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Cal Poly Writing Assessment Report 2017

Cal Poly's 2014-2017 university-wide writing assessment project includes features developed during and after the Western Association of Schools and Colleges (WASC) Retreat on Core Competencies: Written and Oral Communication. At the WASC Retreat (November 13-14, 2014), Brenda Helmbrecht, Dawn Janke and Matt Luskey attended workshops, participated in planning sessions, and consulted with Kathleen Yancey, a renowned expert on writing across the curriculum/writing in the disciplines (WAC/WID) pedagogy and assessment. The WASC Retreat team recommended that institutions develop an assessment model that is “customizable and includes multiple methods and approaches that can be gradually implemented;” this assessment therefore entails two instances of direct writing assessment: one at the upper-division GE level, which mirrors the assessment method conducted in the previous cycle, and another at the department level, which is a new approach that can be gradually implemented by all departments over time.

The overarching goal of this assessment cycle is to articulate a pathway for universitywide writing assessment that yields valid and reliable data that can be used to enhance the learning experience for students and that fosters meaningful professional development for faculty across the university, especially those who teach writing-intensive courses in GE and/or major programs. The 2014-2017 writing assessment project, coordinated across grade levels, sought to articulate the various ways that students develop as writers while at Cal Poly thereby serving as the first step in the establishment of writing benchmarks on campus.

Read the complete report here.

 

Writing in Phase three (2015-17) education and improvement
  • Continued sharing of results
  • Determination of appropriate areas for improvement
  • Develop educational workshops to enhance learning of core compentency

 

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