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| In my March 25 TTT contribution, I promised some suggestions for rethinking assessment to ensure students are meeting learning goals even if they (mis)use gen-AI to create their high-stakes writing assignments. And in my April 22 TTT contribution, I discussed an example of how I am re-weighting low-risk assessments. As promised, in this edition, I share a new type of assessment I am adding to my writing classes: paper conferences.
Paper conferences have always been an integral part of my writing pedagogy, but they have been voluntary and never graded. Next semester, I will experiment with required paper conferences that will be included in the final grade as evidence of a student’s having met learning goals. A student’s ability to discuss their writing is evidence of their having learned from the experience of writing. I begin paper conferences by asking students to articulate their central idea and reflect on the choices they’ve made about content and structure. If students can do this, even if I suspect misuse of AI, I am more confident that a student is learning what they need to learn from the process. 15% of the paper’s final grade will depend on the paper conference, and I will include a category in my rubric to assess it and provide feedback. |