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Writing, Reflection, and Assessment with ePortfolios

Christy Desmet Director of First-year Composition Presented to 2007 Academic Affairs Faculty Symposium Unicoi State Park, Helen GA March 31, 2007. Writing, Reflection, and Assessment with ePortfolios. Specific Recommendations on “Effective Writing”. Writing Task Force 2006-2007.

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Writing, Reflection, and Assessment with ePortfolios

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  1. Christy Desmet Director of First-year Composition Presented to 2007 Academic Affairs Faculty Symposium Unicoi State Park, Helen GA March 31, 2007 Writing, Reflection, and Assessment with ePortfolios

  2. Specific Recommendations on “Effective Writing”

  3. Writing Task Force 2006-2007 • Fran Teague and Nelson Hilton, Co-Chairs • Recommendations

  4. Writing Task Force 2006-2007 • Fran Teague and Nelson Hilton, Co-Chairs • Recommendations

  5. Why ePortfolios? What is an ePortfolio? • A place to • Collect • Reflect on • Display or publish multimodal writing Flexible

  6. What is an ePortfolio? • An opportunity to • Record and reflect on growth • Demonstrate discipline- specific writing skills and genres • Make connections (e.g., between courses or between academics and life) Portable

  7. What is an ePortfolio? • An electronic archive that supports • Student ownership • Sharing of writing • Program assessment • Research into the writing process Accessible 482,674 documents on March 16, 2007

  8. Evaluation with <emma> ePortfolios provide the perfect feedback system: • Shared rubricor vocabulary/set of assessment criteria • Text • Peer review • Revision • Assessment • Publication in the ePortfolio

  9. Markup/Revision Markup makes rhetorical choices explicit; Web displays help students “see” their texts with new eyes; Ease of download/upload permits multiple revisions. Peer Review Makes students intelligent critics of their own and others’ writing; Provides students with multiple, authentic audiences; Fosters collaboration and responsibility; Revision and Peer Review

  10. It all begins with shared criteria. FYC Program establishes a rubric, which establishes criteria and levels for assessment.

  11. Writers then . . . write. Writers produce their documents in the OpenOffice word processor.

  12. Peers provide feedback.

  13. Revision focuses on specific rhetorical elements.

  14. Writers revise. Teachers comment and assess.

  15. Students reflect, revise, publish.

  16. ePorts travel with students across the curriculum

  17. Assessment and Research • Files uploaded in the last 7 days: 3663 • Files uploaded in the last 30 days: 14484 • Files uploaded: 489646

  18. Number of documents 748 Transition 117 Comma splice 104 Comma errors 643 Expletive construction 82 Development 425 Agreement pronoun-antecedent 78 Diction 368 Coherence 72 Awkward 307 Paragraph unity 70 Spelling 294 Vague pronoun reference 69 Documentation 244 Agreement subject-verb 67 Other punctuation 244 Fragment 63 Wordy 217 Passive voice 48 Apostrophe 186 Wrong preposition 43 Paragraph coherence 169 Organization 29 Tense 140 Logical fallacy 25 Error Analysis In a preliminary investigation of errors marked in <emma> from Spring 2005, we looked at 748 essays from 10 sections with different instructors:

  19. Sources and Citations

  20. Revision Study • Does revision improve writing (as measured by students' scores on essays)? • Research Method • 450 graded essays submitted for a grade (before); • Select 450 portfolio version of the same essays (after); • Essays graded online and randomly by trained holistic raters; • 6-point rating scale calibrated to the program grading rubric.

  21. Improvement in Scores

  22. Cycle Completed

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