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Articles 1 - 2 of 2
Full-Text Articles in Education
Listening For The Squeaky Wheel: Designing Distance Writing Program Assessment, Virginia M. Tucker
Listening For The Squeaky Wheel: Designing Distance Writing Program Assessment, Virginia M. Tucker
English Faculty Publications
Distance writing programs still struggle with assessment strategies that can evaluate student writing as well as their ability to communicate about that writing with peers at a distance. This article uses Kim, Smith and Maeng's 2008 distance education program assessment scheme to evaluate a single distance writing program at Old Dominion University. The program's specific assessment needs include the ability to determine how well students are developing expert insider prose and working together as a virtual community. Kim, Smith and Maeng's assessment scheme was applied to six courses within the writing program, revealing that programmatic assessment weaknesses included providing varied …
Low-Stakes, Reflective Writing: Moving Students Into Their Professional Fields, Joyce Neff, Garrett J. Mcauliffe, Carl Whithaus, Nial P. Quinlan
Low-Stakes, Reflective Writing: Moving Students Into Their Professional Fields, Joyce Neff, Garrett J. Mcauliffe, Carl Whithaus, Nial P. Quinlan
English Faculty Publications
This study examines low-stakes, written commentaries from a graduate counseling course to better understand the role writing plays in the transition from being a student to becoming a professional practitioner. The cross disciplinary research team used methods from Grounded Theory to analyze 60 commentaries and found that: (1) low-stakes, reflective writing revealed changes in self-awareness from Situational Self-Knowledge to Pattern Self-Knowledge (Weinstein & Alschuler, 1985); (2) low-stakes writing provided evidence of students connecting personally to learning and then connecting learning to professional practice; and (3) low-stakes writing encouraged the instructor to make mid-course adjustments to his teaching methods. This study …