Student-Led Assessment: A Small Study on Classroom Rubric Development and Peer-grading Practices

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Brice Particelli

Abstract

Popularized by practitioners of process writing, peer-review is a common practice in composition. However, while peer-review is common, studies on other forms of student-led assessment are less prevalent. This small study explores how the expansion of student-centered assessment strategies affects student understanding of the writing process. Centered on rubric development and its implementation through peer-grading, this study utilizes surveys and classroom observations within two second-year composition courses at a university in New York City to investigate student-led assessment as a potent pedagogical option, adding to literature that explores assessment as an active part of the writing process.

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How to Cite
Particelli, B. (2020). Student-Led Assessment: A Small Study on Classroom Rubric Development and Peer-grading Practices. Journal of Response to Writing, 6(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/182
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