# Evaluating and Improving the Assessment of Undergraduate Student Writing in a School of Business at a Large Regional University

Save this PDF as:

Size: px
Start display at page:

## Transcription

4 Glew, Meyer, Sawyer, Schuhmann, and Wray Number of usage errors 5. Number of mechanics errors 6. Number of style comments Analyses. Descriptive statistics and interitem correlations are provided in Tables 1 and 2. For ease of interpretation, the distribution of holistic scores is depicted in Figure 1. The mean and standard deviation of the number of errors or comments for grammar, usage, and mechanics is listed in Table 1. To further illustrate the prevalence or absence of errors or comments, the number of essays with no errors or comments in each category is shown in Figure 2 Table 1. Study 1 Descriptive Statistics Minimum Maximum Mean Std. Deviation Holistic Score Time (minutes) Grammar Errors Usage Errors Mechanics Errors Style Comments Figure 2. Study 1 Student Essays with No Errors or Style Comments Number of Students % % % % No grammar errors No usage errors No mechanics errors No style comments Assessment Category A more indepth investigation of these data was conducted by performing an ordered logit multiple regression analysis of holistic score on other variables (see McKelvey & Zavoina, 1975 for details). Since essays would likely contain more or fewer errors simply because of their length (e.g., longer essays would be expected to have more errors) variables 3 6 above were standardized by dividing the number of errors or comments in

5 An Empirical Study of Active Teaching Techniques 59 each category by the time taken to complete the essay. Hence three errors per minute and one comments per minute variable were created. The ordered logit multiple regression analysis produced the following results: 1. While controlling for major (using 7 indicator variables with POM as the baseline), the number of grammar errors per minute increases the holistic score. This result is highly statistically significant (pvalue < 0.001). 2. While controlling for major (using 7 indicator variables with POM as the baseline), the number of usage and mechanics errors and style comments per minute decreases the holistic score. These results are highly statistically significant (pvalues < 0.005). These results must be viewed with caution however due to the existence of multicollinearity in the independent variables (Table 2). Table 2. Study 1 Interitem Correlations Holistic Score Time Grammar Errors * 4. Usage Errors Mechanics Errors Style Comments *Correlation is significant at the 0.05 level (2tailed). Correlation is significant at the 0.01 level (2tailed). Study 2 Sample. A stratified random sample of 119 essays was drawn from the larger data set of 823 essays used in study 1. Twenty essays for each holistic score were included (except for holistic score 6 for which only 19 essays were available). Coding and Variables. The same error and comment variables described in study 1 were available for the119 essays. In addition, variables related to the length and content of the essays were calculated (e.g., key words from the essay topic "It is important for higher education to challenge established traditions and values" were counted). The variables that were calculated were: 1. Number of words 2. Average word length

6 Glew, Meyer, Sawyer, Schuhmann, and Wray Number of sentences 4. Average sentence length 5. Instances of the phrase higher education 6. Instances of the word challenge 7. Instances of the word established 8. Instances of the word values 9. Instances of the word tradition 10. Instances of the word importance Analyses. Descriptive statistics and interitem correlations are provided in Tables 3 and 4. Table 3. Study 2 Descriptive Statistics Minimum Maximum Mean Std. Deviation Holistic Score Grammar Errors Usage Errors Mechanics Errors Style Comments Total Words Avg. Word Length Total Sentences Avg. Sentence Length Higher Education Challenge Established Values Traditions Important An ordered logit multiple regression of holistic score on grammar, usage, mechanics and style errors per word was conducted. In study 1, grammar, usage, mechanics and style variables were standardized to account for different amounts of time spent on the essays. In study 2, a similar standardization was performed to convert these values into three errors per word and one comments per word variables. The ordered logit multiple regression analysis in study 2 produced the following results: 1. The coefficient on grammar errors per word was positive and highly statistically significant (i.e., higher holistic scores were associated with more grammar errors). 2. The coefficients on mechanics and style comments per word were negative and statistically significant (i.e., higher holistic scores were associated with fewer mechanics errors and fewer style comments).

