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WI OBJECTIVES AND ASSESSMENT PLAN PACKET
The following information should be submitted to the Faculty Senate Ad Hoc committee for WI through
the Academic Affairs Office in Founders Hall.
The following is Due OCTOBER 15, 2006
______ Writing Plan completed using the attached form. An example is also attached. It should be
signed by the department chair before submission. A writing plan must be developed
for each program of study/major.
_______ Assessment Plan cover page completed using the attached form and signed by the
department chair.
_______ Assessment Plan Rubric should be attached. You may use the attached form to assess the
objectives from the Writing Plan. An example rubric is attached.
WRITING PLAN
Program of Study:__________________________________________________________
Department:________________________ College:________________________________
Date Submitted:_____________ Plan Submitted by:_______________________________
Contact phone:_________________ Contact e-mail:_______________________________
WI course within program of study:____________________________________________
Course in which WI will be assessed:___________________________________________
Objective Program Objective Courses which will focus on
Objective
Primary Learning Support
Audience, Purpose,
Vocabulary
Organization
Support
Assignment, Structure,
Format
This writing plan should be submitted to the WI committee by October 15,2006. Please send to Karin
Covalt, Founders Hall 2113.
Program approvals:
___________________________ ____________ ______________________ _________
Department Chair Date WI Committee Chair Date
EXAMPLE
PROGRAM OF STUDY
EXAMPLE FOR MEETING WRITING OBJECTIVES
*Note: To meet the writing objectives set forth by the WI committee, programs are encouraged to use
multiple classes to focus on concepts, it is not expected that these objectives are met solely by WI courses.
However, it is within the WI course these objectives will be assessed. You do not have to be a WI Instructor
to contribute to the writing plan!
Core courses for program:
i.e. Program of Study: Exercise Science PE 229, 310, 360, 461, 467, 468, 469
Objective Program Objective Courses which will focus on
Objective
Primary Learning Support
Audience, Purpose, o Address audience with scientific
Vocabulary writing PE 229 PE 461
o Appropriate vocabulary for PE 310 PE 468
Exercise Science PE 469
o Ability to write with a scientific
purpose
Organization o Ability to create strong, effective
thesis
o Develop introduction, body and PE 461
conclusion PE 469
o Ability to create and maintain
strong connections between ideas
and paragraphs
Support o Support is logical and varied PE 461
o Support is relevant PE 469
o Ability to take literature to
creating sound thesis
Assignment, Structure, o Grammar, PE 310 PE 468
Format o Sentence structure PE 461 PE 469
o Ability to cite correctly
o Ability to find and use peer-
reviewed scientific information
RECOMMENDATIONS FOR ASSESSMENT PLAN
1. The best assessment plan would include collecting a writing sample from an entry level course
within the major (100 or 200 level course) and also from the WI course within the program of study.
These samples can be collected in hard-copy portfolio form or using an electronic portfolio. The WI
committee highly recommends the electronic portfolio and will offer workshops, seminars, helpful
information as to how to use these portfolios.
2. Both samples of writing should be assessed using the same rubric. Please see the example rubric
included. We would prefer that this rubric is used and may be modified to fit your objectives. A
copy of your rubric will be due October 15, 2006 along with your objectives.
1. Assessment should be done after each course is completed by a team of
evaluators.
2. The evaluators should obtain a good inter-tester reliability to ensure that all
evaluators have the same understanding of the rubric.
3. A representative random sample of student writing, proportional to the course
enrollment from each course, should be evaluated.
3. Assessment results will be due to the WI committee by October 15 each year and suggested actions
based on the report should be included. The first assessment data will be collected October 15,
2008. Data will be submitted electronically. This first year of data will be used for baseline data,
comparisons will not be made between samples for two years.
ASSESSMENT PLAN
Program of Study:__________________________________________________________
Department:________________________ College:________________________________
Date Submitted:_____________ Plan Submitted by:_______________________________
Contact phone:_________________ Contact e-mail:_______________________________
Please identify which two courses the writing sample will be obtained for assessment:
_________________________________________________________________________
_________________________________________________________________________
WI course within program of study:____________________________________________
Please describe your assessment plan for writing:__________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
This assessment plan should include the rubric that will be used. An example rubric is attached. Plans and
rubrics should be submitted to the WI committee by October 15, 2006. Please send to Karin Covalt,
Founders Hall 2113.
