Research Project: Focus Group-Driven Assessment of First Year Writing Program (Eastern Michigan U)

Shared by Linda Adler-Kassner on Oct 25, 2007. Last Updated on Nov 5, 2007.

Principal Investigator(s): Linda Adler-Kassner and Heidi Estrem

Co-Investigator(s): Emily Dillon

For More Information: Linda.Adler-Kassner@emich.edu

Keywords: Assessment, action research, advocacy

Permission to Cite: Yes

Abstract/Summary: Working from the premise that qualities of good writing are context-specific, for this study focus groups of students, faculty, staff, administrators, and first year writing program instructors were convened to identify qualities of good writing. Transcripts from the focus groups were analyzed; those analyses were then used to develop an assessment matrix which was used to rate portfolios from the required research writing course to identify to what extent those qualities were visible in the portfolios selected from the course.

Project Background: This study grew out of an indirect assessment administered during the 2001-2 academic year. It draws heavily on Bob Broad's work (see What We Really Value, Utah State UP) and Brian Huot's work (see (Re)Articulating Writing Assessment, Utah State UP).

Time Frame: 2004-2006

Research Question or Hypothesis: 1. If qualities of good writing are context specific, what are the qualities of good writing in our (EMU) context? 2. Once we have identified those qualities, how/are they demonstrated in a sample of writing in final portfolios from our required first-year writing course?

General Research Approach: Mixed / Multi-Modal

Participants and Setting: Stage One: Focus groups designed to gather information about qualities of good writing. 18 students, staff, faculty members, and administrators (aka "community" focus groups); 8 first year writing program instructors. Three focus groups of "community" members; one focus group of FYWP members.

Research Methods: Focus groups, discourse analysis (of focus group transcripts), mapping (to move from transcripts to assessment instrument), artifact analysis

Data / Information Sources: Focus group transcripts; student writing portfolios

Funding: Internal funding

Support: Graduate assistant, 5 hours week/6 weeks

Data Available: Request data by contacting Linda.Adler-Kassner@emich.edu; View data at http://www.emich.edu/english/fycomp/FYWPassessment/EMUFYWPassessmentsummary.htm

Results Available: Request results by contacting Linda.Adler-Kassner@emich.edu; View results at http://www.emich.edu/english/fycomp/FYWPassessment/EMUFYWPassessmentsummary.htm

Follow-Up Studies or Implementation Plans: Based on findings from this project, we have focused teaching development work around research and information literacy practices and processes. We are also in the process of designing a follow-up assessment of these practices (which we will also post here).

Related Publications: Adler-Kassner, Linda and Heidi Estrem. "The Journey is the Process:The Place of Assessment in an Activist Writing Program." In Bob Broad et al., _Organic Writing Assessment: Dynamic Criteria Mapping in Action_. Forthcoming, Utah State UP.