Class Assessment

Class Assessment: ENG 099  ♦ Class Assessment: ENG 151 ♦ Class Assessment: ENG 251

Assessment

Class Assessment: ENG 099

Direct measure: Three students’ final papers from each section of ENG 099 will be randomly selected by their number on the class list. These samples will be reviewed for how well they are meeting the “English 099 Transitional Outcomes” by a committee of experts during time set aside for this task on duty days not already assigned as teaching time, preferably on professional development days. The results of the committee’s findings will be shared with the English Department.

2017 Writing Subcommittee
(Michael Albright, Lori Baker, Amanda Bemer, Mary Ellen Daniloff-Merrill, Teresa Henning, Lisa Lucas, Eric Doise)

Class Assessment: ENG 151

Direct measure: Three students’ research papers from each section of ENG 151 will be randomly selected by their number on the class list. These samples will be reviewed for how they are meeting the WPA Outcomes (and hence LEP Sub-goals) by a committee of experts during time set aside for this task on duty days not already assigned as teaching time, preferably on professional development days. The results of the committee’s findings will be shared with the English Department.

LEP Placement Notes

The ENG 151 class has been designed to meet the “first-year outcomes: beginning competencies” described on the draft of the written communication assessment rubric:

• Students who score 17 or below on the English portion of the ACT will be required to take ENG 099 and to pass that class with a “C” grade or better before enrolling in ENG 151; in other words, students must demonstrate basic (developing) competencies before enrolling in ENG 151.
• ENG 151 should be viewed as an introduction to researched writing. Because studies that show that undergraduate students need to encounter and practice research over time in order to develop mastery of it, the sophomore level class should be considered a course in which longer, sustained research takes place (note that other disciplines might be teaching the sophomore course, not only the English Dept).

English Department Approval for ENG 151: September 29, 2009

Class Assessment: ENG 251

Assessment for this course would operate in much the same manner as for ENG 151.

Direct measure: Three students’ research papers from each section of ENG 251 will be randomly selected by their number on the class list. These samples will be reviewed for how they are meeting the WPA Outcomes (and hence LEP Sub-goals) by a committee of experts during time set aside for this task on duty days not already assigned as teaching time, preferably on professional development days. The results of the committee’s findings will be shared with the English Department.

LEP Placement Notes

The ENG 251 class has been designed to meet the “developing competencies” /second-year outcomes described on the draft of the written communication assessment rubric:

• Students must demonstrate beginning/first-year competencies before enrolling in ENG 251.
• Students will receive more in-depth instruction in research and writing in ENG 251 than in ENG 151. Because studies show that undergraduate students need to encounter and practice research over time, it should be recognized that this course is only another step in students’ writing development.

English Department Approval for ENG 251: March 2, 2010