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Writing Resources
Statewide Senior-Level Writing Study
Status Report – 1 February 2001
Background
- Initiated in spring 1998 to explore the possibility of using writing
as an accountability measure, not to assess individual students, but
as one indication of how well our public four-year schools were doing
in delivering an undergraduate education.
- This plan was based on the assumption that writing offers a significant,
if not the best, window into student reasoning.
- All six public baccalaureate institutions have participated in 2-3
day scoring sessions the past three summers using papers from the following
disciplines: 1998 (UW) - Biology, Business, Engineering/Technology,
English, and Sociology; 1999 (WWU) - same as 1998; 2000 (UW) - Biology,
Business, Education, History, Psychology.
- Although there is still some question about whether the plan will
be adopted as an accountability measure, the scoring sessions have proven
to be an excellent source of faculty development and a fine opportunity
to learn more about our students' writing proficiency.
- A scoring session is being planned for summer 2001 at TESC using papers
from these disciplines: Chemistry, History, Education, Health Sciences,
Psychology
Readers
- Disciplinary faculty from each institution (1 for each discipline
from each school)
- At least one writing specialist from each institution
- A community representative for each discipline with academic credentials
in that field
- Campus assessment coordinators (volunteers)
Format
- Project coordinator on each campus to collect papers and line up readers
Papers drawn from senior-level courses, written by seniors
- 10 papers minimum from each of the 5 disciplines, from as many different
courses as possible
- With assignments and release forms attached Scored in disciplinary
teams using a common rubric
- Scoring sessions begin with training and include ongoing calibration
Carmen Werder, Western Washington University
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