Alex Reid's post on assessment is interesting. I'm grappling with setting up appropriate assessment practices for our Freshman English courses, but my true belief is that any assessment process breaks down if one pushes hard enough on it intellectually. As Reid hints, the ultimate foundation for assessment might be akin to former Professor S.'s "pleasure principle," or some form of subjectivity. But such principles do not suffice for administrators who like clear, concrete data that objectively show improvement--and, it seems, perpetual improvement in teaching, evaluating writing, and students' learning.--ERG
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Alex Reid's post on assessment is interesting. I'm grappling with setting up appropriate assessment practices for our Freshman English courses, but my true belief is that any assessment process breaks down if one pushes hard enough on it intellectually. As Reid hints, the ultimate foundation for assessment might be akin to former Professor S.'s "pleasure principle," or some form of subjectivity. But such principles do not suffice for administrators who like clear, concrete data that objectively show improvement--and, it seems, perpetual improvement in teaching, evaluating writing, and students' learning.--ERG
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