Assessing Writing, Assessing Learning: A Practical Guide for Evaluating and Reporting on Writing Instruction Programs

Chapter 5: Worksheets

CHAPTER 5 Worksheets The worksheets follow. 101 102 ASSESSING WRITING, ASSESSING LEARNING This page is reproducible. Copyright © 2010 University of Michigan. Embeddedness within the Curriculum Sponsor (Check all that apply):  Provost’s Office  College  Department  Course Instructor  Other _________________ Scope of Program:  University-wide  College/Department-wide  Degree-wide  Attached to a course  University-entry  College/Department-entry  Degree-entry  Exit Requirement Why are the sponsors interested in the program? Students Attendance:  Required  Voluntary Scope:  All students in unit where program is located  Selected students What is the students’ motivation for participating in the program? Program Description 5: Worksheets 103 This page is reproducible. Copyright © 2010 University of Michigan. Type of Interaction Involved Presentation of information:  Workshop  Class instruction  Textbooks and/or online materials Interaction based:  Assigned Consultations  Walk-in Consultations  Extensive group work Indirect:  Instructor Training  Materials provided What kinds of student learning are promoted by the nature of the interaction? 104 ASSESSING WRITING, ASSESSING LEARNING This page is reproducible. Copyright © 2010 University of Michigan. Intensity Number of Instructional Interactions:  Single  Limited (2–3)  Extended (4+) Time Duration: _____ weeks What are reasonable expectations for student learning given the intensity of program contact? 5: Worksheets 105 This page is reproducible. Copyright © 2010 University of Michigan. Role of Writing for Participants Frequency in Discipline:  Infrequent  Addressed in specific course(s)  Common Course Requirement Frequency in Writing Program (if different from discipline):  Single assignment  2 assignments  Multiple assignments Discipline’s perspective on writing:  Basic communication skill required of college graduate  Critical-thinking tool  Genre mastery necessary for degree  Means for determining course grades  Job requirement Other: How are participants in the program likely to conceive of writing? Working with Example Goal Statements I. Using this list of program types, indicate the types of programs that might employ the following goal statements. Indicate all that apply. a) workshops b) targeted instruction based on a diagnostic assessment c) programs providing help on a single assignment d) consultations for all students in a degree program 1. __________ Students will be able to describe differences between clinical and academic writing. 2. __________ Students will be able to produce an appropriate resume for an entry-level position. 3. __________ Students will be able to incorporate and synthesize information from multiple sources in their writing. 4. __________ Students will be able to generate multiple drafts that lead to an improved final product. 5. __________ Students will be able to edit their writing for standard usage. 6. __________ Students will feel confident that they can write for academic courses. 7. __________ Students will be able to explain and justify the organization for a piece of writing. 8. __________ Students will demonstrate an understanding of the audience for a research study proposal. 106 ASSESSING WRITING, ASSESSING LEARNING This page is reproducible. Copyright © 2010 University of Michigan. 5: Worksheets 107 This page is reproducible. Copyright © 2010 University of Michigan. II. The goal statements in Part I do not specify how we might know if the goal had been achieved (i.e., how to measure it). How might they be measured? The first one has been done for you. 1. by listing three characteristics of clinical writing that do not apply to academic writing 2. 3. 4. 5. 6. 7. 8. 108 ASSESSING WRITING, ASSESSING LEARNING This page is reproducible. Copyright © 2010 University of Michigan. Goals Development Focus Content Scope:  Specific Needs  Global Development  Both Directionality:  Redress past  Promote progress  Both Will goals need to focus on ensuring that certain standards are met, that participants have changed, or both? 5: Worksheets 109 This page is reproducible. Copyright © 2010 University of Michigan. Orientation What do program activities address?  tasks (e.g., producing abstracts)  skills (e.g., organization, mechanics)  content (e.g., APA style, reporting verbs)  processes (e.g., invention, editing)  psychological (e.g., confidence, awareness) How can the goals reflect the way stakeholders think of the program’s activities? 110 ASSESSING WRITING, ASSESSING LEARNING This page is reproducible. Copyright © 2010 University of Michigan. Desired Impact For Individuals 1._____________________________________________________________________________________________________________ 2._____________________________________________________________________________________________________________ 3._____________________________________________________________________________________________________________ For the curriculum 1._____________________________________________________________________________________________________________ 2._____________________________________________________________________________________________________________ 3._____________________________________________________________________________________________________________ For external stakeholders 1._____________________________________________________________________________________________________________ 2._____________________________________________________________________________________________________________ 3._____________________________________________________________________________________________________________ Goals Development 2 5: Worksheets 111 This page is reproducible. Copyright © 2010 University of Michigan. As means for specifying the purpose of the program, use...