QEP Assessment Plan

Direct Assessments | Indirect Assessments

Goals Objectives Strategies
  1. Enhance student writing
  2. Create an institutional culture of writing
  1. Establish programs and services to develop and enhance student writing
  2. Integrate writing across the curriculum
  1. Plan and implement writing centers on both campuses
  2. Develop an online writing center to facilitate online access to resources and services.
  3. Implement a professional development program to train faculty cohorts in writing across the curriculum
  4. Emphasize discipline-based writing

Direct Assessments

Method of Assessment Criteria for Success Frequency
  • Analysis of graduate writing samples using QEP rubric

80% of graduating students will score 3 or higher on holistic rubric
Percentage of 3, 4, and 5 scores will increase with each year of the QEP


  • Analysis of TRIO/SSS student portfolios tracked through entire curriculum

Portfolio analysis will indicate 1-2% increases in sample writings scoring 3 or higher


  • TRIO/SSS pre/post writing samples

Pre/Post writing samples collected from TRIO/SSS students will indicate increases in writing as indicated by QEP rubric


  • Random writing samples from graduating students sent to external evaluators

External evaluation will be comparable to internal assessment


Indirect Assessments

Method of Assessment Criteria for Success Frequency
  • Writing center usage

2-3% increase in writing center usage for each year of QEP


  • Writing center referrals

Number of faculty referrals to the writing center will increase each year 1-2%


  • Analysis of GPA comparisons

GPA comparison of writing center users vs. non-users will indicate statistically significant higher GPAs for writing center users.


  • Online writing center usage

1-2% increase in online writing center usage for each year of QEP


  • Evidence of process-based writing

Syllabus revisions and faculty surveys will indicate emerging differences in scope and sequence of writing assignments showing greater emphasis on the writing process, more focus on writing to learn, less focus on product-based writing.


  • Analysis of student responses on CCSSE regarding writing

2-3% increase on responses regarding the use of academic support (writing center), the number of writing assignments, and the use of multiple drafts, etc.


  • Analysis of Faculty Perception Survey

Number of writing assignments identified by faculty will increase 1-2% with each administration of the survey.
Decrease in the % of faculty eliminating writing assignments as indicated by the faculty perception survey


  • Faculty and Student Focus Groups

Curricular changes and changes in delivery of instruction will be documented using focused interviews with faculty and random groups of students and follow-up evaluations of WAC professional development program