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
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Open Access
Closed
Topics
writing across the curriculum assessment
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Citation Context

Cited by in this index (4)

  1. Williams et al. (2022)
    Engaging Students in Writing Data Requests: A Role-Playing Writing Exercise
    Business and Professional Communication Quarterly
  2. Warnock et al. (2017)
    Measuring Quality, Evaluating Curricular Change: A 7-Year Assessment of Undergr…
    Journal of Business and Technical Communication
  3. Charlton (2014)
    The Weight of Curious Space: Rhetorical Events, Hackerspace, and Emergent Multi…
    Computers and Composition
  4. Boettger (2010)
    Rubric Use in Technical Communication: Exploring the Process of Creating Valid …
    IEEE Transactions on Professional Communication

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CrossRef global citation count: 6 View in citation network → Build reading path →

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