Initial Results from the ROAD (Repository Of Assessment Documents)

Step 1: Student Submits File to ROAD Each student will upload two writing samples: one from ENGL 1551 and one from an upper-division course in their major

Step 2: Random Sample Selected

Step 3: Reviewers Score Using Rubric

Student Characteristics All Students in ENGL Sample 1551, Spring 2011 CharacteristicNMean Mean Age High School GPA YSU GPA* Hours Completed* ACT English Score *After completion of Spring, 2011

Student Characteristics, cont. All Students in ENGL Sample1551, Spring 2011 EthnicityFreq.% Asian Black Hispanic White Other000.9 Unknown

Student Characteristics, cont. All Students in ENGL Sample1551, Spring 2011 GenderFreq.% Female Male834346

Items with Highest Rubric Scores Syntax and Mechanics (Item #5) Mean = 2.03 Context and Purpose (Item #1) Mean = 1.90

Items with Lowest Rubric Scores Student’s Position (Item #6) Mean = 1.68 Writing Conventions (Item #3) Mean = 1.62

Scores and Student Characteristics For each of the seven rubric items logistic regression analysis was conducted to see if there was a relationship between the rubric score and: Age Gender Ethnicity (white/nonwhite) ACT English Score

Age No relationship for 5 of the 7 items (The exceptions were Sources and Evidence, item #4, and Conclusion, item #7. Younger students had higher scores.) White/Nonwhite No relationship for any of the 7 items Scores and Student Characteristics, cont.

Gender No relationship for 6 of the 7 items (The exception was Conclusions, item #7. Men had higher scores.) English ACT Score Positive relationship for 6 of the 7 items (The exception was Writing Conventions, item #3.) Scores and Student Characteristics, cont.

English ACT and Sources and Evidence (Item #4)

Scores and Course Grades All Students in ENGL Sample1551, Spring 2011 Grade Freq. % A B C CR NC

Rank (Spearman) Correlation Results: No evidence of a relationship between the rubric scores and the final grade in the course with two exceptions:  Sources and Evidence (item #4, 0.1 significance level)  Conclusions (item #7, 0.1 significance level) Scores and Course Grades, cont.

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Acknowledgements Initial Planning Donna Wainio Kevin Ball Gary Salvner Sharon Stringer Angela Messenger General Education Committee Computer Services Robert Forchione Salem Alemaishat Rubric Committee W. Gregg Sturrus Patricia Sarro Tammy King Angela Messenger Alan Tomhave Gail Saunders Smith Writing Center Angela Messenger Funding Provost Ikram Khawaja