Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergraduate Business Student Writing

Scott Warnock; Nicholas Rouse; Christopher Finnin; Frank Linnehan; Dylan Dryer

doi:10.1177/1050651916682286

Journal of Business and Technical Communication Apr 2017

Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergraduate Business Student Writing

Scott Warnock Drexel University ; Nicholas Rouse Drexel University ; Christopher Finnin Drexel University ; Frank Linnehan Drexel University ; Dylan Dryer

Abstract

This article reports the background, methods, and results of a 7-year project (2007–2013) that assessed the writing of undergraduate business majors at a business college. It describes specific issues with writing assessment and how this study attempted to overcome them, largely through a situated assessment approach. The authors provide the results of more than 3,700 assessments of nearly 2,000 documents during the course of the study, reporting on scores overall and for each rubric criterion and comparing the scores of English and business assessors. They also investigate how two curricular interventions were evaluated through this assessment project. Although overall, the writing of these business majors was assessed as good, results showed noteworthy differences between the scores of English and business assessors and a noteworthy impact for one of the curricular interventions, an effort to improve the material conditions of writing instruction. The authors conclude by discussing some next steps and implications of this project.

Journal: Journal of Business and Technical Communication
Published: 2017-04-01
DOI: 10.1177/1050651916682286
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Open Access: Closed
Topics: writing pedagogy assessment
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Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergraduate Business Student Writing

Abstract

Citation Context

Cited by in this index (3)

References (31) · 9 in this index

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