Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increase...

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Bibliographic Details
Published in:Technical communication quarterly 2003-01, Vol.12 (1), p.101-114
Main Authors: Carter, Michael, Anson, Chris M., Miller, Carolyn R.
Format: Article
Language:English
Subjects:
Centralization
College campuses
Colleges & universities
Core curriculum
Curriculum Development
Departments
Education
Educational Objectives
Evaluation
Evaluation Methods
Genre
Higher Education
Learning
Outcomes
Outcomes of Education
Russell, David
Space
Student writing
Teaching
Teaching Methods
Technical Communication
Technical Writing
Training
Undergraduate Students
Writing
Writing Instruction
Citations: Items that cite this one
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Description
Summary:Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.
ISSN:1057-2252
1542-7625
DOI:10.1207/s15427625tcq1201_7