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Designing a Collaborative Faculty Community through Qualitative Assessment  \nKATIE TALERICO  \nArt Institute of Pittsburgh  \nFaced with the task of a department-wide assessment, I think I had a reaction not unlike others. In fact, during the assessment workshop at the New Orleans College Composition and Communication Conference during April 2008, the opening speaker echoed the words of Melville’s Bartleby,“I would prefer not to.”Having a penchant for the dramatic, I preferred to echo those final words of Kurtz from Heart of Darkness,“The Horror, the Horror!”  \nDespite the arguments that had been made that assessment is not meant to evaluate a single instructor, take away from academic freedom, and signal the birth of universal curriculum, I couldn’t help but wonder, yes, but if the assessment goes badly, who will be to blame? Didn’t I enter this profession because I liked the idea of having the freedom to walk into a classroom, close my door, and teach according to my pedagogical beliefs? This may be an immature look at assessment, but I doubt that I am alone in my thoughts.  \nTHE CEA FORUM  \nSummer/Fall 2010  \nOur initial phase was a quantitative approach, looking at 30 percent of the portfolios of our ENG1010 courses and evaluating them against a rubric written collectively by the English faculty. While I am not arguing the benefits or uses of quantitative and qualitative assessment, something my colleagues discuss at length, I was interested in the effect that assessment had onus as instructors.  \nOur first go-round with quantitative assessment took place during a Thursday in-service day. We decided to shut ourselves in a classroom with portfolios in hand and allotted the entire eight-hour day to working through the mountainous stack of portfolios that lay in the center of our circle. Because of the nature of quantitative assessment that we conducted, individuals reading and filling out rubrics for each assigned portfolio, silence was necessary. There we sat, surrounded by literally thousands of pages of text, pencils in hands. What happened next was the most natural thing, something that should occur when a group of composition instructors are given papers—we wanted to talk. All of us are, after all, in a long-term commitment with the field of composition. For better or worse, till death do us part, we are actively invested in helping writers learn how to express themselves more effectively. Give us a set of papers, and we will immediately find points to discuss. However, this inclination to talk only slowed down the process. We would come across a real gem in our piles and want to share it.“Wow! Look at the way this writer moves into the topic!”Words would suddenly erupt, bubble up like lively freshwater in a stream until we remembered, or were reminded, that we had many portfolios to get through and time was of the essence.  \nTHE CEA FORUM  \nSummer/Fall 2010  \nWe were literally and metaphorically silenced – allowed only to put our ideas in the forms of checkmarks beside categories from the rubric: “Evidence of Process,” Check 3…“Demonstration of Intertextuality,” Check 2. It was a totally isolating experience.  \nWe felt angry at each other for talking, breathing, clicking a pencil, teaching so many students, taking too long on each paper, spending too little time on the paper. I can remember we even argued about lunch breaks—some wanted to get through the assessment and forgo a break. Others needed time to get away. Even my suggestion of a two-hour, four-martini lunch was refused.  \nWhen we returned and watched the 4:30 dismissal hour arrive, it was like reliving detention in high school all over again. You mean we have to stay late! But we did. We stayed, and read, and marked, and read, and marked and finally went home.  \nThe end of the day came, and the portfolios were all assessed. Weeks later, numbers were crunched, and we took","cbCaipDNyVaAHkiX","https://ap.wps.com/l/cbCaipDNyVaAHkiX","pdf",129083,"English","# No Longer a Spinning Satellite: Designing a Collaborative Faculty Community through Qualitative Assessment\n## Initial quantitative assessment and rubric review\n## Transition to qualitative assessment and group methodology","[{\"question\":\"What problem does the speaker face when implementing department-wide assessment?\",\"answer\":\"The speaker confronts the tension of conducting assessment across the department while worrying about how evaluation may affect academic freedom and accountability for results.\"},{\"question\":\"How does the initial quantitative approach affect instructors during portfolio review?\",\"answer\":\"It creates an isolating, silent environment where faculty mark portfolios against rubrics, discouraging discussion and leaving instructors with frustration and “hollow” numerical outcomes.\"},{\"question\":\"What triggers the shift from quantitative to qualitative assessment?\",\"answer\":\"The team becomes dissatisfied with quantitative scoring, then receives approval to explore qualitative assessment, supported by guidance to select models and methodologies for richer inquiry.\"}]","No Longer a Spinning Satellite - Designing a Collaborative Faculty Community through Qualitative Assessment - CEA Forum Roundtable | PDF",1792085664,18]