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Methods and Results of an Accreditation-Driven Writing Assessment in a Business College

^* To whom correspondence should be addressed. E-mail: sjwarnock{at}drexel.edu.

	Abstract

This article describes a pilot effort for an accreditation-driven writing assessment in a business college, detailing the pilot’s logistics and methods. Supported by rubric software and a philosophy of "real readers, real documents," the assessment was piloted in summer 2006 with five evaluators who were English instructors and four who worked or taught in business environments. The nine evaluators were each given 10 reports that were drawn from a sample of 50 reports completed in a writing-intensive course. They created 88 individual assessments using a 10-category rubric. While the overarching purpose of the pilot was to determine the effectiveness of the methods used, the results may also be of interest to those involved with the assessment of writing.

First published on September 17, 2008, doi:10.1177/1050651908324383

Journal of Business and Technical Communication 2009;23:83.

A more recent version of this article appeared on January 1, 2009


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