8 Glew, Meyer, Sawyer, Schuhmann, and Wray 62 Table 4. Study 2 Interitem Correlations 1. Holistic Score 2. Grammar Errors 3. Usage Errors 4. Mechanics Errors 5. Style Comments 6. Total Words 7. Avg. Word Length 8. Total Sentences 9. Avg. Sentence Length 10. Higher Education * * * * Challenge Established Values Traditions Important * Correlation is significant at the 0.05 level (2tailed). Correlation is significant at the 0.01 level (2tailed) valuable diagnostic feedback students would receive. Other respondents remained neutral or informed students that they would review the time students spent writing their essay and base course credit on their apparent effort. Q4. What is your impression of how seriously the students take the assessment? Responses to this question varied widely. Some felt most students took the assessment seriously because they were interested, wanted to get a good score, or wanted the busi

11 An Empirical Study of Active Teaching Techniques 65 Mechanics errors also had a significant negative association with holistic score. However, nearly onehalf of all students essays (43.86%) had no mechanics errors, so less improvement appears needed in this area than in the other error categories. Holistic score was significantly correlated with the incidence of all six key words taken from the essay prompt: higher education, challenge, established, tradition, values, and important. The average correlation between holistic score and these words was r =.49. Qualitative Data Analysis A fundamental tenet of scholarly research is that data are no better than the procedure used to gather them. Comments by the faculty members who proctored the Criterion assessment reveal substantial differences in the way the assessment was administered. Across the various capstone courses, students received inconsistent instructions regarding the importance of the test and inconsistent incentives for successful completion. This is the case across proctors in a given semester as well as for some proctors across time. Such inconsistency in the administration of the assessment creates a situation where otherwise strong writers could produce lowscoring essays. This induced variability in the variable we are attempting to explain (holistic score) makes any analysis of causeandeffect suspect and likely unreliable. Moreover, because the Criterion system grades essays using strictly mechanical means (word counts, error counts, etc) it is also highly likely that otherwise nonsensical essays could produce high holistic scores. This possibility was confirmed by a quick review of some of the actual essays in the dataset. They frequently drifted off topic and sometimes were completely unrelated to the essay prompt (e.g., one was written on Kobe Bryant and the LA Lakers; another begins I really do not want to do this. This is probably the dumbest thing I have ever heard of. ; a third ends with I love you. ). ETS acknowledges iv these sorts of weakness in Criterion: Can students trick the Criterion service? Yes. Since the erater engine cannot really understand English, it will be fooled by an illogical, but wellwritten, argument. Will the Criterion service catch cheating or plagiarism? No. The Criterion service simply evaluates the essay. In short, interpreting the results of the quantitative analyses described is severely limited by the variability in how the writing assessment has been administered thus far in the business school, and the inability of Criterion to accurately recognize the content of the essays. At best, these results should be interpreted with a great deal of caution.

18 Glew, Meyer, Sawyer, Schuhmann, and Wray 72 Appendix A: Criterion Diagnostic Feedback Categories vii Grammar Errors fragment or missing comma runon sentences garbled sentences subjectverb agreement illformed verbs pronoun errors possessive errors wrong or missing word proofreading errors Usage Errors wrong article missing or extra article confused words wrong form of word faulty comparisons preposition error nonstandard word form negation error Mechanics Errors spelling capitalize proper nouns missing initial capital letter in a sentence missing question mark missing final punctuation missing apostrophe missing comma hyphen error fused words compound words duplicates Style Comments repetition of words inappropriate words or phrases sentences beginning with coordinating conjunctions too many short sentences too many long sentences passive voice Organization and Development (These items are used to help determine the holistic score, but a separate score for organization and development is not assigned. An essay may not receive a holistic score if Criterion is unable to identify these items.) Thesis statement Main ideas Supporting ideas Conclusion Introductory material Other Transitional words and phrases Repetition of ideas Topic relationships and technical quality

19 An Empirical Study of Active Teaching Techniques 73 viii ix x Appendix B Criterion Scoring Rubric Score of 6: essay presents a cogent, wellarticulated analysis of the complexities of the issue and conveys meaning skillfully. A typical essay in this category presents an insightful position on the issue develops the position with compelling reasons and/or persuasive examples sustains a wellfocused, wellorganized analysis, connecting ideas logically expresses ideas fluently and precisely, using effective vocabulary and sentence variety demonstrates facility with the conventions (i.e., grammar, usage, and mechanics) of standard written English but may have minor errors Score of 5: essay presents a generally thoughtful, welldeveloped analysis of the complexities of the issue and conveys meaning clearly. A typical essay in this category presents a wellconsidered position on the issue develops the position with logically sound reasons and/or wellchosen examples is focused and generally well organized, connecting ideas appropriately expresses ideas clearly and well, using appropriate vocabulary and sentence variety demonstrates facility with the conventions of standard written English but may have minor errors Score of 4: essay presents a competent analysis of the issue and conveys meaning adequately. A typical essay in this category presents a clear position on the issue develops the position on the issue with relevant reasons and/or examples is adequately focused and organized expresses ideas with reasonable clarity generally demonstrates control of the conventions of standard written English but may have some errors Score of 3: essay demonstrates some competence in its analysis of the issue and in conveying meaning but is obviously flawed. A typical essay in this category exhibits ONE OR MORE of the following characteristics: is vague or limited in presenting or developing a position on the issue is weak in the use of relevant reasons or examples is poorly focused and/or poorly organized has problems in language and sentence structure that result in a lack of clarity contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning

