Abstract
This article centers on the authors' experiences co-teaching a semester-long qualitative ABR course by exploring a pedagogical practice implemented by Kelly—the co-construction of an evaluation rubric between teacher and student. We focus on this practice in particular because we believe it is uniquely situated for graduate student teaching. Typically, instructors develop course assessments on their own, establishing their own criteria for what should be included within an assignment. Students, then, refer to rubrics as they compose their assignments ensuring they ‘meet’ or ‘exceed’ the articulated criteria, with little opportunity to provide feedback on how their work is evaluated. Breaking the fourth pedagogical wall occurs when instructors engage students in unconventional practices, for instance, inviting them to elevate their voices with regard to how they are assessed, to talk back, and to decenter who the authority actually is.
Recommended Citation
Guyotte, Kelly W. and Coogler, Carlson H.
(2024)
"Breaking the Fourth Wall: Co-Constructing Evaluative Practices in the Graduate Methods Classroom,"
Feminist Pedagogy: Vol. 4:
Iss.
4, Article 2.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss4/2
Included in
Curriculum and Social Inquiry Commons, Educational Methods Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons