ࡱ> 4( bF/ 0|DTimes New Roman0Wo 0DArial Narrowan0Wo 0" DArialNarrowan0Wo 0"0DWingdingsowan0Wo 0@DMonotype Sorts0Wo 0 ` .  @n?" dd@  @@`` `0) !       '9#%nc $@8cd g4%d%d0ppp@ <4BdBd 0L<4!d!d 0Lg4;d;d0"p@ ppy ʚ;ހ(ʚ;<4ddddЁ 0___PPT9/ 0f !"$%&'(0)**0+*,*/013? %O =%e 4Graduation Writing Assessment Requirement in the CSU55BOT resolution on Student Writing Skills (76) CO memo on Competency in Writing (78) EO 514  Competency in Student Writing Skills (87) EO 665  Determination of Competence in English & Math (97)] g!lExecutive Order 665 (1997) GWAR  Baccalaureate Level 76(86Students must demonstrate competence Be matriculated at the CSU where GWAR satisfied Opportunity to meet GWAR be made available as students enter Junior year, should complete before senior year Certification an all-campus responsibility Certification transferable Annually update CO on changes; Periodic Review7]7i"bExecutive Order 665 (1997) GWAR  Graduate Level 21(8May require proficiency as a condition for admission Writing proficiency required prior to award of degree May require additional demonstration of advanced-level writing proficiency as a condition for admission to a graduate program and/or award of degree D]]]#  4Graduation Writing Assessment Requirement in the CSU55CReview Plan: Reviewed GWAR material (flow chart & matrix) collected in 99 & 1988 report; Put out a call to provosts in 12/02 to update flow chart and written description of GWAR process as well as provide information on a wide range of issues ranging from scoring rubrics to resources for students who do not pass the GWAR.: ]7]  7m$ Information Collected & Reviewed ! (8Flow charts & process descriptions Purpose and timing of GWAR GWAR passrates for 01-02 Policies Scoring rubrics, essay topics Readers/evaluators for GWAR Resources for students not passing Essay exams, and course papers GWAR & ESL GWAR for Graduate Students$]B q% Observations  ,Routes to Demonstrate Proficiency Exam Only 10 Campuses Course Only 2 Campuses Exam & Course 3 Campuses Exam or Course 7 Campuses :#]i]##i s&Observations - Content,vContent of GWAR Examinations Objective & Essay 2 Campuses One Essay 16 Campuses Two Essays 2 Campuses:]Y]#Y u'Observations - Essay,Time allotted for Single-Essay Exam 60 minutes 3 Campuses 75 minutes 2 Campuses 90 minutes 7 Campuses 120 minutes 1 Campus 150 minutes 1 Campus 180 minutes 2 Campuses:%]]%# v(Observations - Essay,CVariations in Task for Essay Topic presented for discussion (little reading) Read short passage (45-80 words) write a response Lengthy passage (600-800 words) base written commentary on Issue presented with facts/statements students write position paper Variation in Complexity of Passage Variation in Rhetorical Challenge |]Z]ZE]Z]ZEy)>Observations  Essay Evaluation  ,}Number of Readers for Essay Exam One (unless additional needed) 1 Campus Two 18 Campuses Three 1 Campus !]]]])]]]!##\ z*>Observations  Essay Evaluation  ,Scale of Assessment Instrument 1 - 4 1 Campus 1 - 5 1 Campus 1 - 6 17 Campus Passing Score When Total 12 Seven 4 Campuses Eight 9 Campuses]Z:]Z]Z]Z*]Z#:  #* }+hObservations  Writing Samples from Academic Courses55,Products Reviewed by Committee Timed essays written in class & out of class essays Essays responding to literary work Research papers PortfoliosV]]u]#u ,hObservations  Writing Samples from Academic Courses55,Similarity to Standardized Exam Essay Scope, length, level of difficulty Different From Standardized Exam Composed over more than one class Revisions & rewrites&]$]]!]9]&#$ #!