Program approvals:
___________________________ ____________ ______________________ _________
Department Chair Date WI Committee Chair Date
EXAMPLE ASSESSMENT RUBRIC
1 2 3 4
Ineffective Below Expectations Meets Expectations Above Expectations
Audience, Purpose, and Vocabulary
Inconsistent audience Audience level varies in a manner that is Audience level slightly varies but is not Has a discernable audience, presumably,
Uses inappropriate vocabulary distracting distracting but not limited to academic
for the audience Uses somewhat inappropriate vocabulary Varies slightly from appropriate Addresses audience with appropriate
Uses disinterested vocabulary for the audience vocabulary vocabulary level
Support is inappropriate for the Vocabulary somewhat varied and lively Vocabulary is mostly varied and lively Vocabulary is varied and lively
audience Support is somewhat inappropriate for the Support, examples, and ideas are mostly Support, examples, ideas are appropriate
Lacks a purpose beyond the aim audience appropriate for the audience for the audience and purpose
Conclusion merely repeats what Attempts to create a purpose beyond the Successfully attempts to create a purpose Has a discernable purpose beyond the
was already stated aim beyond the aim aim
Conclusion makes little effort to address Conclusion makes an effort to address Conclusion addresses audience and
audience and purpose beyond audience and purpose beyond purpose—does not just repeat what is
restating what was said restating what has been said already stated
Has no thesis Thought present, contains a weak thesis Contains an effective thesis Contains a strong, effective thesis
Lacks organization Somewhat organized around the thesis Mostly organized around the thesis Organized around the thesis
Organization
Lacks introduction, body, or Underdeveloped introduction, body, and Contains introduction, body, and Fully developed introduction, body, and
conclusion conclusion conclusion conclusion
Paragraph(s) unorganized, Paragraphs unorganized, incoherent, or Paragraphs mostly organized, coherent, Paragraphs are organized, coherent, and
incoherent, and illogical illogical and logical logical
Paragraph(s) undeveloped Paragraphs somewhat underdeveloped Paragraphs mostly developed Paragraphs are fully developed
Lacks connection between ideas Ideas and paragraphs are not fully Attempt to create strong connections Creates and maintains strong connections
and paragraphs connected between ideas and paragraphs between ideas and paragraphs
Contains no support Very low level of support Slightly lacking in support Has sufficient amount of support
Support is somewhat illogical or lacks Support is mostly logical and varied Support is logical and varied
variety Support slightly too long or short Support is of appropriate length
Support
Support is too long or too short to be Support is mostly integrated and Support is smoothly integrated and fully
effective explained explained
Support is not integrated or explained Support is mostly relevant to the thesis Support is relevant to the thesis
Support is irrelevant to the thesis Support is effective Support is very effective
Support is ineffective
No grammar, mechanical, or spelling
Grammar, mechanical, or Grammar, mechanical, or spelling errors Very few grammar, mechanical, or errors
Assignment, Structure, and Format
spelling errors make ideas cause confusion spelling errors Sentence structure is purposely skilled
unintelligible Consistently simple sentence structure Sentence structure is varied and varied
Does not follow appropriate Lacks citations Citations are present Citation are present and in appropriate
physical formatting Lacks Works Cited/References/ Works Cited/References/Bibliography format
Does not meet assignment length Bibliography present Works Cited/References/Bibliography are
or topic requirements Makes little attempt to use appropriate Attempt to use appropriate physical present and in appropriate format
physical format format Appropriate physical formatting
Makes little attempt to meet the Attempts to meet the assignment Meets the assignment expectations in
assignment requirements in length expectations in length and topic length and topic
and topic
ASSESSMENT RUBRIC
1 2 3 4
Ineffective Below Expectations Meets Expectations Above Expectations
Audience, Purpose, and Vocabulary
Organization
Support
Assignment, Structure, and Format
