Standardized Assessments of Reading, Writing, and the Quantitative (The CPE)
- Consider the information about Task 1 of the CUNY Proficiency Exam contained in CUNY's "Information for Students" document. Look specifically at the Scoring Guide and sample student Essay C and Essay D. What do you think about the scoring guide and its dimensions? Does it consider issues that you see as important in undergraduates' reading and writing development? Is it something you would use in your own class? (Why or why not?) Do the assessments of Essay C and Essay D seem appropriate to you? (Why or why not?)
- Consider the information about Task 2 of the CUNY Proficiency Exam. Look specifically at the Scoring Guide and sample student Response B and Response D. In what ways does this Task (and these responses) resonate for you when you think about student competencies at the sophomore/junior level? Are you troubled by this part of the CPE?
- Accept for now that your course must include an opportunity for students to practice the skills found in Task 2 of the CPE. Develop a specific lesson plan that teaches students to do this work. Also, develop a homework assignment that requires your students to bring graphical information to bear on their research projects.
- Consider blogging about the CPE and its place in public higher education.
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