The WPA Outcomes Statement, validation, and the pursuit of localism

Kelly-Riley, Diane; Elliot, Norbert

doi:10.1016/j.asw.2014.03.004

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…For these reasons, historically, objective assessments have been the most commonly used assessment method. However, as time passes, locally developed performance assessment appears to be gaining in popularity over commercial "national-normed" multiple-choice (objective) instruments (Kelly-Riley and Elliot, 2014).…”

Section: Design Assessment Measures and Measure The Resultsmentioning

confidence: 99%

A recommended closed-loop assessment of learning outcomes process for hospitality programs

Reich

Collins

DeFranco

et al. 2019

IHR

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Purpose Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue. Design/methodology/approach This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation. Findings The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete. Originality/value This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

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Section: Design Assessment Measures and Measure The Resultsmentioning

confidence: 99%

A recommended closed-loop assessment of learning outcomes process for hospitality programs

Reich

Collins

DeFranco

et al. 2019

IHR

View full text Add to dashboard Cite

show abstract

“…The often remote treatment of the material conditions of an assessment can lead its designers to think that issues of, for instance, who will read what papers with what kind of training to record what kinds of scores are just technical problems to solve rather than issues to align with a particular construct of reliability. In its attention to the details of local problem solving, then, this study joins work like that of Kelly-Riley and Elliot (2014) in attempting to help fill this gap in the treatment of such material logistics. Also, assessment designers should be aware that decisions about data collection (How do we set up the best mechanisms to help us find out what we want to know?…”

Section: Writing Assessment: Local Solutions To General Problemsmentioning

confidence: 99%

“…Warnock (2009) described the arguments about situated assessment that have grounded this study; we have pursued this assessment at least partly in agreement with those who find norming problematic ''because it sets up a fictional, idealized context in which to assess writing'' (p. 97), a position that is supported by Huot (2002), Whithaus (2005), and others. Kelly-Riley and Elliot (2014) pointed out that standardized tests have ''come to be seen as limited because, in their insistence on privileging one category of validity-such as score reliability-over others, they have not robustly engaged the cognitive, intrapersonal, and interpersonal domains of the construct under examination'' (p. 92). On one hand, this approach allowed us to acknowledge fundamental differences in audiences' receptions to writing.…”

Section: The Practical Value Of Situated Assessmentmentioning

confidence: 99%

Measuring Quality, Evaluating Curricular Change

Warnock

Rouse

Finnin

et al. 2016

Journal of Business and Technical Communication

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This article reports the background, methods, and results of a 7-year project (2007–2013) that assessed the writing of undergraduate business majors at a business college. It describes specific issues with writing assessment and how this study attempted to overcome them, largely through a situated assessment approach. The authors provide the results of more than 3,700 assessments of nearly 2,000 documents during the course of the study, reporting on scores overall and for each rubric criterion and comparing the scores of English and business assessors. They also investigate how two curricular interventions were evaluated through this assessment project. Although overall, the writing of these business majors was assessed as good, results showed noteworthy differences between the scores of English and business assessors and a noteworthy impact for one of the curricular interventions, an effort to improve the material conditions of writing instruction. The authors conclude by discussing some next steps and implications of this project.

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“…In essence, scholars are seeking to inject a critical race-conscious turn into a writing assessment conversation that has long been anchored by the local (Broad et al, 2009;Haswell & Wyche-Smith, 1994;. This critical race critique of localism is conversant with efforts to more consistently align such localized assessments with global disciplinary best practices (Gallagher, 2010Kelly-Riley & Elliot, 2014;Kelly-Riley, Elliot, & Rudniy, 2016). Recent conversations (Gallagher, 2010 suggest that local consensus-driven assessment technologies like dynamic criteria mapping can result in outcomes that are quite difficult to contextualize for outside stakeholders, even within the same discipline, without a concurrent process of validation through disciplinary best practices.…”

Section: Directions For Further Studymentioning

confidence: 99%

Chapter 5. Chasing Transparency: Using Disparate Impact Analysis to Assess the (In)Accessibility of Dual Enrollment Composition

Moreland

2018

Writing Assessment, Social Justice, and the Advancement of Opportunity

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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The WPA Outcomes Statement, validation, and the pursuit of localism

Cited by 13 publications

References 16 publications

A recommended closed-loop assessment of learning outcomes process for hospitality programs

A recommended closed-loop assessment of learning outcomes process for hospitality programs

Measuring Quality, Evaluating Curricular Change

Chapter 5. Chasing Transparency: Using Disparate Impact Analysis to Assess the (In)Accessibility of Dual Enrollment Composition

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