MUS Outcomes Assessment Workshop

University-wide Program-level Writing Assessment at The University of Montana

Beverly Ann ChinChair, Writing Committee

Beverly.chin@umontana.edu

Megan StarkProfessor, Writing CommitteeMegan.stark@umontana.edu

Kelly WebsterDirector, Writing Center

Kelly.webster@umontana.edu

General Education Writing Requirements at UM

Freshman Composition Course (WRIT 101)

Approved-Writing Course (usually 200-level)

Upper Division Writing Proficiency Assessment (UDWPA)

Writing in the Major Course (usually 400-level)

Learning Outcomes for Approved-Writing Courses

Compose written documents that are appropriate for a given audience or purpose

Formulate and express opinions and ideas in writing

Use writing to learn and synthesize new concepts

Revise written work based on constructive feedback

Find, evaluate, and use information effectively

Begin to use discipline-specific writing conventions (largely style conventions like APA or MLA)

Demonstrate appropriate English language usage

AIM: to improve the quality of student writing by improving the writing program

• Grounded in Gen Ed courses: analyzes student writing and course syllabi as primary reflections of our writing program

• Focused on studying the efficacy of learning outcomes: reflects General Education Approved-Writing Course Learning Outcomes

• Formative: focuses on studying aspects of the writing program to improve and modify those aspects

• Contextualized: can be scaled and shaped locally to address questions and issues faculty value

University-wide Program-level Writing Assessment Implemented,

Fall 2013

Goals of the UPWA

• to provide useful data about student writing proficiency in the context of a General Education Requirement;

• to analyze student writing as a reflection of our writing program;

• to uncover trends in students’ writing strengths and areas for improvement;

• to improve writing instruction and curriculum across disciplines;

• to provide professional development opportunities for faculty and staff.

The UPWA Holistic Rubric

• Grounded in the Approved-Writing Course Learning Outcomes

• Faculty generated

• Field tested

• Widely available and adaptable

• Discussed, interpreted, and debated each spring

UPWA Procedures for Paper Collection

• Approved-Writing Course faculty identify an assignment in which students are asked to demonstrate the Learning Outcomes.

• Students remove identifying information from and upload their papers to an online UPWA repository.

• Students take an online survey.

UPWA Annual Retreat Procedures

• All faculty, staff, and graduate students TAs are invited to participate.

• A random sample of papers is identified for scoring.

• Trained leaders teach participants how to apply accurately and efficiently the UPWA Holistic Rubric.

• Table leaders facilitate discussion on the rubric and scoring process as participants reach consensus on their scores.

• Participants complete a survey.

Using UPWA Data

The University Writing Committee will:

• analyze the scoring data for trends in students’ writing strengths and areas for improvement;

• analyze student survey information;

• use the Writing Retreat results and feedback to plan a Fall Writing Symposium for faculty;

• share its findings and monitor/refine the UPWA.

Benefits of the UPWA

• empowers faculty to shape and engage in assessment that will impact teaching and learning;

• allows for authentic writing assessment;

• enacts and promotes shared responsibility for and commitment to writing instruction across disciplines;

• provides professional development and collaboration opportunities grounded in current research and best practices.

For Further Information

UM Writing Committee Website www.umt.edu/facultysenate/committee/writing_committee/UPWA.php