The whole issue of assessments and the such have always been a particularly frustrating one to me. It recalls those profs I've had that (mind you they aren't Eng. profs) take me for a fool when scrutinizing my grammar and mechanics. Granted a PhD or whatever gives them the "authority" in their classroom, but I'm not a fool and don't always need a thesis and ugh...can u tell this was recent? I guess my point is, if these professors, teachers, whatevers would have clearly stated rubrics that does not mean I'd strictly adhere. I write how I write, and the 9R's chapter made one of the best suggestions I've heard for assessing--and that is to collectively create or define the "rubric" or what have you.
Assessments with such student-defined parameters would not only benefit the students, as they have their own best interests in mind I'm sure...but teachers can see what exactly students are comfortable with. The ideas that are left out of these assessments could become starting points for further instruction, and, unbeknown to the students, those shortcomings could be addressed.
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