Revising and Reflecting: How Assessment of APA Style Evolved Over Two Assessment Cycles in an Undergraduate Communication Program

Abstract

This study presents one undergraduate program’s analysis of a writing- centered learning outcome, operationalized in terms of American Psychological Association (APA) style, using a standardized rubric. The analysis of data from year one revealed several problematic areas. The rubric was revised and the same outcome was analyzed again the following year. Data from year two demonstrated improvement, but also revealed a different set of concerns. Ultimately, the process proved useful for assessing student writing and making revisions as a result.