20 Glew, Meyer, Sawyer, Schuhmann, and Wray 74 Score of 2: essay demonstrates serious weaknesses in analytical writing. A typical essay in this category exhibits ONE OR MORE of the following characteristics: is unclear or seriously limited in presenting or developing a position on the issue provides few, if any, relevant reasons or examples is unfocused and/or disorganized has serious problems in the use of language and sentence structure that frequently interfere with meaning contains serious errors in grammar, usage, or mechanics that frequently obscure meaning Score of 1: essay demonstrates fundamental deficiencies in analytical writing. A typical essay in this category exhibits ONE OR MORE of the following characteristics: provides little or no evidence of the ability to understand and analyze the issue provides little or no evidence of the ability to develop an organized response has severe problems in language and sentence structure that persistently interfere with meaning contains pervasive errors in grammar, usage, or mechanics that result in incoherence i ETS Criterion webpage. 64f4010VgnVCM f95190RCRD (Accessed 03/17/11). ii Standard 15 of the Association to Advance Collegiate Schools of Business. (Accessed 03/17/11) iii Ibid. iv 2011 ETS Criterion webpage (Accessed 08/04/11). v Ibid. vi ETS Criterion webpage. 64f4010VgnVCM f95190RCRD (Accessed 03/17/11). vii The Criterion Teaching Guide. (Accessed 03/17/11). viii Burstein, J., Chodorow, M., & Leacock, C. Criterion Online Essay Evaluation: An Application for Automated Evaluation of Student Essays. Published proceedings of the fifteenth annual conference on innovative applications of artificial intelligence, held in Acapulco, Mexico. (Accessed 03/17/11). ix Burstein, J., Chodorow, M., & Leacock, C. Automated Essay Evaluation: The Criterion Online Writing ServiceAI Magazine 25(3), (Accessed 03/17/11). x ETS Criterion webpage. (Accessed 03/17/11).

### Student Guide for Usage of Criterion

Student Guide for Usage of Criterion Criterion is an Online Writing Evaluation service offered by ETS. It is a computer-based scoring program designed to help you think about your writing process and communicate

### Texas Success Initiative (TSI) Assessment. Interpreting Your Score

Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,

### Texas Success Initiative (TSI) Assessment

Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,

### 2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

### Department of Communication Studies M.A. Program Annual Report 2010-2011

Department of Communication Studies M.A. Program Annual Report 2010-2011 This report documents the Department of Communication Studies efforts in assessing student learning outcomes in its graduate Masters

### Assurances of Learning: The Master of Accountancy (MACC)

Assurances of Learning: The Master of Accountancy (MACC) Introduction The mission of the Department of Accounting and Business Law is to achieve excellence in accounting education by providing high quality

### COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write

### Eligibility: Essay Instructions: summarize analyze print

Writing Skills Assessment General Instruction Sheet Department of Accounting, Tippie College of Business February 25 (7:00 p.m., W151 PBB) or February 26 (3:30 p.m., W10 PBB), 2016 Eligibility: You must

### PREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS

Coffeyville Community College PREP-009 COURSE SYLLABUS FOR WRITTEN COMMUNICATIONS Ryan Butcher Instructor COURSE NUMBER: PREP-009 COURSE TITLE: Written Communications CREDIT HOURS: 3 INSTRUCTOR: OFFICE

### Correct Answers and Difficulty Levels for the Official SAT Practice Test

Correct Answers and Difficulty Levels for the Official SAT Practice Test Critical Reading Section 4 Section 7 Section 8 COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. COR. DIFF. ANS. LEV. ANS.

