Contract grading has achieved some prominence in our field as a practice associated with
critical pedagogy. In this context we describe a hybrid grading contract where students earn …

Although outcomes assessment (OA) has become “common sense” in higher education, this
article shows that the concept of outcomes tends to limit and compromise teaching and …

Abstract The Executive Board of the Council of Writing Program Administrators first approved
the WPA Outcomes Statement for First-Year Composition in April 2000. Since then, it has …

The purpose of the present study is to examine concurrent and predictive evidence used in
the validation of ACCUPLACER, a purchased test used to place first-year students into …

The relationship between instruction and assessment has always been problematic. Framed
as a struggle between the force of systems and integrity of individualism, writing assessment …

The WPA Outcomes Statement—A Decade Later examines the ways that the Council of
Writing Program Administrators' Outcomes Statement for First-Year Composition has …

Using the technical and professional communication service course as the site for research,
and student learning outcomes (SLOs) as the specific focus, we gathered, coded, and …

This validation study examines the WPA Outcomes Statement for First-Year Composition, a
United States consensus statement for first-year post-secondary writing, as implemented in a …

Scholarship on language difference has strived for decades to transform teaching practices
in mainstream, developmental, and second-language writing classrooms. Despite …

This symposium enacts a debate over a high-stakes question for writing studies: How does
standardization within and across writing programs enable or constrain our democratic …