Graduation Writing Assessment Requirement in the CSU

BOT resolution on Student Writing Skills (76)

CO memo on Competency in Writing (78) EO 514 – Competency in Student Writing

Skills (87) EO 665 – Determination of Competence

in English & Math (97)

Executive Order 665 (1997)GWAR – Baccalaureate Level

Students must demonstrate competence Be matriculated at the CSU where GWAR satisfied Opportunity to meet GWAR be made available as

students enter Junior year, should complete before senior year

Certification an all-campus responsibility Certification transferable Annually update CO on changes; Periodic Review

Executive Order 665 (1997)GWAR – Graduate Level

May require proficiency as a condition for admission

Writing proficiency required prior to award of degree

May require additional demonstration of advanced-level writing proficiency as a condition for admission to a graduate program and/or award of degree

Graduation Writing Assessment Requirement in the CSU

Review Plan: Reviewed GWAR material (flow chart &

matrix) collected in 99 & 1988 report; Put out a call to provosts in 12/02 to update flow chart and written description of GWAR process as well as provide information on a wide range of issues ranging from scoring rubrics to resources for students who do not pass the GWAR.

Information Collected & Reviewed

Flow charts & process descriptions Purpose and timing of GWAR GWAR passrates for 01-02 Policies Scoring rubrics, essay topics Readers/evaluators for GWAR Resources for students not passing Essay exams, and course papers GWAR & ESL GWAR for Graduate Students

Observations

Routes to Demonstrate Proficiency

Exam Only 10 CampusesCourse Only 2 CampusesExam & Course 3 CampusesExam or Course 7 Campuses

Observations - Content

Content of GWAR Examinations

Objective & Essay 2 CampusesOne Essay 16 CampusesTwo Essays 2 Campuses

Observations - Essay

Time allotted for Single-Essay Exam

60 minutes 3 Campuses75 minutes 2 Campuses90 minutes 7 Campuses120 minutes 1 Campus150 minutes 1 Campus180 minutes 2 Campuses

Observations - Essay

Variations in Task for EssayTopic presented for discussion (little reading)Read short passage (45-80 words) write a

responseLengthy passage (600-800 words) base

written commentary on Issue presented with facts/statements

students write position paper Variation in Complexity of Passage Variation in Rhetorical Challenge

Observations – Essay Evaluation

Number of Readers for Essay Exam

One (unless additional

needed) 1 Campus Two 18 Campuses Three 1 Campus

Observations – Essay Evaluation

Scale of Assessment Instrument 1 - 4 1 Campus 1 - 5 1 Campus 1 - 6 17 Campus

Passing Score When Total 12 Seven 4 Campuses Eight 9 Campuses

Observations – Writing Samples from Academic Courses

Products Reviewed by Committee

Timed essays written in class & out of class essays

Essays responding to literary work Research papers Portfolios

Observations – Writing Samples from Academic Courses

Similarity to Standardized Exam Essay Scope, length, level of difficulty

Different From Standardized Exam

Composed over more than one class Revisions & rewrites

Pass Rates for Timed Essay Exam

% Pass 1st Time Repeaters

90 - 100% --- 1 Campus

80 – 89% 5 Campuses ---

70 - 79% 5 Campuses ---

60 – 69% 5 Campuses 2 Campuses

59% and below 3 campuses 12 Campuses

Pass Rates for Academic Courses

% Passing # of Campus

90 – 100% 5

80 – 89% 3

70 – 79% 2

Pass Rates for GWAR courses similar to pass rates in other academic courses

GWAR & Non-native Speakers of English

Linguistic diversity places extraordinary demands on faculty

Those with varied linguistic backgrounds face challenge of succeeding in coursework yet not gaining proficiency in written English

Special GWAR provisions for ESL

Committee Recommendations

Campuses implement measures to ensure consistency & common standards in faculty evaluations of material produced in courses

Campuses review writing prompts with respect to eliciting skills expected of graduating rather than entering students

CSU develop and maintain repository of writing topics, prompts, and assignments

Campuses develop mechanism to ensure students attempt GWAR as juniors

Campuses discuss and implement advising & assistance to repeaters

Committee Recommendations GWAR course enrollments should be capped at 20 Campuses should collect and disseminate data on the % of

students who have completed all requirements for graduation except GWAR

Campuses should involve faculty from all disciplines in GWAR processes

Campuses should conduct 5-7 year GWAR review Campuses should discuss and implement practices that help

ESL students to be successful in passing GWAR Campuses develop campus-wide GWAR policy for graduate

as well as undergraduate programs Campus GWAR reviews should include graduate programs

Committee Report

Overview of varied processesOrganized around Ex Order Intended to promote campus discussions

Undergrad & Grad writing skillsDefinition of baccalaureate-level writingProcesses by which CSU can ensure its

graduates can write

GWAR Review Committee

J. Theodore Anagnoson Los AngelesRuth Christensen BakersfieldJ. Milton Clark San BernadinoJeri Echeverria FresnoJohn R. Edlund PomonaMary Kay Harrington San Luis ObispoCristy Jensen SacramentoMarvin Klein PomonaBethany Shifflett (Chair) San Jose StateElaine Sundberg SonomaLorie Roth Chancellor’s Office

www.calstate.edu/AcadAff/RelatedDocs.shtml