### INTERNET ACCESS AT SCHOOL

INTERNET ACCESS AT SCHOOL Performance Standard 3C.H Each student will write a multi-paragraph persuasive essay on the prompt, Keeping Internet Access at School, accordingly: Focusing the paper: set purpose

### Automated Essay Scoring with the E-rater System Yigal Attali Educational Testing Service yattali@ets.org

Automated Essay Scoring with the E-rater System Yigal Attali Educational Testing Service yattali@ets.org Abstract This paper provides an overview of e-rater, a state-of-the-art automated essay scoring

### HIST 499: Senior Seminar in History. Sample Syllabus

HIST 499: Senior Seminar in History Sample Syllabus Instructor: Office location: Office hours: Mailbox: Phone: E-mail: Course Description and Core Objectives HIST 499: Senior Seminar in History is the

### 10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

### Basic Spelling Rules: Learn the four basic spelling rules and techniques for studying hard-to-spell words. Practice spelling from dictation.

CLAD Grammar & Writing Workshops Adjective Clauses This workshop includes: review of the rules for choice of adjective pronouns oral practice sentence combining practice practice correcting errors in adjective

### NAEP released item, grade 8

Imagine that one of your friends never wants to try anything new. Whether it is a question of what to Write a letter to your friend convincing him or her to try something new. Be sure to describe what

### Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science

Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science

### !!!!!! "#\$%&!\$'!()&!"*+!,%-(-'.!+&/(!,\$0!,%-(-'.!,\$%1/)\$2! "(34&'(!,&5-'6%!"&%-&/!!

"#\$%&\$'()&"*+,%-(-'.+&/(,\$0,%-(-'.,\$%1/)\$2 "(34&'(,&5-'6%"&%-&/ +)&/&)6'4\$3(/0&%&4&/-.'&4(\$6##\$726'8()& "#\$%&#'&()%&*+&,\$-(-'.&+%/(0&5-'6%9 "#\$%&'()*&+,-&',. The following guidelines come from the College

### PASSING SCORES. Example: W 37 +R 41+ M 45 = 123

CBEST WRITING TIME MANAGEMENT You will be given a test booklet with all three sections Writing, Reading and Math. You may take all three sections at one sitting, or you can spend four hours on just one

### Please see current textbook prices at www.rcgc.bncollege.com

ENG235: AMERICAN FILM CLASSICS SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I This survey of the American film industry emphasizes its development as

### 8 th Grade Georgia Writing Assessment. Wednesday, Jan. 19, 2011

8 th Grade Georgia Writing Assessment Wednesday, Jan. 19, 2011 WEDNESDAY, JANUARY 19, 2011 Session Length: 100 minutes Main Administration: One day Grade 8 Writing Assessment Weight Ideas 2 Organization

### NOT AN OFFICIAL SCORE REPORT. Summary of Results

From SAT TEST MARCH 8, 214 Summary of Results Page 1 of 1 Congratulations on taking the SAT Reasoning Test! You re showing colleges that you are serious about getting an education. The SAT is one indicator

Grade 6 Third Prompt Response to Literature Writing a Character Analysis English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.4

### Introducing a Writing Skills Intervention into an Undergraduate Financial Accounting Course

Sacred Heart University DigitalCommons@SHU WCOB Faculty Publications John F. Welch College of Business Spring 2013 Introducing a Writing Skills Intervention into an Undergraduate Financial Accounting Course

### CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English

CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English [Note: Program descriptions are given at the end of this document.] Student Learning Outcomes (SLOs):

### ASSESSMENT 5: Masters Degree ECE Summative Assessment Project, Thesis or Paper

ASSESSMENT 5: Masters Degree ECE Summative Assessment Project, Thesis or Paper This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood Teacher Leader

### 2014-15 Assessment Report

Dental Hygiene Degree Completion Outreach 2014-15 Assessment Report I. Introduction The Oregon Tech Dental Hygiene program began in 1970 as an Associate of Applied Science (AAS) program. Beginning in 1985,

### Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response

2014 GED Test Resources Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response This tool was designed to help teachers better understand how their students responses

### Test Specifications for Written Composition

Minnesota Graduation-Required Assessments for Diploma (GRAD) Test Specifications for Written Composition August 16, 2010 MINNESOTA DEPARTMENT OF EDUCATION GRAD Test Specifications for Written Composition

### Common Core Writing Rubrics, Grades 7 8

Common Core Writing Rubrics, Grades 7 8 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

### EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE

### EXJ 201. Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt

These Standards describe what students who score in specific score ranges on the Writing Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. Expressing

### Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

### MEMORANDUM. RE: MPA Program Capstone Assessment Results - CY 2003 & 2004

MEMORANDUM TO: CC: FROM: MPA Program Faculty Mark Rosentraub, Dean Dennis Keating, Associate Dean Vera Vogelsang-Coombs Associate Professor & Director DATE: May 29, 2005 RE: MPA Program Capstone Assessment

### Teacher Work Sample: Assessment Plan

Teacher Work Sample: Assessment Plan TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction.

