Writing is hard, and it is harder for some students than others. Certainly, writing seems to have been made easier by programs such as ChatGPT and other artificial intelligence software, but there are some cases where authentic writing is essential, like in the university context where academic integrity and originality are necessary components. Moreover, it is important that students are able to successfully communicate through writing and that they understand how writing ‘works’ before entering employment. Our university requires that first-year students take a half-year writing course before entering their program of study. To be granted access to this course, students take an in-class written diagnostic in the first class of the term. Based on the results from the diagnostic, students either pass or fail. If they pass the diagnostic, they remain enrolled in the writing class; if they fail, they are removed from the class and asked to complete a non-credit foundational writing class before they re-enroll in a future iteration of the writing course. In order to determine the threshold to pass, a diagnostic assessment needed to be designed in a way that was fair for all students. This presentation outlines the design process of creating a writing diagnostic test, outlining the successes and challenges along the way. It would be particularly valuable to anyone interested in writing assessment more generally or to those seeking to implement a diagnostic assessment in their classes.

Authors:
Laura Taylor, University of Toronto, Canada

About the Presenter(s)
Dr Laura Taylor is a University Associate Professor/Senior Lecturer at University of Toronto in Canada

See this presentation on the full schedule – Friday Schedule

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