2017 Four-Year Institution Survey

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What other methods of assessment does the writing center utilize? (n=88)

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Results

Results
  • A combination of discussions with faculty of our first year program, our co- writing program, analysis of papers and a database we keep on session reports to track student writing generally.
  • scoring rubrics for hands-on practice collected for programmatic initiative assessments
  • Student surveys (2 responses)
  • student survey
  • Student grades, impact on student's lift in persistence (IR data)
  • Staff training materials and professional development goals reached assessment
  • Staff performance reviews
  • Staff feedback forms
  • Session recordings; tutor reports; institutional data
  • Round tables, student pre and post usage rubric of work
  • tests administered to tutors
  • Review of consultant notes.
  • Retention metrics
  • Research Studies
  • Recordings of sessions
  • Qualitative information such as campus/conference workshops & presentations, alumni placements, etc.
  • PSWSES from http://www.journalofwritingassessment.org/article.php?article=62
  • Peer writing consultant reflection and training
  • Surveys
  • Tutor evaluations
  • outcomes assessment
  • various research projecs rotate, e.g., self-assessment of tutpors all year sbut sometimes we assess graduated tutors. We have also used surveys and focus groups of students. We are planning a faculty survey for next year.
  • writing center staff collaborate on assessing goals
  • writing center impact assessment plan, yet to be created
  • Weekly meetings
  • We create a research project to look at a particular part of the writing center - about every other year
  • we are working on a more rigorous assessment strategy now
  • We are in the process of developing more robust assessment protocols
  • visit history, gpa, observation, focus groups, interviews
  • Twice yearly survey of users
  • Tutor feedback (6 responses)
  • tutor training
  • Tutor self-assessment
  • Tutor Reflections
  • Tutor reflection and observation
  • Tutor observatoins and self-reflections
  • Tutor observations
  • Tutor feedback forms
  • Outcomes assessment research
  • Our evaluation of our consultants
  • A major goal is encouraging undergraduate research in writing center studies, which is assessed through undergraduate tutor participation in conferences, including proposing, presenting, and attending regional and national writing center conferences.
  • Campus-wide Surveys
  • Conversation among faculty program leaders
  • consultants write advice to the future pieces that show how consultants themselves have benefited from their work
  • Consultant/team reviews
  • consultant feedback
  • Consultant analysis
  • Co-curricular Outcomes Assessment process
  • client report forms, research projects
  • Assistant Director
  • Demographic statistics; course grade, retention, and graduation statistics
  • assessment of users' acquisition of relevant learning outcomes
  • Annual report and strategic plan updates
  • Annual internal assessments
  • Annual Director goals and reflection documents/process
  • Annual assessment (2 responses)
  • alumni surveys, student user success data
  • Administrative (internal administrators outside of the WC) review
  • CRLA certification
  • eval of consultants
  • OIR retention study
  • NSSE
  • Observations of tutors as well as tutor self-assessment
  • observations of tutors
  • Observations of consultaitons; philosophy statements
  • observations
  • Observation of tutors
  • observation inistruments
  • observation
  • mentor post-session reflection forms
  • Feedback from consultants
  • Internal University Assessment
  • Internal review (2 responses)
  • Internal Research
  • Internal faculty senate committee review
  • internal assessments based on client report forms that tutors complete
  • Institutional Assessment Protocol
  • Formal learning assessment conducted by director
  • Focus Groups, Direct Observations, & Surveys
  • Written Comment Assessment

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