Abstract
This paper describes our two-semester effort to integrate writing instruction into a multi-disciplinary sophomore engineering design course and our programmatic assessment approach. We employed a strategy that consisted of administering a pre and post-instruction in-class un-graded writing activity that was blindly scored using holistic techniques by a group of diverse evaluators. The results of this assessment experiment showed no growth in student writing as measured over a semester length of time; indicated that students' attitude about the assessment process can influence results; and pointed out problems with the development of good prompts. In addition, the calibration process used to train evaluators was most beneficial; yielding a consensus standard of performance that was applied to not only the pre- and post-tests evaluation, but also within the classroom.
Original language | English (US) |
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Pages (from-to) | 231-235 |
Number of pages | 5 |
Journal | Proceedings - Frontiers in Education Conference |
Volume | 1 |
State | Published - 1998 |
Event | Proceedings of the 1998 28th Annual Frontiers in Education Conference, FIE. Part 3 (of 3) - Tempe, AZ, USA Duration: Nov 4 1998 → Nov 7 1998 |
ASJC Scopus subject areas
- Software
- Education
- Computer Science Applications