Keeping assessment local: The case for accountability through formative assessment

Abstract This paper discusses the method, results, and implications of a study of undergraduate student writing at a large, diverse research university, and makes the case for grounding substantive writing assessment in local stakeholders and formative design. Data were collected from multiple sources: writing samples obtained from courses across disciplines, faculty descriptions of the assignments behind the samples, survey data reporting what faculty expect and observe in student writing, and survey data representing the writing-related attitudes and behaviors of students. Analyses included scoring samples against a rubric, exploratory factor analysis, and regression analysis. Discussion focuses on the design, stakeholder and philosophical issues that determine the utility and impact of the results of a writing assessment, particularly as accountability pressure increases.

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