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Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

2003; Routledge; Volume: 12; Issue: 1 Linguagem: Inglês

10.1207/s15427625tcq1201_7

1542-7625

Michael D. Carter, Chris M. Anson, Carolyn R. Miller,

Education and Critical Thinking Development

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.