Abstract:Assessing the teaching of writing is a process fraught with conflict. Despite a significant body of research pointing to the importance of multiple assessment measures and careful interpretation of the data, the evaluation of postsecondary teaching still relies heavily on a single measure of performance-the student ratings score-and interpretation of this score is often done in a hasty, haphazard fashion. Aside from student ratings, other data on teaching effectiveness tend to be collected in piecemeal fashion… Show more
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