Assessment in Composition & Literature Courses; deadline, Nov. 1, 2015; conference dates, 3/30-4/2, 2016, Denver, CO
• What Do Students Learn & How Do We Know They Have Learned It?: Closing the Loop Through Assessment in Composition & Literature Courses
500-word proposals for 15-minute papers/presentations on the use and efficacy of assessment in composition &/or literature courses. Papers should address issues like the following: the backward design of course objectives; the articulation of methods and modalities to achieve learning goals; planning interactive lessons/presentations; making best use of the classroom period; determining appropriate assessment measures; the use of direct and indirect evidence; the functionality of rubrics; the validity of learning outcomes; evidence of transformative learning, however defined; the course—or aspects of it—as a research model for experimental design; the challenges of synchronous or longitudinal studies; "control" sections and experimental sections of a course; assessment of curriculum and the courses composing it; division and departmental concerns related to assessment; transferability of procedures and results to other campuses, curricula, courses; best assessment practices; assessment truths, assessment myths. The presentation should be integrated with relevant assessment scholarship regarding documentable evidence and ascertainable outcomes.