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Teaching Information Synthesis in Online Adult Literacy Education: Incorporating Learners' Strategies and Rubric-Based Assessment
Keywords
Synthesis - Rubric - Online Teaching
Session Abstract
The purpose of this session is to discuss the impact of rubric-based assessment on learners' strategies toward information synthesis in adult Literacy classes. The session pinpoints the different applicable definitions of information synthesis. The presenter shares the role of synthesis in text comprehension, academic thinking, and Writing Classrooms.
Session Description
In this session I …
I- Start with a question about the impact of focusing on the higher thinking skills on adult educators' teaching strategies.
2-Highlight the various contexts of using synthesis strategies.
3-Share the impact of rubric-based assessment on enhancing the synthesis skills in classrooms.
4-Share the latest research findings regarding the use of rubric-based assessment and Adult learning information synthesis.
5-Highlight some pedagogical implications in the field of Adult Literacy and Composition studies.
The significant contribution of this presentation is to propose the importance of information synthesis in the learning progression. The session Highlights the intricacies of teaching the synthesis strategies in Literacy and Composition. This investigation could address the rubric development process's influence on the teaching environment. It also could provide writing teachers and curriculum designers, and developers with some insightful perspectives to build on the writing theory and collaborative learning and teaching of writing. The session contributions highlight how theory and practice should be.