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Dyson College of Arts and Sciences

ASSESSMENT

The Pace University NEH-Funded Writing and Technology Assistants Program needs to be carefully and consistently evaluated in order to remain vital. Because this program involves students, assistants and faculty, evaluation should involve all three groups. Evaluation forms will be requested of all participants.

Determining, through portfolio assessment and final essays, for example, whether student writing has improved is a necessary part of assessing the success of this program. However, there are many other benefits to be measured from integrating writing and technology across the curriculum, such as more effective collaborative learning, increased student motivation for learning, more engaged and active learning, more competent oral presentation skills, more focus on substantive out-of-class learning, and a stronger sense of a teaching and learning community.

Though other evaluation forms will be designed for this program, here are some examples of the kinds of questionnaires that could be used for assessment purposes:

Multimedia Questionnaires

These are models from model actual classes at Pace using multimedia student projects.

MULTIMEDIA QUESTIONNAIRE (MARTHA DRIVER AND JEANINE MEYER)

  1. Have you ever used a computer before? In what way?


  2. What did you learn from using this program?


    1. How did the computer learning experience differ from studying a text or hearing a lecture?


    2. What will you remember about this experience?


  3. What did you find difficult or unclear?


  4. Please suggest one or two ways this program might be made easier for students to use.


  5. What did you like least about using this program?

MULTIMEDIA QUESTIONNAIRE (LINDA ANSTENDIG AND JEANINE MEYER)

Using the media:

  1. What did you like about using this form of media to communicate your ideas?


  2. What didn't you like?


  3. What did you learn from doing this project? What new insights did you gain?


  4. Were you able to think about the topics in a different way?


  5. Would you like to work on another multimedia project? Please explain why or why not.


The Group Process:

  1. How satisfied are you with your group's effort in accomplishing the task?


  2. What are the advantages and disadvantages of working together in this way?


  3. How successful is your group's finished product? On a scale of 1-4 (4 being best) how would you rate it?


  4. What could have been done to make this a better group project?

Webboard Evaluation (Linda Anstendig)

Please evaluate the benefits of using Webboard as an online discussion forum.

    1. What do you think are the positive benefits of using Webboard?


    2. Have you checked the Webboard postings or used it outside of class? Explain.


  1. How helpful is it to read your classmates’ or others’ responses on Webboard? Explain.


    1. How satisfied are you with your own responses to questions on Webboard? Explain.


    2. How do you think using Webboard changes class discussion?


    3. What don’t you like about using Webboard?


  2. What suggestions do you have for future use of Webboard?


  3. Please rank in order of preference the kinds of discussions you find most beneficial?
    whole class____
    small groups____
    Webboard_______
    Explain your choice:


  4. Other comments:

Instructor, Writing Assistant, and Student Evaluations

(Adapted by Eugene Richie from University of Richmond WAC Online Writing Fellows Program Handbook)

INSTRUCTOR'S SURVEY

Semester:

Course:

Instructor:

  1. Purposes
    1. How many papers were assigned in this course?

      1    2    3    4    more    (Circle one.)

    2. What was the purpose of the papers assigned in the course?


    3. Were students required to any other writing besides papers in the course (e.g. the Write-to-Learn activities)? If so, please describe briefly the assignments.


    4. What were your expectations of the Writing and Technology Assistant? Were these expectations communicated?


    5. What effect, if any, did involvement in the program have on the kind of written assignments you gave this semester or will give in subsequent semesters?


  2. Results
    1. How did the papers you received this semester compare to those submitted by comparable classes without Writing and Technology Assistants? In what specific ways?


    2. Was it useful for you to receive both the first submitted version and the revised effort? Why or why not?


    3. Did working with papers this semester require more or less of your time than in courses without a Writing and Technology Assistant?


    4. In what ways, if any, did the involvement of the Writing and Technology Assistant change the ways in which you read or responded to papers?


    5. Please indicate any significant areas of writing that you think should get more attention from the Writing and Technology Assistant.


    6. Please describe any concerns you have about the quality or effectiveness of the work of a Writing and Technology Assistant.


    7. What effect, if any, did the Writing and Technology Assistant's lack of specific knowledge in your content area have on the effectiveness of the program?


