ACADEMIC WRITING EVALUATION GUIDELINES

IEP: Intensive English Language Institute, Utah State University

Assessment plan and procedures

Goal of Assessment
The goal of assessment in IELI is to determine if students have improved their English for Academic (EAP) skills while in the IELI program and if they have met the exit goals of the program upon completion of level 4. Results of assessment are used to guide programmatic decisions over time. Results are not used to make short-term or immediate decisions regarding the academic readiness of any particular student, the effectiveness of any particular teacher, or the effectiveness of any particular course.

Short-term or immediate decisions regarding student achievement are made through placement and advancement procedures described under IELI Placement and Advancement Procedures. Evaluation of faculty is conducted in accordance with procedures outlined in the USU Personnel Policies and Procedures and includes student evaluation of faculty and IELI Director performance evaluations of faculty.

Program Level Assessment

Program level assessment is carried out primarily by IELI administration.

Information about Students
1
Activity
Survey of entering students

Method
Questionnaire

Participants
New students

Information Collected
How new students learned about USU

Frequency
Second day of each semester

Use of Information
Assess effectiveness of program promotion

2
Activity
End-of-term survey

Method
Questionnaire

Participants
All students

Information Collected
Student views on curriculum, preparedness for non-IELI classes and cultural adjustment

Frequency
End of each semester

Use of Information
Curricular and programmatic adjustments

3
Activity
In-program progress of students

Method
Transcript analysis

Participants
All students from the beginning of their study in IELI though the 3rd semester in non-IELI classes (for those continuing into a university degree program)

Information Collected
Comparison of GPA over time

Pattern of student movement through the program

Frequency
Once a year

Use of Information
Curricular and programmatic adjustments

4
Activity
Survey of students leaving the program

Method
Interview

Participants
Students leaving the program and who are not continuing into a university degree program

Information Collected
Reason(s) why they are leaving the program

Frequency
Whenever a student leaves

Use of Information
To learn why students leave the program

5
Activity
Post-IELI views

Method
Interview

Participants
Randomly selected students who have been out of the program and in a university degree program for more than one year

Information Collected
Student perception of the value of the IELI program to study in their degree program

Frequency
Once a year

Use of Information
Curricular and programmatic adjustments


Information about Placement and Advancement

1
Activity
Placement

Method
Placement test

Participants
In-coming students

Information Collected
Initial level of placement within the program

Frequency
Beginning of first term in IELI

Use of Information
Determine initial placement of students

2
Activity
Re-evaluation of placement

Method
Observation of students by teachers; in-class evaluation

Participants
All students

Information Collected
Appropriateness of class level

Frequency
First two weeks of term

Use of Information
To adjust placement of students who may have been misplaced

3
Activity
Mid-term evaluation of student progress

Method
Faculty reports

Participants
All students

Information Collected
How students are doing at midterm

Frequency
Middle of every term

Use of Information
To inform students of their progress at midterm; to provide formative feedback to students; short-term curricular adjustments

4
Activity
In-class assessment

Method
Testing, class participation, etc.

Participants
All students

Information Collected
Whether or not students advance in each class

Frequency
Throughout the term; decisions made at the end of the term

Use of Information
To determine if students meet exit criteria of each class. At level 4 to determine if students meet program exit criteria


Information about Curriculum and Teaching
1
Activity
In-house review

Method
Faculty discussion and review

Participants
Faculty

Information Collected
Faculty views on strengths and weaknesses of curriculum; appropriateness of materials

Frequency
On-going

Use of Information
To assess effectiveness and coherence of curriculum

2
Activity
Outside evaluation

Method
CEA accreditation review; accreditation updates

Participants
Faculty and students

Information Collected
Strengths and weaknesses of curriculum

Frequency
Accreditation reviews once every 5 years

Use of Information
To make necessary curricular changes

3
Activity
Self-evaluation of teaching

Method
Teaching portfolios; videos; self-assessment; peer review of teaching

Participants
Faculty

Information Collected
Peer and self-assessment of teaching

Frequency
At each faculty members discretion

Use of Information
Improvement of teaching

4
Activity
Student evaluation of teaching

Method
USU teaching evaluation form

Participants
Students

Information Collected
Student perception of quality of classes and instruction

Frequency
Every class at the end of each term

Use of Information
Teaching improvement; curricular change

5
Activity
Comparison of class learning goals with University Studies competencies

Method
Mapping

Participants

Information Collected
Shows how IELI class goals support university studies

Frequency
When there are major curricular changes in either IELI or in University Studies

Use of Information
To assess relevance of IELI curriculum to University Studies


Information from Constituencies
1
Activity
Discuss needs related to attending USU, IELI, curriculum, student activities, and so on

Method
Discussion / Interview

Participants
Interested students

Information Collected
Student needs

Frequency
Annually

Use of Information
Determine actions required to meet student needs

2
Activity
Meet with IELI administrators and interested faculty to discuss the relationships between IELI and the rest of the university as well as the broader community

Method
Discussion / Interview

Participants
IELI faculty, administrators, IELI Advisory Board, interested community members

Information Collected
Perspectives on IELI role and relationships in the university and the community

Frequency
Annually

Use of Information
Determine actions required to improve relationships, develop new relationships


Curricular Assessment
Curricular assessment is intended to determine if students are meeting the exit goals of the curriculum.

Academic Writing
Learning Objectives / Exit Goals
Produce documented writings that are well-organized, comprehensible and incorporate paraphrased and summarized information from several information sources, including books, magazines / journals, and the Internet.

Exit Criteria

Students will work to achieving the following exit criteria by engaging in tasks such as those listed beneath each criterion.

Criterion: Write and organize several types of academic articles

Examples:

Summarize printed articles

Write extended definitions

Present detailed explanation

Present data and draw conclusions

Present an issue and take a stand

Evaluate and present results of the evaluation

Synthesize (observations, listenings, and readings) and present the synthesis in writing

Criterion: Display academic writing skills

Gather information and develop ideas for writing

Construct fully developed, documented academic paragraphs

Paraphrase and summarize the ideas of others

Show the credibility of sources

Acknowledge ideas of other writers through in-text citations and reference lists

Understand the principle and avoidance of plagerism

Criterion: Display computer skills essential to participating in a writing class

Type and format writings in Microsoft Word

Send and receive emails with attachments

Criterion: Display library and Internet search skills

Use on-line resources to find journal and magazine articles

Use the Internet to find information

Evaluate sources of information for relevance and quality

Assessment (Are students meeting curricular goals re. writing?)
A faculty committee meets annually to assess whether exiting students

(1) have enhanced their academic writing and research skills while in the program,

(2) have met the academic writing exit criteria, and

(3) perform satisfactorily in university writing classes.

Procedure
Meeting Exit Goals

First and second drafts of academic writings of randomly selected papers are reviewed to determine the extent the writings show students are meeting exit goals. Student names and teacher / identification are removed prior to the selection of papers. Faculty reviewers have a list of exit criteria and check off those criteria that are evident in student papers.

Improvement Over Time

Faculty randomly select portfoliios of student writings to judge whether or not students have enhanced their academic writing skills while in the program.

Performance in University Writing Classes

IELI administration will track grades students who have exited IELI earn in undergraduate writing classes. In addition, IELI will collect anecdotal information regarding student writing in undergraduate and graduate classes and investigate any complaints regarding student writing.

Use of Information