The Writing Program Indiana University East. Program Assessment Five-Year Report through First-Year Required Writing Courses

Transcription

1 The Writing Program Indiana University East Program Assessment Five-Year Report through First-Year Required Writing s Compiled by Edwina L. Helton Professor of English and Writing Program Director

2 Report Contents: Abstract First-Year Writing Goals Writing Program Curriculum Writing Program Genres Teaching Strategies Program Assessment Practices Program Assessment Results: End of Semester Student Project Performance Results Program Assessment Results: In-Class Essay Results Program Assessment Results: Grade Performance Results Faculty Teaching Portfolios Use of Program Assessment Results

3 Abstract The Writing Program continues a pattern of growth. The number of course sections continues to increase as well as the variety of courses. An online English degree is also added with a focus in rhetoric and technical communication studies in 2005, The English Online Completion in Professional and Technical Writing. A Graduate Certificate in Composition Studies begins to be offered in Expansion in online course offerings continues. The Writing Program continues to pilot innovative programs such as infusing independent study work in to research writing courses, offering theme-based college composition courses, and innovative programs in writing for summer preparation of incoming students. The Writing Program awards and publication program expanded to include additional awards and celebrated its 10 th year anniversary in Excellence in college composition instruction continues to the credit of a dynamic and motivated faculty who continue to pursue professional development through annual writing program faculty retreats focused on topics including grading practices and author authenticity issues. All faculty participate in writing program assessment activities that include not only review of course syllabi and student evaluations, but also ranking of initial and final in-class essays, final class projects along with the addition of a faculty evaluation program grounded in teaching portfolios piloted in 2008 and adopted in Student performance patterns for the 2005 to 2008 is quite strong across all first year courses with ranges in pass and retention rates in the strong 80s and 90s into the academic school year of and Growth in pass and retention rates remains steady from the rates of up to and saw drops in retention rates as student population shifts to traditional and full time faculty presence in first year composition drops significantly. The high demand of full time faculty for teaching and service outside the writing program as well as continued loss of our part time faculty to other endeavors led to a dramatic downturn in pass and retention rates in fall The program continues to depend more and more on temporary part time faculty than in earlier years, moving from 30-40% ranges of part time faculty teaching first year composition to 70-80% ranges in The program continues to lose strong part time faculty to other endeavors such as full time employment and Ph.D. programs. Even with greater focus on teacher preparation for part time faculty, the turnover of part time faculty as well as dramatically decreasing presence of full time faculty teaching first year composition plays a significant role in falling pass and retention rates. Dramatic drops in pass rate (increases in DWF rates to average of 23%) in Fall 2009 are a strong concern and can be attributes to factors including: shift in student population to traditional, drop of full time faculty presence in teaching first year composition from 60 to 70% to 20 and 30% in fall 2010, drop of full time tenure line faculty in fall 2009 to under 10%, and loss of strong part time faculty to other endeavors. Some increase in Spring 3

4 2010 can be attributed to the hiring of new writing faculty, one full time, in composition and rhetoric. Important to note that the last time the institution experienced numbers at these levels for DWF rates was prior to the hiring of full time lecturers of writing, 2001 and earlier, when our dependence on part time faculty was at a rate comparable to fall 2009, percent. In other words, to bring our pass rates up, we will need to make the presence of full time faculty in teaching of first year writing a priority. Teacher preparation will continue to be a major focus through programs such as the writing program teacher portfolio program and professional preparation mentoring through the writing program director s office as well as implementing a support program pilot through student support services and encouraging writing faculty to make use of writing center tutors (see Use of Program Assessment section, p. 79). Included here are brief details on first-year composition curriculum and teaching strategies that hallmark the program. Summaries of student performance-based assessment results are included grounded in student work: pre-post course writing samples, final writing projects, and overall course performances. The teacher portfolio program and brief results are detailed. Use of assessment results are summarized with particular attention to curriculum changes, pilot programs, and ongoing challenges. 4

5 First Year Writing Goals Below is an overview of course goals that distinguish each composition course. Part-time faculty work directly with the Writing Program Director as they prepare for new course preparations. Fulltime faculty consult with the Writing Program Director as needed. All part-time faculty and full-time faculty continue to participate in writing program assessment and have done so since the program of assessment began in the early 1990 s. Note: W130/W131 forms a stretch first course in composition for students who, at the high school level, have not had or earned a grade of C or lower in college preparatory composition. W130/W131 Stretch Program English W130 Principles of Composition introduction to language for talking about writing practice in academic reading practice in variety of academic writing projects practice in reading and responding to reading in writing grammar instruction in the context of writing evaluation based on development, organization, content, mechanics introductory visit to the library English W131 Elementary Composition I practice in reading of academic prose practice in reading as writers practice in evaluating writing practice in writing with sources practice in close reading and analysis of academic prose use of documentation (APA) students work in range of academic writing genres students complete one self-developed research project sources and documentation is focused on common sources within the course textbook introductory visit to the library and orientation to available sources English W132 Elementary Composition II learning in theory and methods of primary and secondary research instruction in documentation of the students major students complete research writing projects students select from academic, technical, and creative research genres students complete projects in the style of their major students gain experience in collaborative writing library skills in source selection 5

