Developments and Changes Resulting from Writing and Thinking Assessment

Teresa Flateby   |    Volume Four  |   

Abstract

This article chronicles the evolution of a large research extensive institution’s General Education writing assessment efforts from an initial summative focus to a formative, improvement focus. The methods of assessment, which changed as the assessment purpose evolved, are described. As more data were collected, the measurement tool was transformed into a system of assessment. Additionally, challenges encountered are discussed.

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