1. Writing Across the Curriculum At Kennedy-King College Results from FY 2015 DRAFT - FOR DISCUSSION ONLY 1 Prepared by Robert Rollings, summer 2015

2. DRAFT - FOR DISCUSSION ONLY 2 As usual for KKC assessment projects over the last several years, the sample was reasonably demographically representative of the college’s student population as a whole. 309 students participated.

3. DRAFT - FOR DISCUSSION ONLY 3 The WAC sample captured students in a wide array of academic and career programs at an even spread of completion in their programs. The sample succeeds at representing Writing Across the Curriculum.

4. DRAFT - FOR DISCUSSION ONLY 4 The WAC Committee rated our student body as overwhelmingly proficient or exemplary in all six areas of writing under measurement. Mechanics and usage are relatively weaker than organization and composition. If we set Limited as 1 and Exemplary as 4, averages for each measure equaled between 2.7 to 3.1, with standard deviations between.86 and.96

5. DRAFT - FOR DISCUSSION ONLY 5 Women scored slightly higher than men. Age, not shown here, showed no consistent differences. Surprisingly, part-time students scored above full-time!

6. DRAFT - FOR DISCUSSION ONLY 6 We see an overall trend of average scores in most areas rising as students complete more credits at KKC. This could be because their skills improve with college training, or because only the better writers last until later in the curriculum. Either way, the differences are a fraction of a standard deviation, and only look significant here because the graph is zoomed in far enough to see them.

7. DRAFT - FOR DISCUSSION ONLY 7 Focus area is the only variable measured where differences approached a standard deviation. Students appear to sort into different fields by writing skill. Should it concern us that Education students had poorer average writing scores than Culinary or Healthcare students?

8. DRAFT - FOR DISCUSSION ONLY 8 Testing currently at the English 98 level versus testing at English 98 and having since passed English 101 made no more than 1/3 of a standard deviation of difference in any WAC score. What does this suggest about what students are or are not learning in the dev ed sequence?

9. DRAFT - FOR DISCUSSION ONLY 9 Progress through the Dev Ed sequence and through a Kennedy-King college career seem only slightly to increase measurable demonstration of writing skills. Why is this? What does this mean that students are getting out of English 98 & 100? What should we do? Students generally show mastery or at least proficiency in the criteria measured by WAC. How does it matter if students in your classrooms have writing skills? Do these findings reflect your experience as an instructor? Students consistently score higher in composition than in mechanics. How should we respond? CONCLUSIONS & QUESTIONS Women score slightly higher than men Part-time students score slightly higher than full-time students Students appear to sort into different areas of study according to their writing skills