6 English W231 Professional Writing Skills practice in theory of writing in the workplace activities in ethics, collaboration, and persuasion range of self-developed research and technical writing projects writing activities connected to the major and intended work field students complete one self-developed research project instruction in APA style library skills in source selection English W270 Argumentative Writing understand questions, modes of inquiry, and results of argumentation and analysis as well as research reporting information in a variety of disciplines. evaluate sources and integrate research smoothly into a paper. demonstrate clear understanding of the conventions of documentation. create a thesis and write a paper that is an original essay using sources on a topic reflecting the students interests. refine composing skills in a comfortable learning environment where students gain individual help from their instructor as they draft and revise their work. complete peer-reviewing and responding that allows for development as a critical reader of one s own and others work. adopt a more professional attitude towards their writing as demonstrated by focusing on the need for proper format, grammar, and spelling, and for taking responsibility for their own progress. 6

7 Writing Program Curriculum Writing program courses include the following teaching strategies: Four longer written projects taken through the drafting process Four in-class short essay writing assignments as preparation for longer papers Fast writes for homework fifteen minutes spent writing in response to: a question, reading, or prompt Pre-writing workshops on topic selection and paper content Project writing plan as preparation for the longer project Peer review workshops Opportunity for revision Longer writing projects connected to intended major, work, or social issues In-class reading and writing activities Mini-lectures on grammar with in-class activities to facilitate learning Mini-lectures on course content reading, writing, theory Opportunity for individualized instruction Library and word-processing experience In-class collaboration with peers Teaching to create learning community Orient students to IUE provide support Provide enhancement of first-year experience 7

8 Writing Program Genres for Longer Projects Organized by The outline of course genres below is intended to illustrate the range of choices available to instructors for writing assignment options. English W130 Academic Reading and Writing Stretch Program: argument analysis without sources cultural analysis without sources position paper without sources self-developed research project response to reading reading summary English W131 Academic Reading and Writing With Sources Projects: argumentation with sources analysis with sources discipline based position paper self-developed research discipline based project trends in the disciplines research project response to discipline-based reading article summary English W132 Research Writing and Methods Projects: interview write up observation study project textual research project information research report project collaborative research self-developed research projects English W231 Technical Communication Genres: letters and short and longer reports memo write ups interview write ups proposals analytical report English W270 Argumentative Writing Genres: summary with position papers reflective analysis argument analysis short research projects self developed cultural analysis projects 8

9 Teaching Strategies for Teaching Writing Reading Workshops share fast writes completed over reading guide students through listing main ideas list questions and observations on reading complete activities applying ideas on reading to other contexts Pre-writing Workshops brainstorm on topics in groups guide students in listing ideas, then share in groups list questions/decisions to make before writing on board to discuss as group provide handout with list of questions to answer before writing for students to complete, then discuss In-class Drafting Workshops have students complete short free-writing on topics connected to the paper complete mock version of project in class (i.e. short writing similar to project as a draft or first attempt version of the final project) provide computer lab time for writing the project in class with supervision Documentation Workshops have students bring research materials to class and prepare mock bibliography page provide sample materials for students to use for preparing a collaborative works cited page guide students through large group documentation work with common text small groups prepare bibliography and sample quotes for project Peer Review Workshops class time spent sharing drafts in small groups instructor can comment on drafts during peer review time provide handout with specific questions for students to answer on drafts require small group out of class meeting for students to discuss drafts Final Draft Workshops in class presentations of final projects small group sharing of final projects in-class group reading activity 9

10 Program Assessment Practice Descriptions In-class Essay Assessment First and Fourth In-class Essays Guidelines and Procedures for In-Class Essay Assessment Attached are materials for our in-class essay writing program assessment. We complete assessment on the first and fourth in-class essay (the fourth should be the essay completed in the first 2-3 days of the fourth unit in the course). The results of the program assessment are used to improve our courses, to study our placement procedure, and to provide instructors with a beginning look at students writing. Timing: Should be done on the second or third day of the first and fourth unit of the class Topics for In-class Essays: All instructors develop their own in-class essay topics. The topic should be related to your unit s theme. (Further guidelines for in-class essays are included in your teaching guidelines packet). Guidelines: A. Provide your first in-class essay assignment to students on the board. B. Allow about minutes for students to complete the essay. C. Follow up the in-class essay writing with a short activity (suggestions below). D. Collect all essays and complete scoring sheets. E. Submit score sheet and student essays to the Writing Program Director. F. Keep a copy of your score sheet if you if you wish. G. Student essays will be returned to you within one week of submission. Due Date: Please submit essays and score sheet within one week of completion in class. Suggested Essay Follow-up Activities: small group discussion of writing characteristics you specify on the board mini-lecture on writing characteristic or genre small group sharing and discussion of essays completion of questions on the in-class essay writing experience large group discussion on writing issues. 10

