Negotiating the Teaching-Assessment Cycle in Writing Programs with XML

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Desmet, C. & Cummings, R. (2004). Negotiating the Teaching-Assessment Cycle in Writing Programs with XML. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 274-279). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11302.

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Authors

Christy Desmet, Robert Cummings, University of Georgia, USA

Abstract

Writing Programs are being asked not only to justify their methods of evaluating students, but also to provide increasingly rigorous program assessment in order to justify their substantial expense to educational institutions and to satisfy accrediting organizations. But although students in a large Writing Program may generate upwards of 40,000 finished documents a year, generally this data is scattered to the four winds at the end of each semester. This paper describes a programmatic initiative using XML (Extensible Markup Language) to create an application -- , or the Electronic Markup and Management Application – that is designed specifically for writing teachers and students. The application self-consciously articulates connections between instruction and evaluation and makes possible large-scale program assessment of student writing.

Keywords

• Assessment
• Evaluation
• Students
• Instructional Design

Tags