Grading the writing program Web site: Assessing some assessments

This chapter serves as a companion piece to “Reimagining Writing Program Websites as Pedagogical Tools,” the first chapter of my dissertation. In that chapter, I describe the Rutgers Writing Program's reconception of its Web site based on a student-centered, content-driven, collaboratively-constructed model, but I was only able to touch on the question of assessing the impact of such a Web site. This New Media composition is an attempt to address that issue more fully.

Specifically, in this piece I examine several different methods of gauging a writing program's impact and success, arguing that ultimately none of these methods is a sufficient assessment in itself; rather, a multimodal approach provides the best answer while addressing multiple audiences.

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