Measuring the outcomes of individualised writing instruction: a multilayered approach to capturing changes in students' texts

Abstract

In a highly competitive higher education environment where resources are limited, educators are increasingly concerned with providing evidence for the effectiveness of teaching interventions including one-to-one writing support. This article offers a model for analysing the changes in student writing as a result of individualised writing instruction. The multilayered approach to textual analysis proposed here concentrates on five aspects of academic writing that students need to master during the first year of tertiary level education. The model is illustrated with reference to a first year student's assignment. The application of the model allows for a systematic description of changes students make to their draft assignments, and the evaluation of whether these changes were consonant with the topics discussed during tutorials. The rationale for measuring student revisions is both to inform teaching and tutorial practice, and to provide valuable information for senior managers seeking to identify effective ways of enhancing students' academic literacies. Student writing in higher educationThe quality of students' writing in higher education concerns both academics and others interested in the sector. Although employers value literacy highly and the closely related area of communication skills, these are among the areas in which the gap between employers' expectations and their satisfaction with graduates' abilities is greatest (Archer and Davison 2008). Academics, too, regularly despair at the writing capabilities of their students (e.g. Dann 2009;Lamb 2009). Yet writing is central to the learning experience of a university and it is a crucial means of assessment. Students who do not master disciplinary practices are unlikely to succeed on their course or potentially in their professional practice after graduation. For these reasons and others, universities have a responsibility to support the development of students' academic literacies. This can be approached in different ways including embedded disciplinary support or generic study skills teaching. Either approach can be provided by central units or by subject academics as part of the degree. This article focuses on supplemental writing support offered by a writing centre, which is centrally funded but, being based on one-to-one tuition, seeks to reflect disciplinary cultures and practices.

The whole is more than the sum of its parts – assessing writing using the consensual assessment technique

“…On the other hand, there are two important reasons why it is surprising that there are relatively few studies that extend the scope of evaluations beyond the writer (e.g. Borg andDeane 2011 andWingate et al 2011): the first of them relates to external pressures. Although fostering learning is often seen to be the main purpose of Higher Education, its second function, certifying a level of achievement, relies on quantitative assessments methods.…”

Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence

“…Subsequent inquiries have taken different approaches: Britton, Burgess, Martin, McLeod, and Rosen (1975) compiled a taxonomy of student development in secondary students; Spack (1997) investigated gains in ESL students' abilities through case study; Haas (1999) conducted case studies of workplace writing; Curtis and Herrington (2003) conducted case studies of four students over time; Sommers and Saltz (2004) surveyed Harvard students regarding their development as writers; Beaufort (2004) conducted case studies of history majors; and Pagano, Bernhardt, Reynolds, Williams, and McCurrie (2008) examined outcomes across institutions looking at rubrics. In other parts of the world, countries and continents have worked to articulate outcomes for programs in higher education as well (Borg & Deane, 2011;Erkkilä & Piironen, 2013;European Higher Education Area, 2005). All of these projects use different models to consider students' growth in writing, but do so without directly measuring students' work.…”

Encouraging and Supporting Teacher Research in the US and UK

“…Dr. Erik Borg led a study that aimed to identify the outcomes of writing tutorials. This involved collecting students' draft assignments before they attended tutorials, and comparing these with the revised versions written after tutorials (Borg and Deane 2011). The writing tutorials examined in this study lasted 50 minutes and were designed to promote students' independence as scholars by offering them strategies to revise their own writing.…”