'Talk About, Talk 'Through, and Reflect': Student-to-Student Interviews as Critical Interventions in Learning Community Assessment
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| Title: | 'Talk About, Talk 'Through, and Reflect': Student-to-Student Interviews as Critical Interventions in Learning Community Assessment |
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| Language: | English |
| Authors: | Nicole Guinot Varty, Adrienne Jankens |
| Source: | Composition Studies. 2024 52(2):50-69. |
| Availability: | Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interviews, Learner Controlled Instruction, Student Centered Learning, Peer Relationship, Writing Evaluation, Urban Universities, Research Universities, Evaluation Methods, Communities of Practice, College Students, Learning Objectives, Activities, Exhibits, Learning Activities, Writing (Composition), Process Approach (Writing) |
| ISSN: | 1534-9322 1542-5894 |
| Abstract: | This article describes a student-led assessment of a writing showcase event sponsored by a composition learning community at an urban R1 university. Participants conducted student-to-student interviews at the semi-annual writing showcase event to help assess whether and how the learning community event supported learning outcomes. The interviews, analyzed with conventional content analysis and presented in selected case studies, reveal that the showcase does indeed support learning outcomes. These interviews contribute to a more truly student-centered picture of student learning by allowing for student affects and interactions to reveal critical stances. This assessment has resulted in three major implications: attending to issues of access and power embedded in the writing showcase event; contending with the labor of multimodal assessment; and identifying that the tone and content of student interviews is where we truly find the assessment's critical intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461894 |
| Database: | ERIC |
| Abstract: | This article describes a student-led assessment of a writing showcase event sponsored by a composition learning community at an urban R1 university. Participants conducted student-to-student interviews at the semi-annual writing showcase event to help assess whether and how the learning community event supported learning outcomes. The interviews, analyzed with conventional content analysis and presented in selected case studies, reveal that the showcase does indeed support learning outcomes. These interviews contribute to a more truly student-centered picture of student learning by allowing for student affects and interactions to reveal critical stances. This assessment has resulted in three major implications: attending to issues of access and power embedded in the writing showcase event; contending with the labor of multimodal assessment; and identifying that the tone and content of student interviews is where we truly find the assessment's critical intervention. |
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| ISSN: | 1534-9322 1542-5894 |
