Seasoned secondary and college instructors discuss successful face-to-face assessment, especially in virtual settings. F2F assessment frees educators to co-create equitable literacy learning experiences with students, encourages agency, demystifies the grading process, develops the classroom community, and brings meaningful inquiry about writers’ own skills and practices, ultimately disrupting inequities and inequalities of traditional grading and creating “sanctuary spaces” for all writers.
Austin, Jeffrey; Burke, Ann; Foley, Ellen; and Rumohr, Gretchen
"Building and Maintaining Sanctuary Spaces through Face to Face Writing Assessment,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10:
1, Article 4.
Available at: https://scholarworks.wmich.edu/wte/vol10/iss1/4