Abstract
To address the needs and interests of primary stakeholders in a writing program, this article presents a model of “grassroots” assessment that involves instructors from all ranks as well as students in the development, facilitation, and interpretation of assessment results. The authors describe two assessment plans that measured student and instructor perceptions about curricular changes, the individual results of those assessments, and the conclusions the authors came to about the importance and challenges of involving a range of stakeholders in assessment.