Journal of Business and Technical Communication Oct 1994 Open Access

Analytic Measures for Evaluating Managerial Writing

PRISCILLA S. ROGERS

Abstract

The recent addition of a writing performance assessment to the Graduate Management Admission Test (GMAT) means that many students now enter business school with a writing assessment score and perhaps even a heightened awareness that writing matters in some way to the successful completion of an MBA degree. This situation presents teachers of business and managerial writing with a new opportunity and pressure to provide students with writing tools that are directly relevant to their business studies and professional careers. The Analysis of Argument Measure and the Persuasive Adaptiveness Measure introduced here are assessment tools that may be used to explain holistic assessment scores (which students receive on the GMAT writing component) and may assist students in understanding and evaluating their writing, both in school and in the workplace. Designed to evaluate managerial documents that are persuasive and directorial in nature, these measures were developed through a series of pilots and used to assess a selected sample of managerial memorandums that were also scored holistically. Correlating the holistic and analytic scores revealed a positive association, and interrater reliability achieved good agreement beyond chance. These results suggest that the measures may be reliably employed to assess characteristics valued in managerial writing. Examples of how these analytic measures may be employed for teaching and research are also described.

Journal
Journal of Business and Technical Communication
Published
1994-10-01
DOI
10.1177/1050651994008004002
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Topics
teacher development assessment
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Citation Context

Cited by in this index (1)

  1. 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: 7 View in citation network → Build reading path →

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