Methods and Results of an Accreditation-Driven Writing Assessment in a Business College

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Bibliographische Detailangaben
Beteiligte: Warnock, Scott
In: Journal of Business and Technical Communication, 23, 2009, 1, S. 83-107
veröffentlicht:
SAGE Publications
Medientyp: Artikel, E-Artikel

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Umfang: 83-107
ISSN: 1050-6519
1552-4574
DOI: 10.1177/1050651908324383
veröffentlicht in: Journal of Business and Technical Communication
Sprache: Englisch
Schlagwörter:
Kollektion: SAGE Publications (CrossRef)
Inhaltsangabe

<jats:p> This article describes a pilot effort for an accreditation-driven writing assessment in a business college, detailing the pilot's logistics and methods. Supported by rubric software and a philosophy of “real readers, real documents,” the assessment was piloted in summer 2006 with five evaluators who were English instructors and four who worked or taught in business environments. The nine evaluators were each given 10 reports that were drawn from a sample of 50 reports completed in a writing-intensive course. They created 88 individual assessments using a 10-category rubric. While the overarching purpose of the pilot was to determine the effectiveness of the methods used, the results may also be of interest to those involved with the assessment of writing. </jats:p>