How Much is Enough? The Assessment of Student Work in Technical Communication Courses

This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they woul...

Full description

Saved in:
Bibliographic Details
Published inTechnical communication quarterly Vol. 12; no. 1; pp. 47 - 65
Main Author Cook, Kelli Cargile
Format Journal Article
LanguageEnglish
Published Oxford Lawrence Erlbaum Associates, Inc 01.01.2003
Taylor & Francis Ltd
Subjects
Academic Ability
Academic Achievement
Appraisal
Assessment
Class Size
Classrooms
Communication (Thought Transfer)
Course Selection (Students)
Curriculum Evaluation
Education portfolios
Educational Facilities Improvement
Educational Objectives
Evaluation Methods
Feedback (Response)
Formative evaluation
Grading
Higher Education
Instructional Effectiveness
Learning
Literature Reviews
National Surveys
Participation
Peer review
Program Evaluation
Response rates
State Surveys
Student Evaluation
Student Improvement
Student writing
Students
Surveys
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Technical Communication
Technical Education
Technical Writing
Teleconferencing
Training
USA
Websites
Writing Evaluation
Writing Tests
United States > US
Utah
Online AccessGet full text

Cover

More Information
Summary:This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they would like to do to assess their students optimally. In addition to reporting responses to these questions, the article concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1057-2252
1542-7625
DOI:10.1207/s15427625tcq1201_4