Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

Technical Communication Quarterly Jan 2003

Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

Michael Carter ; Chris M. Anson ; Carolyn R. Miller

Abstract

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.

Journal: Technical Communication Quarterly
Published: 2003-01-01
DOI: 10.1207/s15427625tcq1201_7
Open Access: Closed
Topics: technical communication

Citation Context

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