Carter, Michael. “A Process for Establishing Outcomes-Based Assessment Plans for Writing and Speaking in the Disciplines.” Language and Learning Across the Disciplines 6.1. (2003): 4-29. In Assessing Writing. Eds. Huot and O’Neill. Boston: Bedford/St. Martin’s, 2009. 268-286.
Carter outlines how the Campus Writing and Speaking Program, a WAC-like program at NC State (where Chris Anson is), helped departments establish speaking and writing outcomes for their undergraduate majors. Outcome-based assessment asks programs what skills and knowledge graduates should have, how the program helps students achieve these outcomes, and how the program could assess their outcomes and use their assessment for program development. The essay contains a list of questions departments can use to develop both objectives and outcomes (which, unlike objectives, are teachable and measurable), and gives an extended example of the outcomes from the anthropology department. Carter argues that such a discipline-specific assessment broadens both the responsibility of teaching writing and speaking skills to all departments and the timeline in which a student will be able to achieve these communication outcomes.
outcomes need to be student-centered, faculty-driven, and meaningful (271)
outcome-based assessment does not assume that students will achieve something based on one course; it looks holistically at a whole program to assess its effectiveness in helping students achieve outcomes
compare to the continual improvement assessment in industry (ISO certification) and accountability movement in K-12 schools
the departments can state the disciplinary goals for their majors
what about students not in a traditional major? at schools with more blending capabilities?
articulate an assessment procedure with each department – including things like tests, exit interviews
the function of a speaking/writing professional (a WPA?) changes with outcome-based assessment