to overcome these drawbacks by developing mode-specific analytic instruments that are aligned with the reading process. In this article, members of the Reader's Assessment team review the relevant literature, outline the conceptual framework and methodology of the project, and explain how they have harnessed the power of Peer Assisted Learning with the Reader's Assessment rubrics through a strategy that they call CARE (creating a reassuring environment
