English 1310: Rhetoric and Writing I Assessment Protocols

ENGL 1310 assessments include our University of Colorado FCQs, our curriculum-specific ENGL 1310 exit survey, the NSSE + CSWC survey, and the compilation of course completion rates and a report on grade distributions. Direct measures of students’ writing are staged within the junior-level writing portfolio assessment.

The ENGL 1310 exit survey was first implemented in the Spring of 2005 as an indirect measure of students’ perceived degree of learning and instructional satisfaction. The survey is now integral to our ongoing work on this core course. The survey’s competencies complement our writing-about-writing curriculum with its emphasis on language issues, writing process and rhetorical theory, writing skills, critical self-reflection, faculty-student engagement and high-impact learning practices, and most specifically, the impact of one-on-one writing conferences on students’ satisfaction with their writing coursework. We accumulated a dataset of about 3,000 ENGL 1310 students between 2005-8. Rhetoric and writing faculty across the RWP draw from our survey data to set our agenda for faculty development work. ENGL 1310 faculty receive their survey data on an annual basis along with standard FCQ course evaluations. Data between spring 2008-spring 2010 are currently being added to the cumulative dataset.

Please see the English 1310 Exit Survey 2005-2010.  

ENGL 1310 Exit Survey Dataset (N=2934) 
The 2005-8 dataset disaggregates data in key ways:  whole population frequencies for all questions; whole population frequencies for undecided majors; re-evaluated descriptives that combine positive and strong positive responses as percentages for whole populations. The RWP’s overarching goal for this survey is to earn positive / strong positive survey outcomes at 80% or better for the program and for individual faculty.

Please see the English 1310 Exit Survey Dataset 2005-2008 (N=2934).

ENGL 1310 Exit Survey Re-design of Fall 2010 
In fall of 2010, rhetoric and writing faculty redesigned our ENGL 1310 exit survey to more robustly articulate writing process theory as content outcomes and to incorporate a subset of competencies that assess students’ understanding of the transfer value of course content and skills for successfully mediating writing problems in their home disciplines. We developed an online survey using Surveymonkey, which enables us to more expediently compile and analyze our exit data and deliver the data via a feedback loop to individual faculty and the program’s director.

 Please see the Re-designed English 1310 Exit Survey Fall 2010.

 Fall 2010 ENGL 1310 Exit Survey Data Set (N= 633) 
What is immediately apparent in the fall 2010 dataset is the extraordinary increase in the number and length of students’ written comments within our open-ended questions: 17) What did you like about your writing course?  18) How might we improve your writing course?  For fall 2010, the RWP earned a majority of positive or strong positive ratings across all questions.  That is, the survey report offers bold script to identify majority clusters for each item.  In every case, the bolded majority cluster is either positive or strong positive in its outcome.

Please see the English 1310 Exit Survey Dataset Fall 2010 (N= 633).

National Survey of Student Engagement (NSSE) 
UCCS first-year students participate in the NSSE survey, which has been redesigned to include a subset of competencies that were developed by the NSSE collaboration with the Council of Writing Program Administrators (CWPA). The CWPA is the national association of first-year writing program professionals (and beyond), who oversee the design and development of best practices in Writing Program Administration, including the design of writing curricula. The UCCS Rhetoric and Writing Program curricula are based upon the CWPA National Outcomes Statement.  (See our ENGL 1310 and ENGL 1410 links for our local iterations of these CWPA outcomes.) The CWPA questions as integrated within the NSSE tool are framed under the following subset: “Consortium for the Study of Writing in College.”  UCCS participated in this survey in 2009; we will participate in another round of NSSE + CSWC assessment in the spring of 2011.  NSSE data help us to map students’ affective responses to their undergraduate writing experiences in multiple ways: degree of engagement around writing with faculty and in their coursework; number of writing assignments and variety of best practices in the delivery of their writing instruction. A value-added feature exists as the survey is administered to both first-year and exiting senior students. NSSE + CSWC data should be helpful as we work on revising courses into a common core approach to general education here at UCCS.

Please see the English 1310 NSSE + CSWC Dataset 2009 (N= 228 first-year; N=343 seniors).

UCCS Rhetoric and Writing Completion Rates Annual Year 2010 
In AY 2010, 1119 students enrolled in ENGL 1310, and 1008 enrolled in ENGL 1410.  The RWP’s completion rates of a C- or better for ENGL 1310 and ENGL 1410 are 82% and 88% respectively. See table #1 below:  

Table 1. AY 2010 Completion Rates

(Earning C- or Better)

Values

1310 Total

1410 Total

A

125

216

A-

98

128

B+

92

83

B

202

174

B-

119

71

C+

95

52

C

69

65

C-

53

35

D+

30

13

D

37

16

D-

13

2

F

109

80

I

10

9

W

67

64

C- or Better*

82%

88%

*Excludes I and W from calculation.


UCCS Rhetoric and Writing Grade Distributions AY 2010 
The Program analyzed the distribution of grades across core ENGL 1310 and ENGL 1410. Table #2 offers numbers and percentages. Rhetoric and Writing faculty are given their individual grade distributions by course for faculty-to-program data comparisons. These reports will inform their annual self-evaluation reports that are submitted to CLAS at the close of each annual year.

 

Table 2. Grade Distributions

 

ENGL 1310

ENGL 1410

Values

Total

%

Total

%

A

125

12.0%

216

23.1%

A-

98

9.4%

128

13.7%

B+

92

8.8%

83

8.9%

B

202

19.4%

174

18.6%

B-

119

11.4%

71

7.6%

C+

95

9.1%

52

5.6%

C

69

6.6%

65

7.0%

C-

53

5.1%

35

3.7%

D+

30

2.9%

13

1.4%

D

37

3.6%

16

1.7%

D-

13

1.2%

2

0.2%

F

109

10.5%

80

8.6%

I

10

9

W

67

64

Total

1119

100%

1008

100%