### Sample Candidate Writing Scripts and Examiner Comments

Frequently Asked Questions about SOHA Graduate Comps As of August 2013 1) What is the comprehensive exam? The comprehensive exam is one of several integrative experiences that occurs in the last long semester

### English 273 XXX Technical and Scientific Writing SAMPLE SYLLABUS Department of English, SFASU

English 273 XXX Technical and Scientific Writing SAMPLE SYLLABUS Department of English, SFASU Professor: TBA E-mail: TBA Office Phone: TBA Office: TBA Office Hours: TBA Meeting Times and Location: TBA

### ENGLISH II CONTENT RUBRIC

ENGLISH II RUBRICS ENGLISH II CONTENT RUBRIC CONTENT: Central Idea, Development, and Organization Key Questions: Does the writer stay focused and share insightful information related to the given task?

### Northern Illinois University Office of Assessment Services

Northern Illinois University Office of Assessment Services 2011 University Writing Project Report Analysis of College-Level Writing Ability/Skills Fall 2011 Distributed Fall 2011 For Additional Information

### Preparing the Self-Study Report for Engineering

Preparing the Self-Study Report for Engineering Jeffrey W. Fergus Auburn University Member of ABET EAC Executive Committee 2015 ABET Symposium April 23-24, 2015 Disclaimer The information presented here

### Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task

Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Item # Grade Claim Target DOK Item

### Guide for the Personal Statement For Admission to the Master of Sports Science Degree

United States Sports Academy America s Sports University Guide for the Personal Statement For Admission to the Master of Sports Science Degree The United States Sports Academy accepts students regardless

### e-asttle writing marking rubric

e-asttle writing marking rubric page number Ideas 1 Structure and language 2 Organisation 3 Vocabulary 4 Sentence structure 5 Punctuation 6 Spelling 7 Note The e-asttle writing rubric is supported by a

### MGMT 250 Professional Communication

MGMT 250 Professional Communication Fall 2010-- Sections 7, 8, 9, and 10 CONTACT INFORMATION Name: Dorinda Clippinger Telephone: 803-777-4442 Office: Suite 150-O Cell phone: E-Mail: 803-261-9154 - Limit

### Active Learning Institute. Spring 2016. Implementation Plan Scheduled for Fall 2016. Targeted Course: W131: Reading, Writing, and Inquiry

Holland 1 Active Learning Institute Spring 2016 Implementation Plan Scheduled for Fall 2016 Targeted Course: W131: Reading, Writing, and Inquiry Marcy Holland, Associate Faculty, English Department Part

### 06-07 Assessment Report: Criminal Justice

Name: William Vizzard Department: Criminal Justice Contact: vizzard@csus.edu 06-07 Assessment Report: Criminal Justice The assessment process in the Division of Criminal Justice for AY 2006-2007 focused

### Quality Assurance at NEMT, Inc.

Quality Assurance at NEMT, Inc. Quality Assurance Policy NEMT prides itself on the excellence of quality within every level of the company. We strongly believe in the benefits of continued education and

### (2) Learning outcomes/objectives for those goals addressed this year:

Undergraduate Degree Program Assessment Progress Report Cover Sheet: Degree: BA History For Calendar Year: 2012 Date submitted to college committee: February 7, 2013 By: History Department Curriculum Committee

### SJSU Annual Program Assessment Form Academic Year 2014 2015

SJSU Annual Program Assessment Form Academic Year 2014 2015 Department: Political Science Program: BA College: Social Sciences Website: http://www.sjsu.edu/polisci/ X_ Check here if your website addresses

### No Evidence. 8.9 f X

Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards

Emporia State University School of Business Department of Business Administration and Education MG 370 SMALL BUSINESSS MANAGEMENT Instructor: Jun Yu Office: Cremer Hall 302 Phone: (620)341-5784 (office)

### Purposes for the Teacher Work Sample... Contextual Factors prompt and rubric... Design for Instruction prompt and rubric...