11 Paper Project Assessment End of Semester Student Projects Guidelines and Procedures for Final Paper Assessment At the semester s end, we continue our writing program assessment with the collection and review of student s last paper project for the course. Guidelines are listed below for you to follow. The results of the program assessment are reviewed by the program director for making improvements to the writing program. Program assessment is not used for student or instructor evaluation. Please return your materials before leaving for the semester break. Collection of Student Papers: Choose five papers at random from the last longer project assignment completed for the course. The papers should be a final copy of a paper where students have revised their work at least once. Fill out the writing program assessment form attached. Score each of the five papers and offer your comments on the papers strengths and weaknesses. Use the attached scoring rubric as your guideline. Hand in the five papers and the program assessment score recording sheet to the writing program director s mailbox, office, or secretary. 11

12 Writing Program Assessment Scoring Guide for Student Papers General Directions for Evaluators: Read each paper holistically and give it a singe score on a six-point scale ( 6 is high and 1 is low). Give greater weight to longer and more substantial pieces, and reward creativity and risk-taking. Characteristics of Strong Papers: Characteristics of Weak Papers: *pieces are substantial and well developed *pieces are short, thin, undeveloped *clear statement of paper s purpose *no clear statement of paper s purpose *strong sense of paper s organization *little or unclear paper organization *language used creatively and effectively *language used uncreatively and ineffectively *takes risks that work in style, approach, *no risks--or risks fail or subject matter *shows when appropriate: creates scenes *little or no showing: lots of straight telling and uses dialogue and internal monologue and summary *assertions and generalizations supported *assertions and generalizations unsupported by evidence, examples, details *recognizes complexities in issues *ignores complexities and contexts *paper is touching or powerful *pieces do not engage the readers emotions *evidence of critical thinking *little evidence of critical thinking *pieces are unified and focused *pieces are disunified and unfocusd *aware of the power and uses of writing *unaware of the power and uses of writing Scoring Scale: 6 An excellent paper: its numerous and significant strengths far outweigh its few weaknesses. Substantial and original in content (both in length and development) and/or in style. 5 A very good paper: its many strengths clearly outweigh its weaknesses. It engages the material and explores issues, but not to the same extent as in a 6 paper. 4 A good paper: its strengths outweigh its weaknesses. Paper shows genuine intellectual effort and moments of focus, but suggests strong potential rather than actual achievement. 3 A fair paper: strengths and weaknesses are about equally balanced. Some pieces may be too brief or underdeveloped, too general or predictable, but the writing is competent. 2 A below average paper: its weaknesses outweigh its strengths. Usually thin in substance and undistinguished in style but perhaps clear and fairly error free. 1 A poor paper: its many weaknesses clearly outweigh its strengths. Appears to have been put together with little time or thought. 12

13 Program Assessment Results: End of Semester Student Project Performance Results End of Semester Student Paper Score Results for Fall 2005 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Fall 2005 Score W130 W131 W132 W % 21% 28% NR 5 25% 29% 60% NR 4 30% 42% 12% NR 3 25% 8% 0% NR 2 15% 0% 0% NR 1 0% 0% 0% NR Overview of Strengths Mentioned: topic focus, accurate formatting and documentation, thorough analysis, strong detail and developed, good analysis, visual formatting Overview of Weaknesses Mentioned: editing and proofreading, format details, needs development, more analysis needed Conclusions: results demonstrate student performance ranging appropriately for each course (clustered around 3 and 4 for 130; 4 for 131; 5 for 132) 13

14 End of Semester Student Paper Project Score Results for Spring 2006 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Spring 2006 Score W130 W131 W132 W % 16% 46% 73% 5 0% 56% 46% 60% 4 80% 28% 6% 33% 3 20% 0% 0% 0% 2 0% 0% 0% 0% 1 0% 0% 0% 0% Overview of Strengths Mentioned: organization, complex issue addressed, critical thinking, format, quotes, development, focused Overview of Weaknesses Mentioned: proofreading needed, examples needed, editing format needed, development needed, transitions needed Conclusions: Overall performance percentages increased over Spring