  3. Process
    1. Were conferences with the Writing and Technology Assistant (check as many as apply):
      _____mandatory
      _____suggested
      _____mandatory for some
      _____other:

      Any comments about conferences?


    2. Were you and your students adequately introduced to the aims, scope and mechanics of the program? If not, what sort of introduction would have been more effective?


    3. Do you think that the Writing and Technology Assistant was responsive to your expectations?


    4. What problems, if any, were encountered in the mechanics of collecting, distributing and returning papers in a timely fashion?


    5. Would you have preferred more or less interactions with the Writing and Technology Assistant? Of what kind?


  4. General Comments
    1. Are you interested in having a Writing and Technology Assistant in a subsequent semester? Would you recommend the program to a colleague?

WRITING AND TECHNOLOGY ASSISTANT'S SURVEY

Semester:

Course:

Instructor:

  1. How many papers were assigned in this course?

    1    2    3    4    more    (Circle one.)

  2. For how many of these papers did you have a conference with writers?

    1    2    3    4    more    (Circle one.)

  3. How often did students fail to show for a conference? (indicate numbers)

    _____ no-shows out of _____ conferences

  4. Where did you hold your conferences?


  5. How would you describe the state of the papers as first seen by you? (Check one.)

    _____ very rough draft
    _____ revised draft
    _____ carefully revised best effort

  6. What proportion of your written comments on papers were in each of these categories? (Indicate percentages.)

    _____ Organization and development of topic
    _____ Mechanics (spelling, punctuation, grammar)

    Any comments about the written commentary?


  7. What proportions of your comments in conferences were in each of these categories? (Indicate percentages.)

    _____ Organization and development of topic
    _____ Mechanics

    Any comments about the conferences?


  8. Which type of feedback to the students was the most difficult to handle? Why?


  9. Do you think that the writers with whom you worked improved skills and understanding this semester? If so, in what ways? If not, why not?


  10. What were the writers' responses to working with a Writing and Technology Assistant in this course?


  11. What was your relationship with the instructor of this class?


  12. Do you have any comments on the assignments you worked with?


  13. How many hours did you spend on Writing and Technology Assistant work this semester?


  14. Are there ways in which the logistics of the program might be improved? (e.g., conference sign-ups, communication with instructors, circulation of papers, etc.)


  15. Did the workshops adequately prepare you to fulfill your responsibilities?


  16. Did the instructor adequately convey what she or he wanted you to do?


  17. Do you think you could have done more in the course than you were asked to do?


  18. This semester, you were assigned to a course with which you were not familiar. How did this affect your work as a Writing and Technology Assistant?


  19. Any other comments about the program - aims, mechanics, future directions?

STUDENT QUESTIONNAIRE

Semester:

Course:

Instructor:

Instructions

Writing and Technology Assistants Program

  1. How many papers were assigned in this course?

    1. 1
    2. 2
    3. 3
    4. 4
    5. more

  2. For how many of these papers did you have a conference with your Writing and Technology Assistant?

    1. all
    2. most
    3. some
    4. few
    5. none

  3. How obligated to attend these conferences did you feel? Use the scale below.

    1. attendance required
    2. attendance encouraged
    3. attendance suggested
    4. attendance not required

  4. How many conferences did you miss?

    1. 0
    2. 1
    3. 2
    4. 3
    5. more

  5. Use the scale below to describe your papers as first seen by your Writing and Technology Assistant.

    1. carefully revised draft
    2. partially revised draft
    3. completed rough draft
    4. unfinished rough draft

  6. How would you characterize your relationship with your Writing and Technology Assistant?

    1. peer to peer
    2. tutor to learner
    3. teacher to student

    HOW HELPFUL WERE THE WRITTEN COMMENTS FROM THE WRITING AND TECHNOLOGY ASSISTANT IN EACH OF THE FOLLOWING CATEGORIES?

  7. Organization and development of topic in your paper.

    1. Very Helpful
    2. Helpful
    3. Marginally Helpful
    4. Unhelpful

  8. Mechanics (spelling, punctuation, grammar) in your paper.

    1. Very Helpful
    2. Helpful
    3. Marginally Helpful
    4. Unhelpful

    HOW HELPFUL WERE YOUR CONFERENCES WITH THE WRITING AND TECHNOLOGY ASSISTANT IN EACH CATEGORY?

