Placing data in the hands of discipline-specific decision makers: Campus-wide writing program assessment |
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| Authors: | Jennifer M. Good Kevin Osborne Kelly Birchfield |
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| Affiliation: | 1. Pennington Biomedical Research Center, 6400 Perkins Rd., Baton Rouge, LA 70808, USA;2. Jackson State University, 1400 John R. Lynch St., Jackson, MS 39217, USA;3. University of Mississippi Medical Center, 2500 North State St., Jackson, MS 39216, USA;4. South Central VA Mental Illness Research Education & Clinical Center, 2200 Fort Roots Dr., Little Rock, AR 72114, USA;5. Little Rock Geriatric Research Education & Clinical Center, VA Medical Center, Little Rock GRECC (182/LR), Little Rock, AR 72205, USA;6. Psychiatric Research Institute, University of Arkansas for Medical Sciences, 4301 W. Markham, #554, Little Rock, AR 72205, USA |
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| Abstract: | Writing is complex, and assessment of writing is equally complex, particularly when considering the need to measure outcomes at the institutional level while providing meaningful data that informs curriculum reform and supports learning at the discipline-level. Using a multi-layered assessment that incorporates standardized measures of writing assessment, such as two writing subtests of the Collegiate Assessment of Academic Proficiency (CAAP) published by ACT, as well as locally-developed rubric ratings, data from the assessment process can provide useful information to departmental faculty, assisting them in understanding students’ skills in their given content areas. The data generated in this system provides unique perspectives on discipline-specific writing expectations and outcomes. |
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