Thirsty for a Strong Instructional Practice?
Thirsty for a Strong Instructional Practice?

Writing is a go-to way of assessing learning for many faculty members. And writing helps students learn. But is writing always the best or most equitable way to assess what students have learned? Writing well is important in many disciplines and careers, but writing as the only or primary way of assessing learning has disparate impacts. BIPOC (Black, Indigenous and people of color) and multilingual students are more likely to have received messages (through standardized-test scores, pressure to code-switch, previous course placements) that their language and writing are not appropriate for higher education. This is especially true when only writing in Standardized Edited American English is allowed, valued or rewarded. Students whose home language is not English, whose home variety of English is not Standardized Edited American English, who have challenges processing written language and who have writing anxiety will be negatively impacted when writing is the only way to demonstrate learning.  

Take a SIP of this 

Writing, especially formal writing in essays or exams, is not the only way to demonstrate learning. When writing is the best way to demonstrate learning, you can craft more equitable writing assignments. Here are some techniques to try: 

Assess using modes other than writing: Universal Design for Learning and equity-centered teaching encourage providing students with multiple paths to demonstrate learning. Try assessing learning through visual modes (charts, graphs, illustrations, video or photo essays) or oral rather than written expression.  

Provide options for assignments: Give students options for assignments. For example, students could choose to write an essay or do a presentation. When students choose a mode in which they feel comfortable, you can focus on the learning that students are demonstrating. 

Expand the kinds of language use that are acceptable: Instead of requiring SEAE in all assignments, allow students to use their own language in some assignments. This might include incorporating some terms from their home language/home variety, using grammatical structures from their home variety of English, writing like they talk or using some texting conventions. Their knowledge can be expressed clearly in multiple varieties of English. 

Assign informal writing: Informal writing that is not assessed on grammar, punctuation and mechanics allows students to focus on showing their content knowledge without anxiety or concern for conventions. 

Assign more than one genre of writing: Most writers excel in some genres but might struggle in others. Expanding assignments outside the essay to include slide decks, letters, reports and other genres can allow all students possibilities to work in a genre in which they excel. 

Be transparent about expectations: Make sure your expectations are clear. This includes specifying things such as citation style, which writing conventions need to be followed (for example, if contractions are banned), what disciplinary conventions need to be followed, etc. 

When in doubt, teach them how: If you are unsure whether students know a particular writing convention (for example, a particular citation style), teach them how to use that convention. 

Considering alternatives to writing and alternate ways of incorporating writing allows all students to demonstrate their learning.  

Still thirsty? Take another SIP. 

Visit the Well for more great ideas and resources for Strong Instructional Practices in your higher-education classroom.