  9. Organization and development of topic in your paper

    1. Very Helpful
    2. Helpful
    3. Marginally Helpful
    4. Unhelpful

  10. Mechanics (spelling, punctuation, grammar) in your paper?

    1. Very Helpful
    2. Helpful
    3. Marginally Helpful
    4. Unhelpful

    TO WHAT EXTENT DID THE FOLLOWING CATEGORIES OF SUGGESTED REVISION FROM YOUR WRITING AND TECHNOLOGY ASSISTANT ACTUALLY LEAD TO REVISIONS IN YOUR PAPERS?

  11. Reorganization

    1. Substantial Revision
    2. Some Revision
    3. Little Revision
    4. No Revision

  12. Changes within paragraphs

    1. Substantial Revision
    2. Some Revision
    3. Little Revision
    4. No Revision

  13. Changes in individual sentences

    1. Substantial Revision
    2. Some Revision
    3. Little Revision
    4. No Revision

  14. Minor editing (spelling, typos, commas, etc.)

    1. Substantial Revision
    2. Some Revision
    3. Little Revision
    4. No Revision

    PLEASE NOTE YOUR ASSESSMENT OF THE PROGRAM'S NEED TO IMPROVE IN THE FOLLOWING AREAS:

  15. Conference scheduling procedure:

    1. should be improved
    2. needs no improvement

  16. Communication with Writing and Technology Assistant:

    1. should be improved
    2. needs no improvement

  17. Circulation of papers between students, Writing and Technology Assistant, and instructor:

    1. should be improved
    2. needs no improvement

  18. Accessibility of Writing and Technology Assistant:

    1. should be improved
    2. needs no improvement

  19. Please note your overall rating of the Writing and Technology Assistants Program:

    1. Very Effective
    2. Effective
    3. Marginally Effective
    4. Unsatisfactory

    PLEASE FEEL FREE TO ELABORATE ON ANY OF THESE CATEGORIES USING A SEPARATE SHEET OF PAPER.

    • written commentary from the Writing and Technology Assistant
    • conferences with the Writing and Technology Assistant
    • revisions suggested by your Writing and Technology Assistant
    • the role of your Writing and Technology Assistant
    • overall effectiveness of the Writing and Technology Assistants Program
    • suggestions for improvement in the program

    PLEASE INDICATE THE PURPOSE(S) OF THE PAPERS ASSIGNED IN THE COURSE.

  20. Critical analysis of readings
    A. Yes    B. No

  21. Reinforce classroom material
    A. Yes    B. No

  22. Research/Learning of content
    A. Yes    B. No

  23. Impetus for thinking, generating arguments
    A. Yes    B. No

  24. Demonstrate understanding
    A. Yes    B. No

  25. Improve writing skills
    A. Yes    B. No

  26. Were the assignments clear to you?

    1. Yes
    2. Usually
    3. Somewhat
    4. No
    5. Other

  27. How much did the papers assigned enhance your learning?

    1. Very Helpful
    2. Usually
    3. Marginally Helpful
    4. Unhelpful

    WHAT TYPES OF WRITING ASSIGNMENTS WERE YOU REQUIRED TO DO BESIDES PAPERS (EITHER INSIDE OR OUT OF CLASS)?

  28. Essay exams
    A. Yes    B. No

  29. In-class writing
    A. Yes    B. No

  30. Short answers
    A. Yes    B. No

  31. Group assignments
    A. Yes    B. No

  32. Questions about reading assignments
    A. Yes    B. No

  33. Journals
    A. Yes    B. No

  34. Lab write-ups
    A. Yes    B. No

  35. Other writing assignment
    A. Yes    B. No

  36. How well did these other writing assignments enhance your learning?

    1. Very Helpful
    2. Helpful
    3. Marginally Helpful
    4. Unhelpful

    PLEASE FEEL FREE TO ELABORATE ON ANY OF THESE CATEGORIES USING A SEPARATE SHEET OF PAPER.

    • connection between writing assignments and learning
    • purpose of assigned papers
    • overall effectiveness of the Writing Across the Curriculum Program
    • suggestions for improvement

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