Using unobtrusive and obtrusive assessment throughout linked ENG101/102 courses, I hope to learn whether an emphasis on learning about types of writing (analysis, cause and effect, etc.) in the ENG101 course will carry over to help students as they work on more complex papers in ENG102.
I'll spend significant time on in-class assignments covering how and when a specific type of writing could be used to add to the effectiveness of their writing projects. I'll incorporate unobtrusive techniques (questioning, observing, etc.) in class as well as obtrusive assessment techniques (quizzes, problem-solving activity presentations, etc.) I'll collect data from these assessments and from my analysis of their papers.
I'll compare this data from ENG101 with the data I collect from analyzing their ENG102 papers. I'm hoping to be able to see some connection between the extensive work on writing types in ENG101 and their effective use of writing types in ENG102. I may also go back and analyze some previous ENG102 papers as a type of control.
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| linked-classes-cats-report.docx | 16.77 KB |
Comments
I love that you will be using unobtrusive and obtrusive assessment to compile your data. I look forward to you sharing your results.
Wow Susan, I don't use this word too often in CATS, but this sounds like an "epic" assessment project. I think you have the ability to show evidence of true effectiveness with this technique, particularly by using the historical control ENG essays. Would you share some of your assessment tools and data along the way before you officially complete? Also, I can see how this could be exhausting and easy to put on the back burner in the midst of our crazy lives - is there a plan to scale this down if needed to make sure it gets completed?
I will, Erik -- I've already got most of data collected. If a free moment ever arrives, I'll get it posted here. Once I get the tools and data posted, I'll start to figure out the best tools for assessing the 102 work. I'm hoping I won't have to scale back, but who knows. (I'm highly motivated by the chance to win pottery!)
Interesting Susan, how many students did you study? Were their grades better on the papers? That is, did you see any significant difference when you graded them. I know you said they were mostly better but the scientist in me wants to know if you have a number :)