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

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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.

  assessment     faculty assessment rubric     institutional assessment rubric     scholarship of teaching and learning     sotl     special edition     student perceptions     undergraduate students     volume 8 (2013)