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Beyond Outcomes Assessment and Instruction Within a University Writing Program
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Richard H. Haswell
Book Code: AB6186
ISBN: 1-56750-618-6
ISBN-13: 978-1-56750-618-1
256 pages, figures,tables
Ablex Publishing
Publication: 5/30/2001
List Price: $131.95 (UK Sterling Price: £75.00)
Availability: In Stock
Media Type: Hardcover
Also Available: Paperback Ebook
Trim Size: 6 1/8 x 9 1/4
Subjects: Reviews:
  • ...makes a compelling case for innovative practice, where the loop is closed between assessment and instruction. The story at WSU is one where a campus culture favorable to the development of writing ability grew in concert with the rational implementation of a program based on best practices in writing instruction. It is a story that deserves reading by the profession.
    —Issues in Writing     Spring/Summer 2002
Description: Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated. The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.
Table of Contents:
  • Introduction: Why WSU by William Condon
  • Program History: Three Narratives
  • The Continuing Program: A Retrospective View by Richard Law
  • Authoring an Exam: Adventuring into Large-scale Writing Assessment by Richard H. Haswell and Susan Wyche
  • An Assessment Office within a Writing Center: The Butterfly Effect by Lisa Johnson-Shull and Susan Wyche
  • Towards Outcomes
  • The Two-Tier Rating System: The Need for On-Going Change by Richard H. Haswell
  • The Obvious Placement: The Addition of Theory by Richard H. Haswell
  • Exploring the Difficult Cases: In the Cracks of Writing Assessment by William Condon and Galen Leonhardy
  • The Circle of Assessment and Instruction
  • Writes of Passage: Conceptualizing the Relationship of Writing Center and Writing essessment Practices by Lisa Johnson-Shull and Diane Kelly-Riley
  • Taking the "Basic" out of "Basic Writing" by Susan Wyche
  • Value-Added Studies: Defending the Circle Richard H. Haswell
  • Beyond Outcomes
  • Students as Stakeholders: Maintaining a Responsive Assessment by Jennie Nelson and Diane Kelly-Riley
  • Faculty Opinion and Experence: The Writing Portfolio by Fiona Glade, Diane Kelly-Riley, Susan McLeod, and William Condon
  • Working with Administrators: A Dialogue on Dialogue by Richard H. Haswell and Susan McLeod
  • Program Future: Eight Questions
  • Whither? Some Questions, Some Answers
  • References
  • Appendices
  • Authors Notes
LC Card Number: 00-049564
LCC Class: PE1404
Dewey Class: 808
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