2011 Table of Contents Purposes for the Teacher Work Sample... Contextual Factors prompt and rubric... Design for Instruction prompt and rubric... Analysis of Student Learning prompt and rubric Reflection

### Assessment. Show US The Learning. An Institution-Wide Process to Improve and Support Student Learning. College of DuPage

Student or participant learning or satisfaction Outcomes of the processes Reporting and feedback from the assessment measures Show US The Learning Delivery processes Planning processes An Institution-Wide

### Board of Commissioners

Board of Commissioners SELF-STUDY HANDBOOK CHAPTER TWO Guidelines for Conducting an Institutional Self-Study TABLE OF CONTENTS Introduction 1 Purpose of the Self-Study 1 Institutional Evaluation 1 Institutional

### MyEnglishLab Writing is a four-level flexible online program that helps students develop writing and composition skills.

MyEnglishLab Writing is a four-level flexible online program that helps students develop writing and composition skills. MyEnglishLab Writing can be used in combination with any General English/ integrated

### Utilizing the Capstone Experience to Assess a MBA Program: Case Analyses, Groups, and Rubrics

Utilizing the Capstone Experience to Assess a MBA Program: Case Analyses, Groups, and Rubrics Floyd G. Willoughby, Oakland University James Suhay, Oakland University Assessment is fast becoming a requirement

### AN AUTOMATED SYSTEM FOR SUPPORTING CURRICULUM ASSESSMENT IN THE COLLEGE OF BUSINESS

AN AUTOMATED SYSTEM FOR SUPPORTING CURRICULUM ASSESSMENT IN THE COLLEGE OF BUSINESS Dr. Michel Mitri, James Madison University, mitrimx@jmu.edu ABSTRACT This paper describes an automated assessment system

### Research Paper Rubric

Research Paper Rubric Category Title Page Thesis Statement Introduction Body Organization- Structural Development of the Idea Conclusion Mechanics Usage Citation Bibliography Exceeds Standard Meets Standard

### Develop Research Skills Emphasize how research informs almost all writing by crafting assignments that require students to draw on traditional and

College Writing Program: What Students Should Learn The following are the core skills and ideas students should gain from the College Writing course sequence: Concepts of Writing Students should understand

### WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING. The texts for Unit 1 include essays from: The Kindness of Strangers:

WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING The texts for Unit 1 include essays from: The Kindness of Strangers: o Mea and Cheese in Turkey by Alice Waters o Everything

### Writing an Introductory Paragraph for an Expository Essay

Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,

### MEMORANDUM. William E. Knight, Assistant Provost of Institutional Effectiveness

MILLER COLLEGE OF BUSINESS Muncie, IN 47306-0335 DEPARTMENT OF INFORMATION SYSTEMS Phone: 765-285-5227 AND OPERATIONS MANAGEMENT MEMORANDUM TO: FROM: William E. Knight, Assistant Provost of Institutional

### Quality Assurance at NEMT, Inc.

Quality Assurance at NEMT, Inc. Quality Assurance Policy NEMT prides itself on the excellence of quality within every level of the company. We strongly believe in the benefits of continued education and

### Writing Rubrics. Eighth Grade. Based on the California State Writing Standards. Created by Miller seventh grade team 4/05..

Reading Specialist Program Report SECTION I--CONTEXT 1. Description of any state or institutional policies that may influence the application of SPA standards Texas certifies reading specialists at the

Grade 5 Second Prompt Expository Writing an Essay Answer English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.3 Write research reports

### Self and Peer Evaluation of Written Work Grade 10

Ohio Standards Connection Writing Process Benchmark D Edit to improve sentence fluency, grammar and usage. Indicator 15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation

### English II Writing. Persuasive Writing Rubric

English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific

### Summary Report of the MIT Physics Graduate Qualifying Exam Survey

Summary Report of the MIT Physics Graduate Qualifying Exam Survey MIT Physics Graduate Student Council 1 Introduction The general exam system of the Department of Physics at MIT has often been a topic

### A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program

A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating

### Department of Chemistry University of Colorado Denver Outcomes Assessment Plan. Department Overview:

Department of Chemistry University of Colorado Denver Outcomes Assessment Plan Department Overview: The Department of Chemistry offers both the B.S. and M.S. degrees in chemistry. Students at the B.S.

