Page 366 - Foundations of Learning, 4th Edition (Revised)

• Mechanics of Writing: The format, presentation, and style of writing match the expectations of the
intended audience; the writing is accurate, appropriately structured, and grammatically correct.

David was in complete agreement; these were some of the areas he’d had problems with on

other assignments. He wondered, though, how Professor Robinson could measure something like

whether his thesis statement was clearly stated—this aspect of determining the quality of writing

had always seemed rather mysterious to him. Professor Robinson surprised him by handing him

four note cards. Each

card listed one criterion

and five attributes. Even Thesis Statement

more amazing was that Supporting Evidence

each attribute listed five comprehensive thorough acceptable limited none
levels of performance.
    

“SoTHAT’S how you do Clarity obvious reasonably clear murky none
it! I always wondered,”
crystal clear    



David exclaimed. Main Theme

They agreed that these visionary strong adequate weak none
would be the criteria
and attributes they     
would use. Professor
Plan well laid out sufficient problematic none

creative   



Robinson let David keep Purpose

the cards she’d given discovery validation suitable abstract none
him; she kept a stack
    

of them in a drawer for

precisely these kinds of occasions.

Step 3—Collect Information During the Performance

While the assessee is performing, the assessor must collect information based on the chosen criteria and
attributes. It is important for the assessor to also note: 1) the strong points of the assessee’s performance
(things done well ) and why they were considered strong, 2) the areas in which the assessee’s performance
can improve, along with how the improvements could be made, and 3) any insights that might help the
assessee. By including this additional feedback, the final reporting back to the assessee can take the form
of an assessment rather than just an evaluation.

In some cases, rather than waiting for the final assessment report, the assessee may ask the assessor for
feedback during the performance, called “real-time” feedback. If appropriate to the situation, and agreed
upon prior to the start of the performance, the assessor may offer feedback (to the assessee) during the
performance. For example, a soccer coach may give feedback to a player during a game but it is more
difficult for an orchestra conductor to give feedback to musicians during a concert.

David met with Professor Robinson during her office hours, a full eight days before his final paper
was due. He gave her a folder containing the first five pages of his draft, his outline, and source list.
She and David agreed that he would stop by her office the next afternoon to pick up the folder and
her written assessment. Professor Robinson suggested that he spend an evening reviewing the
assessment and that they meet again in two days to discuss any questions David might have about
the assessment. David agreed and thanked her for her time.

360 Foundations of Learning