#9 -Pass Rates for Timed Essay Exam.Pass Rates for Academic Courses/&GWAR & Non-native Speakers of English'',Linguistic diversity places extraordinary demands on faculty Those with varied linguistic backgrounds face challenge of succeeding in coursework yet not gaining proficiency in written English Special GWAR provisions for ESL $]#0Committee Recommendations,Campuses implement measures to ensure consistency & common standards in faculty evaluations of material produced in courses Campuses review writing prompts with respect to eliciting skills expected of graduating rather than entering students CSU develop and maintain repository of writing topics, prompts, and assignments Campuses develop mechanism to ensure students attempt GWAR as juniors Campuses discuss and implement advising & assistance to repeaters]Z1Committee Recommendations$GWAR course enrollments should be capped at 20 Campuses should collect and disseminate data on the % of students who have completed all requirements for graduation except GWAR Campuses should involve faculty from all disciplines in GWAR processes Campuses should conduct 5-7 year GWAR review Campuses should discuss and implement practices that help ESL students to be successful in passing GWAR Campuses develop campus-wide GWAR policy for graduate as well as undergraduate programs Campus GWAR reviews should include graduate programs]3Committee Report,Overview of varied processes Organized around Ex Order Intended to promote campus discussions Undergrad & Grad writing skills Definition of baccalaureate-level writing Processes by which CSU can ensure its graduates can write:^]]^# 2GWAR Review Committee$J. Theodore Anagnoson Los Angeles Ruth Christensen Bakersfield J. Milton Clark San Bernadino Jeri Echeverria Fresno John R. Edlund Pomona Mary Kay Harrington San Luis Obispo Cristy Jensen Sacramento Marvin Klein Pomona Bethany Shifflett (Chair) San Jose State Elaine Sundberg Sonoma Lorie Roth Chancellor s Office www.calstate.edu/AcadAff/RelatedDocs.shtml4OZZ+Z{ B   ,\ . /fhjp r!t"w#x${%|&~'()*+,(  ` www3ff` 3fff` ___>?" dF@0?n<d@uA @ " d`  n?" dd@   @@``PR   @ ` `PBp>> Lf(  L2 L N|?"! <   L Ngֳgֳ ?"P  T Click to edit Master title style! !< L Htgֳgֳ ?"  RClick to edit Master text styles Second Level Third Level Fourth Level Fifth Level!     S L Ngֳgֳ ?"`p  \*  L N,gֳgֳ ?"`   ^*  L Tgֳgֳ ?"`@  ^* N L 6޽h? ?L www3ff Generic  91`P(  PB P N1?"442 P N?"! <   P NDgֳgֳ ?"   T Click to edit Master title style! ! 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ZB  s *1 ?@@H  0޽h ? www3ff    w 8 (  x  c $3L  3 g  P 6 #""ddddP ,$D  0 , B? x  I2 @` + B3?Px  X70  79%   @` * B3? x  I3 @` ) B̥3?P x  X80  89%   @` ( B|3? h  I5 @` ' BH3?Ph  Z90  100%   @` & B<3? h S # of Campus   @` % B3?P h Q % Passing   @``B - 0o ?PZB . s *1 ?PhhZB / s *1 ?P  ZB 0 s *1 ?Px x `B 1 0o ?P`B 2 0o ?PPZB 3 s *1 ?  `B 4 0o ? 7 0P3V :,$D 0 :   8 03@PF,$D  0 ~LPass Rates for GWAR courses similar to pass rates in other academic coursesM MH  0޽h ? www3ffH )  (    c $3L `<$D  0  3   c $3L<$  0 3 H  0޽h ? f̙fH * @ (      c $ 3L p<$D  0  3    c $3L`<$  0 3 H   0޽h ? f̙fH + `(    c $3L <$D  0  3   c $3L@0<$  0 3 H  0޽h ? f̙fH , $(  $ $ c $ 4L `<$D  0  4  $ c $ 4LP <$  0 4 H $ 0޽h ? f̙f<   |(    S  LP@<$D 0     S pL`<$  0  H  0޽h ? www3ff  0   pb ( 0 pR p 3 <   1 p C P1< @  1 pOrigin: EO 665 calls for a review of campus GWAR programs Timing: at least every 5 years Organization: EVC Spence convened a review committee. It s charge: to review the extent to which CSU campuses have developed rigorous