Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course
Researchers have long cast grades as an unreliable proxy for student learning despite their enduring use in higher education. Grounding assessment instruments in student learning outcomes (SLOs) provides an accurate and accessible means of evaluating student performance and guiding instructional pr...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2025-06-01
|
| Series: | Journal of the Scholarship of Teaching and Learning |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36399 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849414137832013824 |
|---|---|
| author | Christopher Roland Jessica Welch Joshua Boyd |
| author_facet | Christopher Roland Jessica Welch Joshua Boyd |
| author_sort | Christopher Roland |
| collection | DOAJ |
| description |
Researchers have long cast grades as an unreliable proxy for student learning despite their enduring use in higher education. Grounding assessment instruments in student learning outcomes (SLOs) provides an accurate and accessible means of evaluating student performance and guiding instructional practice. Using a SLO-guided pre-test/post-test assessment instrument, this study evaluated the correspondence between student learning and grades in a writing-intensive, large-lecture communication course. Learning scores were found to be significantly positively associated with final grades and scores on individual assignments. The study further explored differences in learning and grades between online and in-person course formats. Implications for assessment instrument design are discussed.
|
| format | Article |
| id | doaj-art-dcd3d2c0cf134594b78e59812b6b9b7a |
| institution | Kabale University |
| issn | 1527-9316 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-dcd3d2c0cf134594b78e59812b6b9b7a2025-08-20T03:33:54ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162025-06-0125210.14434/josotl.v25i2.36399Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive CourseChristopher RolandJessica WelchJoshua Boyd Researchers have long cast grades as an unreliable proxy for student learning despite their enduring use in higher education. Grounding assessment instruments in student learning outcomes (SLOs) provides an accurate and accessible means of evaluating student performance and guiding instructional practice. Using a SLO-guided pre-test/post-test assessment instrument, this study evaluated the correspondence between student learning and grades in a writing-intensive, large-lecture communication course. Learning scores were found to be significantly positively associated with final grades and scores on individual assignments. The study further explored differences in learning and grades between online and in-person course formats. Implications for assessment instrument design are discussed. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36399 |
| spellingShingle | Christopher Roland Jessica Welch Joshua Boyd Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course Journal of the Scholarship of Teaching and Learning |
| title | Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course |
| title_full | Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course |
| title_fullStr | Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course |
| title_full_unstemmed | Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course |
| title_short | Accessing Assessment: The Correspondence of Longitudinal Assessment Tools to Grades in a Writing-Intensive Course |
| title_sort | accessing assessment the correspondence of longitudinal assessment tools to grades in a writing intensive course |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36399 |
| work_keys_str_mv | AT christopherroland accessingassessmentthecorrespondenceoflongitudinalassessmenttoolstogradesinawritingintensivecourse AT jessicawelch accessingassessmentthecorrespondenceoflongitudinalassessmenttoolstogradesinawritingintensivecourse AT joshuaboyd accessingassessmentthecorrespondenceoflongitudinalassessmenttoolstogradesinawritingintensivecourse |