In their article “Placing data in the hands of discipline-specific decision makers: Campus-wide writing program assessment,” Jennifer Good, Kevin Osborne, and Kelly Birchfield offer some insights into how writing program administrators have developed assessment guidelines for Writing Across the Curriculum programs. Utilizing a combination of the ACT’s Collegiate Assessment of Academic Proficiencies writing subtests as well as local, discipline-specific criteria, an unnamed university developed a rubric which measured the writing skills of students who participated in this program. The rubric included five general categories (focus, style, content, language conventions, and organization) as well as criteria more specific to individual fields, such as critical thinking. The researchers found that as different disciplines valued certain aspects of writing more than others, so too did student success correspond to the differences emphasized within their individual disciplines. From their results, they make the case for assessment theories and practices which emphasize the local needs of both specific universities as well as specific disciplines.
Good et al – a shorter and more concise summary than Bruce’s