and thoughtful processes to ensure that students graduating from the CSU are able to write at the level expected by employers, grad schools, BOT & citizens of CA. Committee comprised of 10 members in addition to Shifflett: 1 member of the development committee of the EPT  names by that committee 1 member of english council nominated by president of english council 3 members nominated by ASCSU 1 student nominated by CSSA 1 assessment coordinator, appointed by the chancellor 1 undergrad dean with GWAR responsibilities, appointed by chancellor 1 provost appointed by chancellor 1 CO staff member appointed by chancellor Timeline: AY 02-03 After reviewing all material, the framework chosen for presenting the information was in the context of the Ex Order. Elegant solution. .-,"H p 0޽h ? ̙33  0 @X (  XX XC     XS  @   "BOT (76) recognizes need for attention to writing skills; endorse concept of system-wide assessment for lower division entering students; endorse principle of writing competence a graduation requirement CO memo (78) focused on implementation of BOT resolution through guidelines to campuses along with reporting and review processes EO 514 (87) Establishes policies and procedures for the development and implementation of programs of competency in student writing skills. Formalizes common practice since CO memo. Sections: Entry level competence, GWAR, Addendum with EPT exemption criteria EO 665 (97) Effective date fall 98. Much more detailed EO. Sections: Assessment of competence in Math & placement in developmental/remedial programs; Assessment of competence in writing & placement in developmental/remedial programs; GWAR  baccalaureate level; GWAR  graduate level. zzH X 0޽h ? ̙33! 0 *(  X C    1 S .1 @T  1<4___PPT9 Students demo competence to graduate  including second baccalaureate students if not previously met in CSU Be matriculated  end shopping around All campus responsibility  may rely on written coursework, essay exam, or other measures of writing competence  best fit for campus. If an exam  must include common essay written under controlled conditions and scored by at least 2 faculty Annual update on changes in campus provisions for implementation:--A-H  0޽h ? ̙332" 0 (  X C    1 S ?1 @T  1<4___PPT9 @- H  0޽h ? ̙339$ 0 (  X C    1 S h1 @T  1<4___PPT9 G *--H  0޽h ? ̙33% 0 T(  X C    1 S {1 @T  1<4___PPT9 When a course is either a requirement or an option, that course is most often an upper-division writing-intensive course in the student s major In addition, those failing a standardized essay are in some cases encouraged to take a course -H  0޽h ? ̙33& 0 0.(  X C    1 S l1 @T  1<4___PPT9 16 campuses employing a single essay gives illusion that there is a common requirement. Not so. Soon as you take a closer look in terms of time and type of task variation abounds. -H  0޽h ? ̙332' 0 P(  X C    1 S 1 @T  1<4___PPT9 @- H  0޽h ? ̙33( 0 p*(  X C    1 S T1 @T  1<4___PPT9 On some campuses satisfying GWAR is as much about reading  and summarizing & synthesizing  as it is about writing Complexity of passage  simple language/complex language, figurative language, simple/complex vocabulary Rhetorical challenge: some require student to show understanding & sensitivity to audience, purpose, and effect of a particular piece of writing. Some ask students to discuss a personal experience. Some ask students to take a position and support -H  0޽h ? ̙332) 0 (  X C    1 S (1 @T  1<4___PPT9 @- H  0޽h ? ̙332* 0 (  X C    1 S 1 @T  1<4___PPT9 @- H  0޽h ? ̙332+ 0 (  X C    1 S 01 @T  1<4___PPT9 @- H  0޽h ? ̙332, 0 (  X C    1 S $1 @T  1<4___PPT9 @- H  0޽h ? ̙33/ 0 0L(  X C    3 S ˆ @T  3<4___PPT9 GWAR passrates for ESL students lower Special provisions  extra time; specific practices for readers; ESL essays read by specially trained readers; in one place international students may pass with a reduced score.