The analytic assessment of online portfolios in undergraduate technical communication: A model

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Abstract

This paper describes an innovative model for assessing the technical communication course by analytically scoring online portfolios, open to the internet, for ten separate (analytic) variables and one overall (holistic) score. The model is a statistically verifiable and sustainable method that strengthens the curriculum and fosters consensus within the teaching community. We achieved construct validity by redefining the elements of the course to incorporate communication in the digital age and then by creating new criteria for evaluation related to that construct. We achieved inter-reader reliability by beginning each assessment with a calibrated reading and by adjudicating non-adjacent scores. After using the model successfully for three semesters, we can see increased consistency in teaching among sections and semesters, more communication among instructors, and we are beginning a database with which we can test further change. The theory and method behind this model can be applied to other disciplines as well.

Original languageEnglish (US)
Pages (from-to)279-287
Number of pages9
JournalJournal of Engineering Education
Volume95
Issue number4
DOIs
StatePublished - Oct 2006

All Science Journal Classification (ASJC) codes

  • Education
  • Engineering(all)

Keywords

  • Assessment
  • Online
  • Portfolios
  • Technical communication

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