000041861 001__ 41861
000041861 005__ 20240125142320.0
000041861 0247_ $$2doi$$a10.6083/bpxhc41861
000041861 037__ $$aIR
000041861 041__ $$aeng
000041861 245__ $$aBuilding better writing assignments: TiLTing tasks towards transparency
000041861 260__ $$bOregon Health and Science University
000041861 269__ $$a2023-09-08
000041861 336__ $$aAbstract
000041861 520__ $$aMost courses at OHSU contain some form of written assessment, and most faculty want students to improve their writing skills. We have noticed that many writing assignment instructions emphasize the purpose of the assessment and the grading criteria but not the tasks needed to complete the writing assignment from start to finish. We have also noticed that the writing-related skills and knowledge needed to succeed on the assignment are not necessarily present or adequately emphasized within the course itself. This is where the Transparency in Learning and Teaching (TiLT) model comes in. The TiLT model is a framework that allows instructors to reimagine writing assignments, both in terms of their orientation toward problem-centered learning and in terms of the instruction document's structure
000041861 540__ $$fCC BY
000041861 542__ $$fIn copyright - joint owners
000041861 650__ $$aDiversity, Equity, Inclusion$$013904
000041861 650__ $$aWriting$$028012
000041861 650__ $$aThinking$$026961
000041861 650__ $$aLearning$$021358
000041861 650__ $$aStudents$$026489
000041861 6531_ $$ahealth sciences education
000041861 6531_ $$aassessment of learning
000041861 6531_ $$askill building
000041861 691__ $$aSchool of Nursing$$041370
000041861 7001_ $$aKeeney, Sarah$$uOregon Health and Science University$$041354
000041861 7001_ $$aSpeidel, Zoe$$uOregon Health and Science University$$041354
000041861 711__ $$aSymposium on Educational Excellence$$uOregon Health and Science University$$d2023
000041861 8564_ $$930a5ddd4-6812-4d5c-ba9c-faa84f8d8839$$s548134$$uhttps://digitalcollections.ohsu.edu/record/41861/files/Abstract_SEE2023_KeeneySarah.pdf
000041861 980__ $$aOHSU Symposium on Educational Excellence (SEE)
000041861 981__ $$aPublished$$b2023-09-08