### In the workshops, eight fundamental precepts about writing are presented:

The Writer s Block Project by Dr. Jane K. Dominik When writing papers for their college courses across disciplines, students often get stuck at various stages in the writing process: as they struggle to

### Grade 4. Expository Writing Rubric

Grade 4 Expository Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific demands of

### 7 critical reading strategies and activities to do with students to encourage and develop critical reading ability

7 critical reading strategies and activities to do with students to encourage and develop critical reading ability This text has been adapted from and extends on a text written by Salisbury University

### An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for

### Key words related to the foci of the paper: master s degree, essay, admission exam, graders

Assessment on the basis of essay writing in the admission to the master s degree in the Republic of Azerbaijan Natig Aliyev Mahabbat Akbarli Javanshir Orujov The State Students Admission Commission (SSAC),

### Index. 344 Grammar and Language Workbook, Grade 8

Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,

Emporia State University School of Business Department of Business Administration and Education MK 521 SERVICES MARKETING Instructor: Jun Yu Office: Cremer Hall 302 Telephone: 620-341-5784 Email: jyu@emporia.edu

### UA SCHOOL OF JOURNALISM THESIS PROPOSAL GUIDELINES FOR THE MASTER S DEGREE PROGRAM*

UA SCHOOL OF JOURNALISM THESIS PROPOSAL GUIDELINES FOR THE MASTER S DEGREE PROGRAM* According to the UA Graduate College, you should choose your thesis topic and select your committee by the end of your

### Annual Goals for Math & Computer Science

Annual Goals for Math & Computer Science 2010-2011 Gather student learning outcomes assessment data for the computer science major and begin to consider the implications of these data Goal - Gather student

### LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE Credit Hours: 3 semester hours Prerequisites: All graduate nursing courses Capstone Advisors: PhD Prepared nursing

### specific content of the assessments to reflect current research trends and practices in professional counseling.

Overview 2013 As a result of our CACREP self-study process, the Educational Faculty has modified current assessments to encompass core standards as well as specific standards for school counseling and

### Topic Development in Terms of Purpose and Focus (TOD)

These Standards describe what students who score in specific score ranges on the English Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. 13

### ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT

ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT 2009-2010 The Environmental Health Science (EHS) Program at East Central University is one of 30 accredited undergraduate environmental health programs in

### Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills)

Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Introduction Many students at CSU, Chico, receive much of their college-level mathematics education from the one MATH course they complete

### Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts:

Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts: 11 th Grade Possible Media Resources: Assorted YouTube videos that support the informational articles

### HUS 614: Communication Skills for Human Service Practitioners

HUS 614: Communication Skills for Human Service Practitioners (3 cr.) Start/End Dates: Instructor: Dr. Linda J. Stine Professor, Lincoln University Master of Human Services Program Office Phone: 215-590-8213

### FCAT Writing. Technical Assistance Paper 2012-2013 BASELINE WRITING ASSESSMENT

FCAT Writing Technical Assistance Paper 2012-2013 BASELINE WRITING ASSESSMENT The Division of Language Arts/Reading is providing prompts for baseline writing assessment to be administered to students in

### Lassen Community College Course Outline

Lassen Community College Course Outline BUS-27 Business Communications 3.0 Units I. Catalog Description Instruction in the principles of effective business communications. Contemporary approaches to planning,

### A Guide. to Assessment of Learning Outcomes. for ACEJMC Accreditation

A Guide to Assessment of Learning Outcomes for ACEJMC Accreditation Accrediting Council on Education in Journalism and Mass Communications, 2012 This guide explains ACEJMC s expectations of an assessment

### Department of Computer Information Systems and Technology

Department of Computer Information Systems and Technology Detailed Assessment Report 2011-2012 Mission / Purpose The mission of the Department of Computer Information Systems is to prepare students for

### Performance Assessment

Performance Assessment In its simplest terms, a performance assessment is one which requires students to demonstrate that they have mastered specific skills and competencies by performing or producing

### Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007

Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of

### CULTURAL STUDIES AND CROSS-CULTURAL CAPABILITY

1 Course Syllabus CODE number: CMM 302G CULTURAL STUDIES AND CROSS-CULTURAL CAPABILITY Number of ECTS: 6 Contact Details for Professor Jan Walravens Tel: +32(0)26148170 (Vesalius College reception) E-mail: