Allowing the Data to Tell the Story: Studying Writing Assessment Data to Inform Faculty Development

• In Event: Roundtable Session 44
  In Roundtable Session: Studying Literacy Practices With Teachers: How Writing Gets Taught

Abstract

This study demonstrates the practical use of analyzing writing assessment data for the sake of demonstrating how the results can be approached to suggest avenues of reform for faculty training. The connection between data that is collected through faculty training, specifically data collected in an interrater reliability exercise, and the development and revision of the training based on the analysis and results from the exercise will be discussed. An analytical approach to reliability data generated through the use of a writing rubric revealed the following: a need for change in emphasis of training; faculty members who could be used as mentors in writing evaluation; and faculty members who need additional professional development regarding the writing evaluation method in use.

Author

• Jennifer M. Good, Auburn University - Montgomery