Beyond Outcomes

Author: Richard H. Haswell
Publisher: Greenwood Publishing Group
ISBN: 9781567506181
Size: 30.60 MB
Format: PDF, Kindle
View: 3734
Download
Many universities support writing assessment programs. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman composition programs. This book fully analyzes the nationally recognized writing-assessment and instruction program at Washington State University to show the process through which the program evolved and to offer guidance to other institutions planning to implement similar integrated programs.

Organic Writing Assessment

Author: Bob Broad
Publisher: University Press of Colorado
ISBN: 0874217318
Size: 20.36 MB
Format: PDF, ePub, Mobi
View: 530
Download
Educators strive to create “assessment cultures” in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad’s 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.

Guide To College Writing Assessment

Author: Peggy O'Neill
Publisher: University Press of Colorado
ISBN: 0874217334
Size: 29.79 MB
Format: PDF, Kindle
View: 6458
Download
While most English professionals feel comfortable with language and literacy theories, assessment theories seem more alien. English professionals often don’t have a clear understanding of the key concepts in educational measurement, such as validity and reliability, nor do they understand the statistical formulas associated with psychometrics. But understanding assessment theory—and applying it—by those who are not psychometricians is critical in developing useful, ethical assessments in college writing programs, and in interpreting and using assessment results. A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs. Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.

Assessing For Learning

Author: Peggy L. Maki
Publisher: Stylus Publishing, LLC.
ISBN: 9781579224967
Size: 68.54 MB
Format: PDF, ePub
View: 490
Download
While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. This book espouses the latter philosophy—what Peggy Maki sees as an integrated and authentic approach to providing evidence of student learning based on the work that students produce along the chronology of their learning. She believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions, as students do not all start at the same place in their learning. Students also need the tools to assess their own progress. In addition to updating and expanding the contents of her first edition to reflect changes in assessment practices and developments over the last seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning, Maki focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. Recognizing that assessment is not initially a linear start-up process or even necessarily sequential, and recognizing that institutions develop processes appropriate for their mission and culture, this book does not take a prescriptive or formulaic approach to building this commitment. What it does present is a framework, with examples of processes and strategies, to assist faculty, staff, administrators, and campus leaders to develop a sustainable and shared core institutional process that deepens inquiry into what and how students learn to identify and improve patterns of weakness that inhibit learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning. Each chapter also concludes with (1) an Additional Resources section that includes references to meta-sites with further resources, so users can pursue particular issues in greater depth and detail and (2) worksheets, guides, and exercises designed to build collaborative ownership of assessment. The second edition now covers: * Strategies to connect students to an institution’s or a program’s assessment commitment * Description of the components of a comprehensive institutional commitment that engages the institution, educators, and students--all as learners * Expanded coverage of direct and indirect assessment methods, including technology-enabled methods that engage students in the process * New case studies and campus examples covering undergraduate, graduate education, and the co-curriculum * New chapter with case studies that presents a framework for a backward designed problem-based assessment process, anchored in answering open-ended research or study questions that lead to improving pedagogy and educational practices * Integration of developments across professional, scholarly, and accrediting bodies, and disciplinary organizations * Descriptions and illustrations of assessment management systems * Additional examples, exercises, guides and worksheets that align with new content

Choice

Author:
Publisher:
ISBN:
Size: 16.39 MB
Format: PDF, Kindle
View: 5042
Download

The Wpa Outcomes Statement A Decade Later

Author: Nicholas Behm
Publisher:
ISBN: 9781602352964
Size: 59.42 MB
Format: PDF, ePub
View: 4343
Download
Contributing to the scholarly conversation by discussing relevant issues of assessment and accountability in institutional contexts, this edition relates how the Outcomes Statement informs the work of writing programs, writing centers, and English departments in various institutional categories.