Group items tagged

conversation and survey results from the 2010 IWCA SIG on Assessment

discussing tools that help students assess their own skills and needs

Grand Valley State University's Self-Study Format. Self Study Format The University Assessment Committee, in consultation with the Dean's Council and the Provost, have identified the following attachments as the format for the GVSU Program Self-Study. This document is intended as an opportunity for a unit to examine its Strategic Plan as well as identify and evaluate its progresses, successes, and areas of concern.

CCCC's position statement on assessment, revised in November 2014

discussion of how to assess tutors' abilities when making hiring decisions

a discussion of the difficulty of assessing the effect of writing center intervention when considered among other variables (instructor, class dynamics, student health, etc.)

"Post-secondary writing centers have struggled to produce substantial, credible, and sustainable evidence of their impact in the educational environment. The objective of this study was to develop a college-level writing self-efficacy scale that can be used across repeated sessions in a writing center, as self-efficacy has been identified as an important construct underlying successful writing and cognitive development. A 20-item instrument (PSWSES) was developed to evaluate writerly self-efficacy. 505 university students participated in the study. Results indicate that the PSWSES has high internal consistency and reliability across items and construct validity, which was supported through a correlation between tutor perceptions of client writerly self-efficacy and client self-ratings. Factor analysis revealed three factors: local and global writing process knowledge, physical reaction, and time/effort. Additionally, across repeated sessions, the clients' PSWSES scores appropriately showed an increase in overall writerly self-efficacy. Ultimately, this study offers a new paradigm for conceptualizing the daily work in which writing centers engage, and the PSWSES offers writing centers a meaningful quantitative program assessment avenue by (1) redirecting focus from actual competence indicators to perceived competence development and (2) allowing for replication, causality, and sustainability for program improvement. "

a helpful discussion that defines and explains goals and outcomes (for assessment, SLOs, strategic plans, etc.) see also: http://lyris.ttu.edu/read/messages?id=18981151

"Evaluation/Accountability for the Writing Lab" (on assessment, usage data, student grades, faculty response); "Do We Need Materials for ESL and Engineering Students?" (self-instruction materials); "A Note on Lab Layout" (space design); mailing list

An annotated bibliography covering relatively recent books and journal articles; topics include philosophy, theory/practice, pedagogy, evaluation, assessment, and graduate writing support

Links to all of the WAC Bibliographies on the following topics: Writing in the Disciplines Writing to Learn Program Design Faculty Concerns WAC in Two-Year Colleges WAC in the Schools WAC in the Disciplines WAC Assessment Pedagogy Writing Processes Writing Conventions Genre Research WAC and Writing Centers/Learning Centers Writing Fellows Programs WAC and Second-Language Writing Service and Experiential Learning Literacy Community Inquiry Technology Discourse Analysis Graduate Students

From Praxis: "Susan Mueller - A corporate assessment model offers a fresh approach to evaluating consultant training programs and consultations themselves. How many times have you watched struggling students leave your writing center and wondered how much they got out of the conference you just had with them? It is hard to know."

a discussion of certification for writing centers see also: http://lyris.ttu.edu/read/messages?id=1053421 see also: http://lyris.ttu.edu/read/messages?id=1052315 see also: http://lyris.ttu.edu/read/messages?id=11014117 see also: http://lyris.ttu.edu/read/messages?id=18679126 see also: http://lyris.ttu.edu/read/messages?id=19604379 see also: http://lyris.ttu.edu/read/messages?id=21483331

From abstract: ncludes recommendations for "tutor preparation and in-service training" that "emphasize less idealized, more pragmatic conceptualization of tutor roles and actions and focus on behaviors demonstrated as constitutive of success"

a discussion of how to best assist a NNES graduate student who comes to the center asking for help with assessing and commenting on student papers

resources related to self-study or self-assessment

This video, produced by Mountwest Community and Technical College, demonstrates a typical tutoring session, including the greeting, the assessment of the student's needs, the creation of an agenda, the evaluation of the writing, the confirmation of the student's ideas, and the creation of a plan of action.