The following is an example of reporting and using assessment results from the Department of English, Michigan State University.

Learning Goal:  To develop analytical and critical skills, as well as their (students’) ability to explore, organize, and articulate their ideas through writing.

Assessment Method:  Comparison of writing samples from ENG 210 and from 400-level English courses.  Essays were read blind and scored using a faculty developed rubric in five different areas of student writing.

Assessment Results: 

• ENG 210 average score was 80.2 (out of 100).

• ENG 400 level average score was 91.0

• The highest scored 210 paper was 93; four of the level 400 papers scored at 100.

• The “low end” 400 level essays were B/C= range; 210 low end was C- range.

Conclusion:  This learning goal has been met and students show remarkable improvement in basic skills such as grammar, style, argumentation, logic, and use of evidence.

Action Taken:  The Department is pleased with the results of this assessment.  The written critical and creative work of English majors increases, on average, at least one full letter grade in quality as the students move through their program of study.  No curricular action is warranted at this time.

Action Results:  No action relating to this learning goal is needed at this time.

Future Steps on this goal: 

• Continue with this assessment in 2004-05

• Expand number of student essays read

• Expand number of faculty readers

Future Steps in Assessment:

• Exit surveys to continue (even numbered years)

• Focus groups to expand and continue (even numbered years)

• Address the concerns and issues that emerged from the focus groups

• Review function and consistency of ENG 210, as well as curricular role of the course.