15 End of Semester Student Paper Score Results for Fall 2006 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Fall 2006 Score W130 W131 W132 W % 19% 38% 0% 5 31% 41% 38% 43% 4 41% 25% 6% 60% 3 24% 13 15% 0% 2 3% 2% 3% 0% 1 0% 0% 0% 0% Overview of Strengths Mentioned: critical thinking, topic focus, exploring topic, accurate formatting and documentation, thorough analysis, creative thinking, strong detail and developed, good analysis, visual formatting Overview of Weaknesses Mentioned: editing and proofreading, format details, needs development, more analysis needed, organization Conclusions: results demonstrate student performance ranging appropriately for each course with stronger than anticipated results for 130 which is clustered around 3, 4, and 5 rather than 3 and 4 (4 for 131; 5 for 132 and 231) Observation: additional strengths including creative and critical thinking as well as exploring ideas reflects progress within the curriculum to focus on teaching of writing as linked to critical and creative thinking and exploration 15

16 End of Semester Student Paper Project Scoring Results for Spring 2007 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Spring 2007 Score W130 W131 W132 W % 27% 33% 0% 5 20% 27% 38% 50% 4 40% 33% 28% 30% 3 30% 13% 1% 10% 2 10% 0% 0% 10% 1 0% 0% 0% 0% Overview of Strengths Mentioned: coherence, organization, complex issue addressed, critical thinking, format, quotes, development, focused, logical Overview of Weaknesses Mentioned: simplistic topic, lack of coherence, proofreading needed, examples needed, editing format needed, development needed, transitions needed Conclusions: Overall performance percentages increased over Spring

17 End of Semester Student Paper Score Results for Fall 2007 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Fall 2006 Score W130 W131 W132 W % 24% 40% 20% 5 17% 46% 40% 30% 4 43% 21% 20% 50% 3 35% 9% 0% 0% 2 0% 0% 0% 0% 1 0% 0% 0% 0% Overview of Strengths Mentioned: thoughtful, critical thinking, topic focus, exploring topic, strong development, accurate formatting and documentation, thorough analysis, creative thinking, complicates topic, strong detail and developed, good analysis, visual formatting Overview of Weaknesses Mentioned: additional examples needed, editing and proofreading, format details, could be further complicated, needs development, more analysis needed, organization, vagueness, struggles with documentation, establishment of topic significance needed Conclusions: results demonstrate student performance ranging appropriately for each course with stronger than anticipated results for 130 which is clustered around 3, 4, and 5 rather than 3 and 4 (4 for 131; 5 for 132 and 231) Observation: additional strengths including creative and critical thinking as well as exploring ideas reflects progress within the curriculum to focus on teaching of writing as linked to critical and creative thinking and exploration 17

18 End of Semester Student Paper Project Score Results for Spring 2008 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Spring 2008 Score W130 W131 W132 W % 21% 44% 11% 5 27% 42% 36% 45% 4 45% 26% 12% 33% 3 27% 11% 8% 11% 2 0% 0% 0% 0% 1 0% 0% 0% 0% Overview of Strengths Mentioned: coherence, good observations, provocative topic, good research, complex issue addressed, critical thinking, format, development, consistent focus Overview of Weaknesses Mentioned: clarify focus, documentation, lack of coherence, proofreading needed, examples needed, sentence errors, development needed, transitions needed 18

19 End of Semester Student Paper Project Score Results for Fall 2008 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Fall 2008 Score W130 W131 W132 W231 W % 20% 31% 20% 20% 5 9% 38% 38% 40% 33% 4 56% 35% 23% 20% 22% 3 32% 7% 8% 20% 0% 2 5% 0% 0% 0% 0% 1 0% 0% 0% 0% 0% Overview of Strengths Mentioned: strong organization, clear purpose, revision effort apparent, clear focus, development, consistent focus, solid research, strong critical analysis, thoughtful consideration of issue, passion for topic, Overview of Weaknesses Mentioned: thin development, needs more evidence, needs examples, stronger organization needed, clarify focus, needs more than personal opinion, shallow research, needs further narrowing, needs to move beyond summary 19

20 End of Semester Student Paper Project Score Results for Spring 2009 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Spring 2009 Score W130 W131 W132 W231 W % 18% 41% 27% 33% 5 30% 43% 46% 46% 47% 4 30% 36% 12% 20% 20% 3 30% 31% 3% 7% 0% 2 0% 0% 0% 0% 0% 1 0% 0% 0% 0% 0% Overview of Strengths Mentioned: clear expression of ideas, acknowledges topic complexity, strong organization, consistent focus, unique topic, scholarly voice, originality of thought, thoughtful details, engaged and reflective Overview of Weaknesses Mentioned: strengthen organization, improve sentence structure, clarify focus, attention to proofreading, examples needed, sentence errors, development needed, transitions needed 20

