liane bryson, katie hughes & james towner rhetoric & writing

RWS 200

Assessment

James TownerKatie Hughes Liane Bryson

James TownerKatie Hughes Liane Bryson

January 10, 2006

Innovations Students created PowerPoint

presentations addressing central course concept

Students researched and used blogs as evidence of contemporary discussion of paper topic

Students imported a photographic image into their essays

Students constructed visual arguments with PowerPoint using internet sources, including

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Assessment approaches

Blackboard surveys Criterion-based assessment allowing

for comparison of student proficiency before and after innovation

Factors contributing to use of this assessment approach Easy access to Blackboard Survey Analysis of results available through

Blackboard

Conclusions based on assessment:

Criterion-based assessment showed marked improvement in student work

Higher grades in projects one and four

Student Surveys Show Intervention Success Written Comments

Project 3: I realize using visuals is effective in supporting

arguments and claims.

Project 4:

I think that the use of technology is very helpful for [making] an argument, and the visual presentation is a great way to expand the understanding of the argument.

I learned that there are many ways to make an argument by using technology, speech, or writing.

Using PowerPoint to teach Central Course Concepts: “To what extent did using technology help in understanding the basic course concepts and being able to demonstrate that understanding?”

No helpLittleModerateVery Much

Using a Visual Image in Project Three Essay: “Using a visual image in my paper

helped me understand how images can be seen in different contexts and how different viewers might interpret the image differently.”

Not at all A littleSomewhatVery much

Constructing a Visual Argument with PowerPoint: “Creating a visual argument to

complement a written argument enhanced my understanding of visual rhetoric.”

Not at allNot very muchSomewhatVery Much

Feedback from Assessments

Feedback from Criterion-based assessments and Blackboard surveys

Confirmed our expectations and observations.

Problems we encountered:

Using blogs problematic in academic writing

Smart classrooms are scarce Difficult to setup in standard

classrooms

Changes or Improvements Based on Assessments No major changes We will continue with our course

pICT innovations