Assessing written communication skills using a Continua Model of a Guide to Making Judgments (GTMJ)

Peter R Grainger; Michael Christie; Michael D Carey

doi:10.53761/1.16.2.3

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Assessing written communication skills using a Continua Model of a Guide to Making Judgments (GTMJ)

Journal article

Peer reviewed

Assessing written communication skills using a Continua Model of a Guide to Making Judgments (GTMJ)

Peter R Grainger, Michael Christie and Michael D Carey

Journal of University Teaching & Learning Practice, Vol.16(2), 10

2019

DOI: https://doi.org/10.53761/1.16.2.3

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Abstract

Specialist Studies in Education

assessment

written communication

Guide to Making Judgments

criteria sheets

Written communication skills are one of the most assessed criteria in higher education contexts, especially in humanities disciplines, including teacher education. There is a need to research and develop an assessment grading tool (i.e. criteria sheet or rubric) that would assist students in pre-service teacher education programs to better understand and practice written communication and to assist markers when grading academic essays that include this criterion. When rubrics are used the criterion that covers the written communication skills part of the task is often too general to truly assist students to know what they must do in order to obtain the grade to which they aspire. Using substantive conversation in focus group discussions, we defined written communication and designed a criteria sheet using a model known as the Continua model of a Guide to Making Judgments (GTMJ). We found that this tool not only had the potential to help students to better understand key features of good written communication in an academic context, but also to assist assessors to focus on standards descriptors or 'threshold' qualities of written communication when grading students' academic essays.

Details

Title: Assessing written communication skills using a Continua Model of a Guide to Making Judgments (GTMJ)
Authors: Peter R Grainger (Author) - University of the Sunshine Coast
Michael Christie (Author) - University of the Sunshine Coast
Michael D Carey (Author) - University of the Sunshine Coast
Publication details: Journal of University Teaching & Learning Practice, Vol.16(2), 10; 17
Publisher: University of Wollongong, Centre for Educational Development and Interactive Resources
Date published: 2019
DOI: 10.53761/1.16.2.3
ISSN: 1449-9789; 1449-9789
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; Engage Research Lab
Language: English
Record Identifier: 99451466902621
Output Type: Journal article

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