21 End of Semester Student Paper Project Score Results for Fall 2009 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Fall 2009 Score W130 W131 W132 W231 W % 16% 28% 15% ndr 5 7% 30% 22% 35% ndr 4 49% 29% 26% 25% ndr 3 36% 20% 16% 25% ndr 2 8% 5% 8% 0% ndr 1 0% 0% 0% 0% ndr ndr no data reported Overview of Strengths Mentioned: command of format, follows assignment, strongs voice, strong focut, solid research, strong analysis, thoughtful consideration of issue, passion for topic, Overview of Weaknesses Mentioned: ineffective communication in writing, needs greater organization, need of development, lack sophistication of thought, lack of maturity in approach to topic, errors in proofreading, not able to move beyond summary Conclusions: Expected trend of drop in performance evident in all courses, particularly significant in W130 and W131. Drop attributed in shift in student population to traditional (i.e. consistent comments on lack of maturity in approach to writing assignments from faculty assessment reporting), reduction of full time faculty teaching first year composition from 60 and 70% to 20 and 30%, reduction of tenure line faculty teaching first year composition from 20% to under 10% in fall 2009, and the continued trend of seeing no college preparatory writing course taken by incoming first year students. 21

22 End of Semester Student Paper Project Score Results for Spring 2010 The table below summarizes the assessment results of scored end of semester student papers. Each student paper was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Paper Project Score Results for Spring 2010 Score W130 W131 W132 W231 W % 12% 16% 20% ndr 5 10% 28% 52% 40% ndr 4 50% 32% 16% 20% ndr 3 30% 24% 16% 20% ndr 2 10% 4% 0% 0% ndr 1 0% 0% 0% 0% ndr ndr no data reported Overview of Strengths Mentioned: clear statement of purpose, critical thinking present, well developed, some sparks of analysis, strong research, depth of thought Overview of Weaknesses Mentioned: not moving beyond personal opinion, struggles with proofreading, not able to move beyond informal language, lack of engaged analysis and critical thinking, complexities of issues unexamined, unsophisticated analysis Conclusions: Expected trend of drop in performance evident in all courses, particularly significant in W130 and W131. Drop attributed in shift in student population to traditional and the continued trend of seeing no college preparatory writing course taken by incoming first year students. Student performance drop also attributed to impact of significant reduction in full time faculty presence in first year composition: reduction of full time faculty teaching first year composition from 60 and 70% to 20 and 30%, reduction of tenure line faculty teaching first year composition from 20% to 0% in spring

23 Program Assessment Results: In-Class Essay Results End of Semester Essay Scoring Results for Fall 2005 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2005 Score W130 W131 W132 W % 30% 27% NR 5 25% 27% 47% NR 4 64% 33% 26% NR 3 11% 10% 0% NR 2 0% 0% 0% NR 1 0% 0% 0% NR NR=No data reported by instructors 23

24 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2005 Percentages Student Essay Score Results for Beginning/End of Semester Fall 2005 Score W130 W131 W132 W %/0% 0%/30% 17%/27% 0%/NR 5 3%/25% 15%/27% 40%/47% 49%/NR 4 20%/64% 42%/33% 40%/26% 32%/NR 3 51%/11% 38%/10% 2%/0% 17%/NR 2 25%/0% 4%/0% 1%/0% 2%/NR 1 1%/0% 0%/0% 0%/0% 0%/NR NR=No data reported by instructors 24

25 Beginning of Semester Essay Scoring Results for Spring 2005 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2005 Score W001 W130 W131 W132 W % 0% 5% 7% 0% 5 0% 8% 16% 24% 21% 4 0% 23% 37% 40% 61% 3 11% 53% 36% 28% 14% 2 67% 16% 6% 1% 4% 1 22% 0% 0% 0% 0% 25

26 End of Semester Essay Scoring Results for Spring 2005 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2005 Score W130 W131 W132 W % 4% 25% 0% 5 5% 23% 40% 15% 4 12% 40% 20% 55% 3 67% 30% 13% 25% 2 16% 2% 0% 0% 1 0% 1% 2% 5% 26

27 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2005 in Percentages Student Essay Score Results for Beginning/End of Semester Spring 2005 Score W001 W130 W131 W132 W /0 0/0 5/3 7/10 0/0 5 0/0 8/6 16/19 24/33 21/39 4 0/33 23/44 37/38 40/33 61/ /67 53/41 36/40 28/24 14/ /6 16/6 6/0 1/0 4/5 1 22/0 0/3 0/0 0/0 0/0 27

28 Beginning of Semester Essay Scoring Results for Fall 2005 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Fall 2005 Score W130 W131 W132 W % 0% 17% 0% 5 3% 15% 40% 49% 4 20% 43% 40% 32% 3 51% 38% 2% 17% 2 25% 4% 1% 2% 1 1% 0% 0% 0% Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132 and 231 when they begin the course 28

29 End of Semester Essay Scoring Results for Fall 2005 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2005 Score W130 W131 W132 W % 30% 27% NR 5 25% 27% 47% NR 4 64% 33% 26% NR 3 11% 10% 0% NR 2 0% 0% 0% NR 1 0% 0% 0% NR NR=No data reported by instructors Conclusion: results show that students are ready for the next course performance on in-class essays is strong score clusters are where they need to be for each course at the semester s end (4 for 130, 4/5/6 for 131, 5 for 132) 29

