ERIC Number: ED240571
Record Type: RIE
Publication Date: 1983-Mar
Reference Count: 0
Implementing the CCCC Guidelines for Evaluating Composition Instruction: Procedures, Problems, and Perspectives.
Agosta, Lucien L.
The six evaluation instruments recommended by the Committee on Teaching and Its Evaluation of the Conference on College Composition and Communication (CCCC) were modified to evaluate a large freshman writing program taught by inexperienced instructors. As course goals were clearly stated in the instructor's guide and repeated in orientation and training sessions, one instrument--the determination of standards for judging writing--was eliminated. The program's large size and the instructors' apprehension over being evaluated also militated against three other instruments--the evaluation of teacher commentary on papers, classroom observation, and assessment of writing assignments. The program evaluation, therefore, consisted of revised versions of teacher and student questionnaires. Results revealed some divergence between stated program goals and actual practice, with less time being given to prewriting, invention, and revision than was recommended. The greater stress placed on the writing process by teachers trained in the new apprenticeship program, however, indicated that the apprenticeship approach helped in the course's transition from product to process orientation. A disparity between student and teacher assessments of writing improvement indicated the need for fuller communication of goals. Although using only two instruments, the evaluation did produce significant new information on the program's effectiveness. (Evaluation instruments are appended.) (MM)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Freshman Composition
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983). Appendices are in small print.