Using a six-trait analytically-scored model for assessment of a college writing program

The administrators of the writing program at a small, private mid-Atlantic college with non-competitive entrance requirements sought a quantifiable assessment process which would provide information to determine curricular effectiveness, and which would be modifiable to adapt to changing needs of the writing program. This action research study implemented a six-trait scoring process developed by the Northwest Regional Educational Laboratory as a pilot plan for writing assessment at the college. For this pilot process, interrater reliability was r =.715. The practical implications of the findings are discussed.