» Conclusions
So, to return to my opening question, how do you
grade a writing program web site?
In every way possible. As I hope to have demonstrated,
no single assessment tool is capable of providing both a complete
evaluation of a writing program web site and an assessment readily
legible to diverse audiences. Instead, only by using various tools
together can a program begin to create an accurate picture of its
web site's success.
And if I were to grade the Rutgers Writing Program web site, I
would have to give it something in the B range. While the tracking
service and server logs indicate a great deal of traffic from the
server, both student and instructor surveys (in both print and online
formats) suggest that the traffic from the server is not coming
solely from our target populations, despite the glowing and sporadic
anecdotal evidence. Moreover, what's clear from the assessments
we've made so far is that while the model of a student-centered,
content-driven, pedagogically-oriented writing program web site
is exceedingly viable, such a web site must continually be promoted
to both teachers and students. The challenge for our program
right now, then, is to continue to let our students and teachers,
both new and old, know about what the web site has to offer.
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