What We Really Value traces the origins of traditional rubrics  within the theoretical and historical circumstances out of which they  emerged, then holds rubrics up for critical scrutiny in the context of  contemporary developments in the field. As an alternative to the generic  character and decontextualized function of scoring guides, he offers  dynamic criteria mapping, a form of qualitative inquiry by which writing  programs (as well as individual instructors) can portray their  rhetorical values with more ethical integrity and more pedagogical  utility than rubrics allow.To illustrate the complex and indispensable insights this method can  provide, Broad details findings from his study of eighty-nine distinct  and substantial criteria for evaluation at work in the introductory  composition program at "City University." These chapters are filled with  the voices of composition instructors debating and reflecting on the  nature, interplay, and relative importance of the many criteria by which  they judged students' texts. Broad concludes his book with specific  strategies that can help writing instructors and programs to discover,  negotiate, map, and express a more robust truth about what they value in  their students' rhetorical performances.

What We Really Value: Beyond Rubrics in Teaching and Assessing Writing PDF

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