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It investigates whether students recognize writing as an issue and whether they understand that writing is evaluated against criteria and learning outcomes. By gathering basic writing students’ views on evaluation, the paper argues that course design must strengthen individualized student-to-teacher interaction and treat students as individuals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-basic-writers-perceptions-expectations-and-agency/585672/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-basic-writers-perceptions-expectations-and-agency/585672.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the occasional paper?","Question",{"text":112,"@type":113},"The paper focuses on the connections between institution-level and classroom practice and how these relate to basic writers’ perceptions of agency, assessment, and their own writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Does the paper examine whether basic writers are aware of how their writing is evaluated?",{"text":117,"@type":113},"Yes. It explores whether students understand that their writing is being measured against criteria or learning outcomes and whether they even view their writing as an issue.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper suggest instructors need to do in response to students’ perceptions?",{"text":121,"@type":113},"It argues that instructors must design their courses, including those using remote teaching technologies, to strengthen individualized student-to-teacher interaction and recognize students’ unique strengths, challenges, and perceptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585672,1792192782,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","September 2021 N0 56  \nNational Institute for  \nLearning Outcomes Assessment  \nAssessing Basic Writers:  \nPerceptions, Expectations, and Agency  \nSusan Wood  \n[www.learningoutcomesassessment.org](www.learningoutcomesassessment.org)  \nContents  \nAbstract   3  \nAssessing Basic Writers: Perceptions, Expectations, and Agency. . . . .4  \nBasic Writers as Agents in their Own Learning. . . . .6 References   9  \nAbout the Author   10  \nAbout NILOA   11  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNational Institute for  \nLearning Outcomes Assessment  \nPlease Cite As:  \nWood, S. (202 1, September) . Assessing basic writers: Perceptions, expectations, and agency (Occasional Paper No. 56) . Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.  \nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nIf assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual courses—and even individual sections of courses—need to be examined. This occasional paper focuses upon connections between institution-level and classroom practice as related to basic writers and basic writers’ perceptions of agency, assessment, and their own writing. While faculty in higher education consistently lament inadequate student writing, this paper explores whether students are even aware that their writing is an issue. The paper explores if institutions would benefit from asking students what they understand of and think about the ways in which their writing is assessed, or if they are even aware that their writing is being measured against a set of criteria or learning outcomes. In other words, should composition specialists engage with students to better understand their perceptions of how their writing is assessed? And would this sort of investigation be a productive means to help students succeed? By asking a group of basic writing students what they thought and how they felt about the ways in which their writing was evaluated, the paper explores student agency in the writing process and argues that instructors will need to design their courses—including those that use remote teaching technologies—in ways that strengthen individualized student-to-teacher interaction and see students as individuals with unique strengths, challenges, and perceptions.  \nNational Institute for Learning Outcomes Assessment | 3  \nAssessing Basic Writers:  Perceptions, Expectations, and Agency   \nSusan Wood  \nChris Sharma is a world class rock climber. In an interview with NPR’s Melissa Block (2007) Sharma described climbing a 25-foot schist named for Herb Conn, who, after many attempts, climbed it for the first time in 1942. Sharma climbs it with ease and suggests that the reason it is easier for him than it was for Conn is because rock climbing is an evolution “where the standards today are the combination of the efforts of all of us who are climbing right now and all the people before us ... standing on each other’s shoulders.” I have an image of Sharma learning how to be the best at something through the process of evaluating the past combined with reflecting on the present—reflecting on his own performances. I imagine him trying to climb something difficult, falling and then thinking about what he could do differently to succeed the next time.  \nThe process Sharma speaks of with conviction sounds a lot like assessment. The difference, however, is that for him the process is simply a necessary part ","cbCaiqFtcIaHgBMo","https://ap.wps.com/l/cbCaiqFtcIaHgBMo","pdf",438299,12,"English","# Abstract\n# Assessing Basic Writers: Perceptions, Expectations, and Agency\n# Basic Writers as Agents in their Own Learning\n# References\n# About the Author\n# About NILOA","[{\"question\":\"What is the central focus of the occasional paper?\",\"answer\":\"The paper focuses on the connections between institution-level and classroom practice and how these relate to basic writers’ perceptions of agency, assessment, and their own writing.\"},{\"question\":\"Does the paper examine whether basic writers are aware of how their writing is evaluated?\",\"answer\":\"Yes. It explores whether students understand that their writing is being measured against criteria or learning outcomes and whether they even view their writing as an issue.\"},{\"question\":\"What does the paper suggest instructors need to do in response to students’ perceptions?\",\"answer\":\"It argues that instructors must design their courses, including those using remote teaching technologies, to strengthen individualized student-to-teacher interaction and recognize students’ unique strengths, challenges, and perceptions.\"}]","Assessing Basic Writers: Perceptions, Expectations, and Agency | PDF",1792055487]