1. Composition/Writing Results Spring 2016 Student Academic Achievement Committee

2. Background Third time assessed
New writing-across-the-curriculum rubric
On-Line Writing Center used to assess
Inter-rater reliability training
8 classes, 14 sections, 8 instructors, 208 students

3. 2013 – 2016 Rubric/Scoring Changes

4. Overall Key Findings Three areas for assessment:
Content, with an overall average of 2.48
Clarity, with an overall average of 2.22
Editing, with an overall average of 1.81
Scale 1-4 (4 highest) for Score Sheet
4. Excelling
3. Proficient
2. Approaching Proficient
Below Proficient
X. Did Not Address

5. Overall Key Findings Overall New Freshman Sophomore Clarity 2.26 2.22
No statistically significant difference between new freshmen and sophomores in any area in the spring 2016 assessment
Overall
New Freshman
Sophomore
Clarity
2.26
2.22
2.28
Language Use
2.05
1.98
2.09
Organizational
2.46
2.47
Content
2.52
2.57
2.49
Focus Issues
Subject Matter
2.62
2.59
2.63
Support Issues
2.44
2.54
2.39
Correctness
1.81
1.75
1.83
Citation Issues
1.57
1.43
1.64
Format Issues
2.14
2.07
2.18
Mechanics Issues
1.70
1.74
1.68

6. Key Findings - Clarity Mean score of 2.26 (out of 4)
Language use issues with score of 2.05
Organizational issues with score of 2.46
Sophomores scored slightly higher than new freshman in language use and organizational issues, but not at a statistically significant level

7. Key Findings - Content
Mean score of 2.52 (out of 4), highest of three areas assessed
Subject matter issues earned the highest scoring (2.62)
Focus issues scored much lower (2.49), with support issues scoring the lowest of the three content areas (2.44)
Sophomores outperformed new freshmen in subject matter issues but underperformed in focus and support, but not at a statistically significant level

8. Key Findings - Correctness
Mean score of 1.81 (out of 4) suggests greatest need for improvement
Citation mean score of 1.57
Format mean score of 2.14
Mechanics mean score of 1.70
Sophomores scored higher than new freshman in citation and format and lower in mechanics, but none of the means’ differences are statistically significant

9. Next Steps Dissemination of information at the college-level
Leadership Council
Division Meetings
Assessment Happens
blast to faculty
Dissemination beyond college
West Valley Think Tank
Sharing with other colleges

10. Next Steps Discussion at college about best adjustments
Writing Center mandatory for assignments
Librarian consultation/visit the class
Library resources embedded in assignments and in Canvas
Continue to reinforce citation and editing