Grading the writing program web site: Assessing some assessments

This essay serves as a companion piece to “Reimagining Writing Program Websites as Pedagogical Tools,” which appears in the current edition of Computers and Composition (March 2004). In that article, I describe the Rutgers Writing Program's reconception of its website based on a student-centered, content-driven, collaboratively-constructed model, but I was only able to touch on the question of assessing the impact of such a website. This New Media composition is an attempt to address that issue more fully.

Specifically, in this piece I examine several different methods of gauging a writing program's impact and success, arguing that ultimately none of these methods is a sufficient assessment in itself; rather, a multimodal approach provides the best answer while addressing multiple audiences.

» enter

This composition was created with Macromedia's Flash software; the latest version of the Flash player is available for download.