30 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2005 Percentages Student Essay Score Results for Beginning/End of Semester Fall 2005 Score W130 W131 W132 W %/0% 0%/30% 17%/27% 0%/NR 5 3%/25% 15%/27% 40%/47% 49%/NR 4 20%/64% 42%/33% 40%/26% 32%/NR 3 51%/11% 38%/10% 2%/0% 17%/NR 2 25%/0% 4%/0% 1%/0% 2%/NR 1 1%/0% 0%/0% 0%/0% 0%/NR NR=No data reported by instructors Conclusions: scores demonstrate significant student performance improvement again, scores clustered around what is expected for each course 30

31 Beginning of Semester Essay Scoring Results for Spring 2006 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2006 Score W130 W131 W132 W % 10% 11% 0% 5 3% 18% 37% 27% 4 41% 35% 46% 55% 3 41% 31% 5% 18% 2 15% 6% 1% 0% 1 0% 0% 0% 0% 31

32 End of Semester Essay Scoring Results for Spring 2006 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2006 Score W130* W131 W132 W % 36% 10% 5 47% 58% 30% 4 38% 6% 50% 3 2% 0% 10% 2 0% 0% 0% 1 0% 0% 0% *No data was reported by W130 faculty 32

33 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2006 in Percentages Student Essay Score Results for Beginning/End of Semester Spring 2006 Score W130* W131 W132 W /13 11/36 0/ /47 37/58 27/ /38 46/6 55/ /2 5/0 18/ /0 1/0 0/ /0 0/0 0/0 No data reported by writing faculty for spring 2006, end of semester essays Significant performance improvement within 131 and

34 Beginning of Semester Essay Scoring Results for Fall 2006 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Fall 2006 Score W130 W131 W132 W % 5% 4% 0% 5 5% 12% 7% 7% 4 20% 42% 39% 21% 3 55% 35% 30% 43% 2 20% 6% 18% 29% 1 0% 0% 2% 0% Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132 and 231 when they begin the course note that performance rates in 132 and 231 both dropped; last years the performance scores clustered around 4 and 5 where this year they cluster around 3 and 4 this is a significant drop from a year ago 34

35 End of Semester Essay Scoring Results for Fall 2006 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2006 Score W130 W131 W132 W % 0% 26% 0% 5 7% 33% 33% 43% 4 32% 47% 15% 42% 3 61% 17% 21% 15% 2 0% 3% 5% 0% 1 0% 0% 0% 0% NR=No data reported by instructors Conclusion: results show that students are ready for the next course performance on in-class essays is strong score clusters are where they need to be for each course at the semester s end with the exception of 130 which is clustered around 3 rather than 4 (4/5/6 for 131, 5 for 132) 35

36 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2006 Percentages Student Essay Score Results for Beginning/End of Semester Fall 2006 Score W130 W131 W132 W %/0% 5%/0% 4%/26% 0%/0% 5 5%/7% 12%/33% 7%/33% 7%/43% 4 20%/32% 42%/47% 39%/15% 21%/42% 3 55%/61% 35%/17% 30%/21% 43%/15% 2 20%/0% 6%/3% 18%/5% 29%/0% 1 0%/0% 0%/0% 2%/0% 0%/0% NR=No data reported by instructors Conclusions: scores demonstrate student performance improvement again, scores clustered around what is expected for each course with the exception of

37 Beginning of Semester Essay Scoring Results for Spring 2007 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2007 Score W130 W131 W132 W % 0% 10% 0% 5 3% 13% 47% 5% 4 27% 67% 37% 78% 3 43% 15% 6% 17% 2 27% 5% 0% 0% 1 0% 0% 0% 0% 37

38 End of Semester Essay Scoring Results for Spring 2007 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2007 Score W130 W131 W132 W % 1% 18% 0% 5 17% 41% 48% 48% 4 35% 51% 30% 43% 3 26% 7% 4% 9% 2 22% 0% 0% 0% 1 0% 0% 0% 0% 38

39 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2007 in Percentages Student Essay Score Results for Beginning/End of Semester Spring 2007 Score W130 W131 W132 W /0 0/1 10/18 0/0 5 3/17 13/41 47/48 5/ /35 67/51 37/30 78/ /26 15/7 6/4 17/9 2 27/22 5/0 0/0 0/ /0 0/0 0/0 Significant performance improvement within all courses 39

40 Beginning of Semester Essay Scoring Results for Fall 2007 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Fall 2007 Score W130 W131 W132 W % 1% 4% 0% 5 2% 20% 7% 4% 4 43% 37% 39% 56% 3 50% 30% 30% 32% 2 5% 12% 18% 8% 1 0% 0% 2% 0% Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132 and 231 when they begin the course clustering in W130 and W131 increased dramatically, an indication of changes in campus admissions standards note that performance rates in 132 and 231 both increased; curriculum changes in W130 and W131 were implemented to achieve this goal in the last year 40

