Methods and Results of an Accreditation-Driven Writing Assessment in a Business College

Journal of Business and Technical Communication Jan 2009

Methods and Results of an Accreditation-Driven Writing Assessment in a Business College

Scott Warnock Drexel University

Abstract

This article describes a pilot effort for an accreditation-driven writing assessment in a business college, detailing the pilot's logistics and methods. Supported by rubric software and a philosophy of “real readers, real documents,” the assessment was piloted in summer 2006 with five evaluators who were English instructors and four who worked or taught in business environments. The nine evaluators were each given 10 reports that were drawn from a sample of 50 reports completed in a writing-intensive course. They created 88 individual assessments using a 10-category rubric. While the overarching purpose of the pilot was to determine the effectiveness of the methods used, the results may also be of interest to those involved with the assessment of writing.

Journal: Journal of Business and Technical Communication
Published: 2009-01-01
DOI: 10.1177/1050651908324383
Open Access: Closed
Topics: assessment writing across the curriculum

Citation Context

Cited by in this index (2)

Warnock et al. (2017)

Measuring Quality, Evaluating Curricular Change

Journal of Business and Technical Communication
Charlton (2014)

The Weight of Curious Space: Rhetorical Events, Hackerspace, and Emergent Multi…

Computers and Composition

Cites in this index (2)

Abbott et al. (2005)

How Academics and Practitioners Evaluate Technical Texts

Journal of Business and Technical Communication
HASWELL (2000)

Documenting Improvement in College Writing

Written Communication

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