Twenty-fifth International Conference on Learning

Abstract

While consistency across sections of first year college writing program is necessary, master instructors must also be provided with pedagogical freedoms. This session will provide the story of one such writing program which moved from no common curriculum across sections to a standardized curriculum with common learning outcomes and a common portfolio assessment. Theories of organic writing assessment and of Dynamic Criteria Mapping (Broad & Adler-Kasner, 2009) were used to design the curriculum. Survey and interview data from instructors as they made this transition into standardization will be shared in order to show the strengths and challenges in creating consistency through common outcomes and assessment.