Negotiating the Teaching-Assessment Cycle in Writing Programs with XML PROCEEDINGS
Christy Desmet, Robert Cummings, University of Georgia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
Desmet, C. & Cummings, R. (2004). Negotiating the Teaching-Assessment Cycle in Writing Programs with XML. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 274-279). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from https://www.learntechlib.org/p/11302/.
© 2004 AACE