- H  0޽h ? ̙3320 0 P(  X C    3 S 3 @T  3<4___PPT9 @- H  0޽h ? ̙33J1 0  p(  X C    4 S 4 @T  4<4___PPT9 X"GWAR processes  reading essays, teaching GWAR courses, serving on GWAR committees, providing opportunities for students to improve their writing-H  0޽h ? ̙3323 0 ((  (X (C    3 (S l4 @T  3<4___PPT9 @- H ( 0޽h ? ̙33r WFbyL4?PSqaUSmYpE\κ^ھ`5ceg%jPuln$K;T tOh+'00, px  8 D P \hpState & CSU BudgetBethany Shifflett=D:\Program Files\Microsoft Office\Templates\1033\Generic.pote James Brent84eMicrosoft PowerPointoso@'@ `Z!@I@p˫?>G*g  TE& &&#TNPP(2OMi & TNPP &&TNPP    --- !---&X2&--&&- $X2X2bb- $b2b2ll- $l2l2vv- $v2v2- $22!- $22 %- $22 )- $22 -- $22 2- $22 6- $22:- $22>- $22B- $22F- $22K- $22O- $22S- $22  X- $ 2 2\- $22  `- $ 2 2**e- $*2*244i- $4242>>m- $>2>2HHr- $H2H2RRv- $R2R2\\{- $\2\2ff- $f2f2pp - $p2p2zz!- $z2z2"- $22#- $22$- $22%- $22&- $22'- $22(- $22)- $22)- $22*- $22+- $22+- $22,- $22-- $22-- $22.- $22$$.- $$2$2../- $.2.288/- $8282BB0- $B2B2LL0- $L2L2VV0- $V2V2``1- $`2`2jj1- $j2j2tt1- $t2t2~~1- $~2~22- $222- $22 $222- $22 $222- $22 $223- $22&&&- &:$XY[._=eLlZti~v'>o "*Q.0&&-&& &&-&&:$XY[._=eLlZti~v'>o "*Q.0&&- $X2X2bb- $b2b2ll- $l2l2vv- $v2v2- $22!- $22 %- $22 )- $22 -- $22 2- $22 6- $22:- $22>- $22B- $22F- $22K- $22O- $22S- $22  X- $ 2 2\- $22  `- $ 2 2**e- $*2*244i- $4242>>m- $>2>2HHr- $H2H2RRv- $R2R2\\{- $\2\2ff- $f2f2pp - $p2p2zz!- $z2z2"- $22#- $22$- $22%- $22&- $22'- $22(- $22)- $22)- $22*- $22+- $22+- $22,- $22-- $22-- $22.- $22$$.- $$2$2../- $.2.288/- $8282BB0- $B2B2LL0- $L2L2VV0- $V2V2``1- $`2`2jj1- $j2j2tt1- $t2t2~~1- $~2~22- $222- $22 $222- $22 $222- $22 $223- $22&- --&&Tw@w ww0- && &w& -- 0-- @"Arial Narrow \ww0- .42 ViGraduation Writing Assessment )  2 &/ . .(2 Requirement in the CSU& /   &#&.--P-- @Monotype Sortsww0- . 2 Z].@"Arialw@. ^ww0- .E2 ~)BOT resolution on Student Writing Skills !       )    . . 2 )~(76).@Monotype Sorts ww0- . 2 gZ].@"Arialw@. `ww0- .?2 g~%CO memo on Competency in Writing (78)! $$  $   *  .@Monotype Sorts%ww0- . 2 Z].@"Arialw@. bww0- .2 ~EO 514 !  . . 2 . .42 ?Competency in Student Writing #     *  . .2 ~ Skills (87)  .@Monotype Sorts/ww0- . 2 Z].@"Arialw@. dww0- .2 ~EO 665 !  . . 2 . .12 ?Determination of Competence   $    $  . .(2 H~in English & Math (97)     #  .--"System 0-&TNPP &՜.+,0    rOn-screen ShowHomereez Times New Roman Arial NarrowArial WingdingsMonotype SortsGeneric5Graduation Writing Assessment Requirement in the CSU7Executive Order 665 (1997) GWAR Baccalaureate Level2Executive Order 665 (1997) GWAR Graduate Level5Graduation Writing Assessment Requirement in the CSU!Information Collected & Reviewed ObservationsObservations - ContentObservations - EssayObservations - Essay Observations Essay Evaluation Observations Essay Evaluation5Observations Writing Samples from Academic Courses5Observations Writing Samples from Academic Courses Pass Rates for Timed Essay Exam Pass Rates for Academic Courses'GWAR & Non-native Speakers of EnglishCommittee RecommendationsCommittee RecommendationsCommittee ReportGWAR Review Committee  Fonts UsedDesign Template Slide Titles#_V James BrentJames Brent  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(p`,PowerPoint Document(zDocumentSummaryInformation8