Revising and Reflecting: How Assessment of APA Style Evolved Over Two Assessment Cycles in an Undergraduate Communication Program

Author:

Housley Gaffney Amy L.

Abstract

Abstract This study presents one undergraduate program's analysis of a writing-centered learning outcome, operationalized in terms of American Psychological Association (APA) style, using a standardized rubric. The analysis of data from year one revealed several problematic areas. The rubric was revised and the same outcome was analyzed again the following year. Data from year two demonstrated improvement, but also revealed a different set of concerns. Ultimately, the process proved useful for assessing student writing and making revisions as a result.

Publisher

The Pennsylvania State University Press

Subject

Education

Reference26 articles.

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4. Bazerman, Charles, Joseph Little, Lisa Bethel, Teri Chavkin, Danielle Fouquette, and Janet Garufis. 2005. Reference Guide to Writing Across the Curriculum. West Lafayette, IN: Parlor Press LLC.

5. Blattner, Nancy H., and Christina L. Frazier. 2002. “Developing a Performance-Based Assessment of Students' Critical Thinking Skills.” Assessing Writing 8 (1): 47–64.

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