Assessing student written communications skills: a gateway writing proficiency test for aspiring journalism majors

College Student Journal, Sept, 2005 by Mary K. Brocato, Paula F. Furr, Martha V. Henderson, Steven G. Horton

The Unit's diagnostic assessment and foundations course were created with the following beliefs:

1. Many students enter the program with weak writing skills;

2. The results of the LSDT will alert students and faculty to writing deficiencies;

3. Poor writing skills can be improved with added emphasis and through curriculum offerings;

4. Students who pass the LSDT and the literacy skills course will successfully complete the basic media writing course; and

5. A writing diagnostic requirement will emphasize the importance of writing skills for journalism majors.

The Findings

Data for this study were gathered over five fall and spring semesters during the 2001-2003 academic years. Basic descriptive statistics were calculated based on this data. Since the initial data were sparse, findings are reported below as frequencies and as percentages.

1. As of spring 2003, 175 students have taken the LSDT. Of these, 100 students (57%) failed to perform at the expected level.

2. Of those who took the LSDT, 29 students (91%) having ACT-English scores requiring a developmental English placement (ACT 0-17) did not meet minimum scores on the LSDT. Of those students having ACT-English scores not requiring a developmental placement (ACT 18-27), 66 students (49%) failed to meet the minimum score requirement on the LSDT.

3. All students who initially did not meet minimum scores on the LSDT, took the JOUR 1010, and afterward met minimum score requirements on the LSDT earned average final grades of"B" and "C" in the gateway media writing course (JOUR 2510). None, however, earned a final grade of "A."

4. Of those 100 students who did not meet minimum scores on the LSDT, 55 students (55%) have not yet taken JOUR 1010 and have not been admitted to the gateway course;

5. Students who took the gateway course after successfully completing the remedial course and passing the LSDT (38) earned grades of "B" and "C" in the gateway course.

6. An analysis of English course placement indicated that 19 students (21%) who obtained three hours of credit in freshman English (ENGL 1010) based on ACT scores (28-31) passed the LSDT. All seven students who received six hours of credit in freshman English (ENGL 1010, 1020) based on ACT scores (32 and higher) passed the LSDT.

7. Not enough evidence was available to determine the significant effects of successful completion of ENGL 1010 and 1020 on the pass rate of the LSDT. However, an analysis of grades in freshman English reveals that students who received a grade of "C" or higher in the prerequisite freshman English courses experienced equal success in the gateway media writing course (JOUR 2510).

Since the implementation of the prerequisite diagnostic test, faculty members have noted three major outcomes: (1) more instruction and activities have focused on media writing principles and techniques, rather than writing remediation; (2) grades averages have improved; and (3) students' confidence in their writing abilities and awareness of the importance of these skills for the profession have lessened the complaints (whining) about instructor emphasis on correct language usage. Students' increased confidence correlates to the importance of student self-efficacy in a media writing course, as described by Collins and Bissell (2002).