41 End of Semester Essay Scoring Results for Fall 2007 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2007 Score W130 W131 W132 W % 19% 39% 10% 5 18% 33% 55% 50% 4 41% 36% 6% 30% 3 36% 9% 0% 5% 2 5% 3% 0% 5% 1 0% 0% 0% 0% Conclusion: results show that students are ready for the next course performance on in-class essays is strong score clusters are where they need to be for each course at the semester s end with the exception of 130 which is clustered around 3 rather than 4 (4/5/6 for 131, 5 for 132) 41

42 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2007 Percentages Student Essay Score Results for Beginning/End of Semester Fall 2007 Score W130 W131 W132 W %/0% 1%/19% 0%/39% 0%/10% 5 2%/18% 20%/33% 30%/55% 4%/50% 4 43%/41% 37%/36% 52%/6% 56%/30% 3 50%/36% 30%/9% 17%/0% 32%/5% 2 5%/5% 12%/3% 1%/0% 8%/5% 1 0%/0% 0%/0% 0%/0% 0%/0% Conclusions: scores demonstrate student performance improvement again, scores clustered around what is expected for each course with sronger performance than in past years continued curriculum changes led to stronger performance in courses 42

43 Beginning of Semester Essay Scoring Results for Spring 2008 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2008 Score W130 W131 W132 W % 0% 11% 0% 5 0% 4% 40% 9% 4 60% 54% 37% 36% 3 30% 39% 12% 55% 2 10% 3% 0% 0% 1 0% 0% 0% 0% 43

44 End of Semester Essay Scoring Results for Spring 2008 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2008 Score W130 W131 W132 W231 6 ND 10% 30% 4% 5 30% 42% 56% 4 43% 21% 33% 3 15% 5% 7% 2 2% 2% 0% 1 0% 0% 0% 44

45 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2008 in Percentages Student Essay Score Results for Beginning/End of Semester Spring 2008 Score W130 W131 W132 W231 6 ND 0/10 11/30 0/4 5 4/30 40/42 9/ /43 37/21 36/ /15 12/5 17/9 2 3/2 0/2 55/7 1 0/0 0/0 0/0 45

46 Beginning of Semester Essay Scoring Results for Fall 2008 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Fall 2008 Score W130 W131 W132 W231 W % 0% 8% 0% 18% 5 0% 15% 37% 11% 27% 4 9% 45% 37% 21% 36% 3 41% 28% 30% 47% 18% 2 48% 12% 18% 21% 0% 1 2% 1% 2% 0% 0% Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132, 231 and 270 when they begin the course W130 clustering dropped dramatically over last year clustering in W131 increased dramatically, an indication of changes in campus admissions standards note that performance rates in 132 and 231 both increased; curriculum changes in W130 and W131 were implemented to achieve this goal in the last year 46

47 End of Semester Essay Scoring Results for Fall 2008 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2008 Score W130 W131 W132 W231 W % 16% 41% 8% 44% 5 3% 42% 48% 25% 33% 4 50% 36% 10% 42% 22% 3 43% 5% 0% 17% 0% 2 4% 1% 0% 8% 0% 1 0% 0% 0% 0% 0% 47

48 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2008 in Percentages Student Essay Score Results for Beginning/End of Semester Fall 2008 Score W130 W131 W132 W231 W /0 0/16 8/41 0/8 18/44 5 0/3 14/42 37/48 11/25 27/33 4 9/50 45/36 37/10 21/42 36/ /43 28/5 18/0 47/17 18/0 2 48/4 12/1 2/0 21/8 0/0 1 2/0 1/0 0/0 0/0 0/0 48

49 Beginning of Semester Essay Scoring Results for Spring 2009 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2009 Score W130 W131 W132 W231 W % 0% 5% 0% 15% 5 0% 14% 32% 41% 59% 4 30% 50% 38% 41% 19% 3 52% 34% 22% 12% 7% 2 18% 3% 3% 6% 0% 1 0% 0% 0% 0% 0% Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132, 231 and 270 when they begin the course W130 clustering increased over fall 2007 clustering in W131 increased dramatically, an indication of fall curriculum changes in W130 succeeding note that performance rates in 132, 231, and 270 are consistent; curriculum changes in W130 and W131 were implemented to achieve this goal in the last year 49

50 End of Semester Essay Scoring Results for Spring 2009 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2009 Score W130 W131 W132 W231 W % 8% 41% 14% 31% 5 0% 26% 44% 43% 54% 4 33% 57% 11% 36% 15% 3 61% 8% 4% 7% 0% 2 6% 1% 0% 0% 0% 1 0% 0% 0% 0% 0% 50

