Group items tagged

"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. "

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.

conversation and survey results from the 2010 IWCA SIG on Assessment

discussing tools that help students assess their own skills and needs

"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

resources related to self-study or self-assessment

A proposed self-study questionnaire for writing center accreditation, by Dennis Paoli, Marcia Silver, and Jo Koster, in 1977, submitted to the National Writing Centers Association.

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

a discussion of the methods of determining the percentage of students served/sessions filled; thinking about what makes a "good" level of service

An example of the University of Montana Writing Center's Annual Report (2014-2015 academic year). The purpose of this report is to showcase for administrators the scope of our work as well as make visible a handful of the Writing Center's programs that reach across the curriculum. Authored by Kelly Webster, Director of the Writing Center.