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Enhancing Student Writing Assessment for Improved Learning

Implementing a comprehensive writing assessment program to identify student strengths and weaknesses, develop assessments, and support faculty development for a Writing Across the Curriculum initiative.

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Enhancing Student Writing Assessment for Improved Learning

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  1. CWU Writing Assessment

  2. Why? • To improve student learning.

  3. Why? • To improve student learning. • To improve student writing across campus.

  4. Why? • To improve student learning. • To improve student writing across campus. • Identify student strengths and weaknesses.

  5. Why? • To improve student learning. • To improve student writing across campus. • Identify student strengths and weaknesses. • Identify the need for resources, including faculty development.

  6. Why? • To improve student learning. • To improve student writing across campus. • Identify student strengths and weaknesses. • Identify the need for resources, including faculty development. • Develop some common assessments for writing.

  7. Why? • To improve student learning. • To improve student writing across campus. • Identify student strengths and weaknesses. • Identify the need for resources, including faculty development. • Develop some common assessments for writing. • To provide a foundation for a Writing Across the Curriculum program.

  8. Why? • To improve student learning. • To improve student writing across campus. • Identify student strengths and weaknesses. • Identify the need for resources, including faculty development. • Develop some common assessments for writing. • To provide a foundation for a Writing Across the Curriculum program. • Okay, we also need to satisfy the NWCCU.

  9. Time Line May 2010 • Introduction of rubric and plan for assessing writing

  10. Time Line May 2010 • Introduction of rubric and plan for assessing writing 2010-11 Academic Year • Each department with W courses will assess at least one section of one W course.

  11. Time Line May 2010 • Introduction of rubric and plan for assessing writing 2010-11 Academic Year • Each department with W courses will assess at least one section of one W course. • Optional norming session(s)

  12. Time Line May 2010 • Introduction of rubric and plan for assessing writing 2010-11 Academic Year • Each department with W courses will assess at least one section of one W course. • Optional norming session(s) • Optional assessment of writing in the disciplines (e.g. capstone courses)

  13. Time Line May 2010 • Introduction of rubric and plan for assessing writing 2010-11 Academic Year • Each department with W courses will assess at least one section of one W course. • Optional norming session(s) • Optional assessment of writing in the disciplines (e.g. capstone courses) June 2011 (or possibly Sept. 2011) • Writing assessment results included in annual assessment report.

  14. Possibilities Embedded assessment

  15. Possibilities Embedded assessment • Individual instructors can assess a sample of papers.

  16. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading.

  17. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment

  18. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment • Two readers increase validity and reliability.

  19. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment • Two readers increase validity and reliability. • Exchange of ideas across disciplines.

  20. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment • Two readers increase validity and reliability. • Exchange of ideas across disciplines. • Object of assessment is student writing, not departments.

  21. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment • Two readers increase validity and reliability. • Exchange of ideas across disciplines. • Object of assessment is student writing, not departments. • Getting it over with.

  22. Possibilities Embedded assessment • Individual instructors can assess a sample of papers. • Rubric can be, but need not be used for grading. External group assessment • Two readers increase validity and reliability. • Exchange of ideas across disciplines. • Object of assessment is student writing, not departments. • Getting it over with. • Tracy might buy lunch.

  23. Who will use the data? • Departments • Colleges • Undergraduate Studies • Writing Across the Curriculum Committee • Faculty Senate General Education Committee • Writing Center and English Department

  24. The Rubric • Adapted from a rubric used for Intermediate writing assessment and Senior writing assessment 1997-2001. Also used for the Washington State Senior Writing Survey.

  25. The Rubric • Adapted from a rubric used for Intermediate writing assessment and Senior writing assessment 1997-2001. Also used for the Washington State Senior Writing Survey. • Descriptors have been added to aid in identifying a weak paper.

  26. The Rubric • Adapted from a rubric used for Intermediate writing assessment and Senior writing assessment 1997-2001. Also used for the Washington State Senior Writing Survey. • Descriptors have been added to aid in identifying a weak paper. • Changed from a four-point scale to Pass/No Pass for simplicity.

  27. The Rubric • Adapted from a rubric used for Intermediate writing assessment and Senior writing assessment 1997-2001. Also used for the Washington State Senior Writing Survey. • Descriptors have been added to aid in identifying a weak paper. • Changed from a four-point scale to Pass/No Pass for simplicity. • Upon request, a rubric using a three- or four-point scale can be provided to departments.

  28. Previous results • High inter-rater reliability among faculty from History, Family and Consumer Sciences, Chemistry, Physics, and English.

  29. Previous results • High inter-rater reliability among faculty from History, Family and Consumer Sciences, Chemistry, Physics, and English. • Identified relative weaknesses in Reasoning and Conventions/Presentation.

  30. Previous results • High inter-rater reliability among faculty from History, Family and Consumer Sciences, Chemistry, Physics, and English. • Identified relative weaknesses in Reasoning and Conventions/Presentation. • Used to support creation of Writing Center.

  31. Previous results • High inter-rater reliability among faculty from History, Family and Consumer Sciences, Chemistry, Physics, and English. • Identified relative weaknesses in Reasoning and Conventions/Presentation. • Used to support creation of Writing Center. • Informed revisions to English 101 and 102 outcomes.

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