51 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2009 in Percentages Student Essay Score Results for Beginning/End of Semester Spring 2009 Score W130 W131 W132 W231 W /0 0/8 5/41 0/14 15/31 5 0/0 14/26 32/44 41/43 59/ /33 50/57 38/11 41/36 19/ /61 34/8 22/4 12/7 7/0 2 18/6 3/1 3/0 6/0 0/0 1 0/0 0/0 0/0 0/0 0/0 51

52 Beginning of Semester Essay Scoring Results for Fall 2009 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Fall 2009 Score W130 W131 W132 W231 W % 2% 2% 0% ndr 5 0% 13% 24% 16% ndr 4 4% 54% 29% 43% ndr 3 39% 29% 45% 26% ndr 2 49% 2% 0% 15% ndr 1 0% 0% 0% 0% ndr Conclusions: results are as expected with clustering around 3 for W130, 4 for W131, 4 and 5 for W132, 5 for W231 results indicate accurate placement into W130 and W131 results indicate students are ready for W132, W231 and W270 when they begin the course W130 clustering remains dropped since 2007 as population shifts to traditional clustering in W131 increased dramatically, a continued indication of changes in campus admissions standards performance rates in W231 continues to increased; curriculum changes in W130 and W131 were implemented to achieve this goal in 2007; however, drops in W132 are a concern and may reflect the decreased presence in full time faculty for teaching first year composition as well as the loss of our stronger part time faculty to other endeavors 52

53 End of Semester Essay Scoring Results for Fall 2009 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Fall 2009 Score W130 W131 W132 W231 W % 14% 39% 5% ndr 5 3% 38% 46% 23% ndr 4 35% 35% 14% 39% ndr 3 50% 13% 0% 22% ndr 2 12% 0% 0% 11% ndr 1 0% 0% 0% 0% ndr 53

54 Comparison of Beginning/End of Semester Essay Scoring Results for Fall 2009 in Percentages Student Beginning/End of Semester Student Essays for Fall 2009 Score W130 W131 W132 W231 W %/0% 2%/14% 2%/39% 0%/5% ndr 5 0%/3% 13%/3% 24%/46% 16%/23% ndr 4 4%/35% 54%/35% 29%/14% 43%/39% ndr 3 39%/50% 29%/13% 45%/0% 26%/25% ndr 2 49%/12% 2%/0% 0%/0% 15%/0% ndr 1 0%/0% 0%/0% 0%/0% 0%/0% ndr Conclusion: Performance Increases remain strong in Fall

55 Beginning of Semester Essay Scoring Results for Spring 2010 The tables below summarize the beginning of semester essay assessment results. Each student essay was scored by two writing faculty members on a 1-6 scale with six being the highest. Beginning of Semester Student Essay Score Results for Spring 2010 Score W130 W131 W132 W231 W % 0% 4% 7% ndr 5 10% 10% 32% 15% ndr 4 48% 44% 50% 54% ndr 3 27% 42% 13% 24% ndr 2 17% 4% 1% 0% ndr 1 0% 0% 0% 0% ndr Conclusions: results are as expected with clustering around 3 for 130, 4 for 131, 4 and 5 for 132, 5 for 231 results indicate accurate placement into 130 and 131 results indicate students are ready for 132, 231 and 270 when they begin the course W130 clustering increased over fall 2007 clustering in W131 increased dramatically, an indication of fall curriculum changes in W130 succeeding note that performance rates in 132, 231, and 270 are consistent; curriculum changes in W130 and W131 were implemented to achieve this goal in the last year 55

56 End of Semester Essay Scoring Results for Spring 2010 The tables below summarize the beginning and end of semester essay assessment results. Each student essay, written in class in response to a provided prompt, was scored by two writing faculty members on a 1-6 scale with six being the highest. End of Semester Student Essay Score Results for Spring 2010 Score W130 W131 W132 W231 W % 7% 19% 5% ndr 5 33% 23% 45% 27% ndr 4 20% 37% 28% 47% ndr 3 27% 31% 8% 16% ndr 2 13% 2% 0% 5% ndr 1 0% 0% 0% 0% ndr 56

57 Comparison of Beginning/End of Semester Essay Scoring Results for Spring 2010 in Percentages Student Essay Score Results for Beginning/End of Semester for Spring 2010 Score W130 W131 W132 W231 W %/7% 0%/7% 4%/19% 7%/5% ndr 5 10%/33% 10%/23% 32%/45% 15%/27% ndr 4 48%/20% 44%/37% 50%/28% 54%/28% ndr 3 27%/27% 42%/31% 13%/8% 24%/16% ndr 2 17%/13% 4%/2% 1%/0% 0%/0% ndr 1 0%/0% 0%/0% 0%/0% 0%/0% ndr Conclusion: Performance Increases remain strong in Spring 2010, but the trends of increase shift in Spring 2010 with less high scoring increases which can be attributed to factors like full time faculty presence in first year composition, less experienced part time faculty, and shift in student population to traditional. 57