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ERIC Number: ED374449
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Westminster Writing Assessment Program: A Model for Small Colleges.
Blair, Rebecca
The advent of writing-across-the-curriculum programs at the college level has necessitated the development of institutional measurement schema to internally assess their pedagogical and curricular efficacy and to externally demonstrate to concerned constituents that specific institutions are effectively fulfilling the educational mission for writing instruction. Following a process of writing reform that not only changed course requirements but also educated faculty in all disciplines, Westminster College has developed a writing assessment program consisting of four major components. First is a series of formal writing assessment sessions for which students read articles and write essays about them. They are administered at three critical points in the student's academic career: the beginning of the freshman year; at the end of the first fall semester; and after the student has taken the academic writing course at the end of the Sophomore year. Next comes a portfolio containing 10 written items spanning the student's entire academic career and including a wide range of types of writing. The third component consists of departmental assessment programs, which employ a broad selection of assessment activities, ranging from department portfolios to case studies to senior capstone projects. The fourth component is informational assessment, which consists of a collection of interviews with students in the portfolio sample and with faculty at the end of each academic year. The number of students included in the sampling is about 200. (Contains evaluative schema, departmental guidelines, and an assessment descriptive features grid.) (TB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A