Foundational Studies Program:

Assessment of Writing

22 May 2012

Session OverviewPurposes:

Provide an overview of the assessment plan for Foundational Studies

Discuss Phase I of the assessment plan – assessing writing

Introduce using rubrics to assess writing

The Compliance ThingHigher Learning Commission (HLC) of the North Central

Association of Schools and Colleges (NCA)

Required report on Assessment of Student Learning – Expectations: 1. “Assessment activities which reflect at least one year of data collection, analysis, and anticipated use of results for all academic programs at both the undergraduate and graduate level” – one completed assessment cycle

2. an update on assessment for the Foundational Studies program with at least one year of data

Activities must be completed by May 2013 for reporting in Fall 2013

HLC Academy for Assessment of Student LearningFour-year Academy student learning project:

Jan. 2012 – Dec. 2015Focused on assessment of Foundational

Studies learning outcomes 1, 2, 3, and 10

Learning Outcomes for Foundational Studies

Project OverviewFirst phase (Jan 2012 – Dec 2013) focused on

SLO 10 – written communicationSecond phase (Fall 2012 – Fall 2014) focused

on SLO 10 – oral communication; data collection Spring 2014

Third phase (Fall 2013 – Fall 2015) focused on SLO 1 – information literacy/problem solving; data collection Spring 2015

Phase 1: Assessment of Writing:First-Year and UDIEs

Assessment of writing in first-year programEnglish 101 – diagnostic and end of semester –

Fall 2012English 105 and 107 – Spring 2013rubrics under development by Susan Lattanorming session in June 2012

Assessment of Writing in the UDIEsSLOs for the UDIEsWill develop a shared rubric for common

criteria – each faculty or program can add additional outcomes/traits and performance criteria/scales specific to course or program objectives and outcomes

Common outcomes/traits will be consistent with those for first-year writing

Specific program or course outcomes added by instructors

Timeline for Fall 2012:Develop and Test RubricsAug. 2012 – roundtables for rubric developmentSept. 2012 - share rubrics for discussion and

feedback/modify - training on applying rubrics/norming

Sept - Oct. 2012 - roundtables for pilot test of evaluating student artifacts

Oct. 2012 - evaluate inter-rater reliabilityOct- Nov. 2012 - modify rubrics and conduct

second pilot if necessaryDec. 2012 - load rubrics into Blackboard (if

available)

Timeline for Spring 2013:Data Collection

ETS Proficiency Profile:Fall 2012 – first-year studentsFeb. 2013 – seniors

NSSE/FSSE (indirect) – Spring 2013April – May 2013 – course artifacts

Completing Phase I CycleSummer 2013 - data aggregated and

analyzedFall 2013 - open fora to discuss evidence and

consider implicationsSpring 2014 - open fora to identify needed

improvements to enhance student writingImplement changes in 2014-2015

Descriptive RubricsQuestions: 1. Is written communication among your

program’s student learning outcomes?2. Do you currently use descriptive rubrics to

grade student writing in one or more courses?3. Do you consider the rubric(s) you use to be an

effective and efficient means of evaluating student work?

4. Is the aggregated data from the rubric(s) used as evidence in assessing student achievement of your program’s learning outcomes?

What is a rubric, anyway?A scoring/grading guide

– aka “primary trait analysis scale” (Walvoord)1. A matrix that explicitly states the criteria and

standards for student work2. Identifies outcomes and describes levels of

performance within each of the traits3. Makes clear the strengths and weaknesses in

student work4. A grading time-saver The rubric to be used should be shared with the

students before they begin work so they will know the criteria on which they will be evaluated.

Developing Rubrics1. Describe the characteristics of

a. a superior paperb. an unexceptional but acceptable paperc. a borderline paperd. an unacceptable paper

2. Make a list of the SLOs or traits that will count in the evaluation.

3. For each trait, develop descriptive statements for each of the four (or five or six) points on the scale (performance criteria).

Examples of rubrics for evaluating writingInternet resources:

Assessment @ ISU

Sources consultedSuskie, L. (2009). Assessing student learning: A

common sense guide (Second ed.). Bolton, MA: Anker Publishing Company, Inc.

Walvoord, B. E. (2004). Assessment clear and simple. San Francisco: Jossey-Bass.

Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.