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When Rubrics Collide: One Writing Tutor’s Experience Negotiating Faculty and Institutional Assessments

作者：

Kelli Martin

作者单位：

Park University

摘要：

This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.

语种：

来源期刊：

InSight

出版商：

Park University

年，卷（期）：

2013;8(1):59-62

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