Abstract

This paper presents a quantitative research study of the development of graduate students’ writing abilities through the ongoing use of a formative outcomes-based assessment technique. The improvement of students’ writing skills is quantified through the use of a 17-point writing rubric developed by the researcher. The average improvement in the students’ writing abilities was 20.8%. This positive increase indicates an overall improvement in the students’ writing abilities in the areas of mechanics, APA 5th edition format and content. The goals of this research project were to improve the writing skills of the students in the Organizational Studies graduate program and to provide university faculty with an evaluation instrument for the assessment of written assignments. The graduate students were adult learners who work full-time or part-time, predominately Caucasian, and middle-class. Yet, it is assumed that students who are admitted to a graduate program met a minimal standard for writing ability. Therefore, it is feasible that the use of this outcomes-based assessment tool should result in improved writing skills for graduate students in all universities. This study has implications for university professors who are interested in enhancing their students’ writing abilities in the areas of content, format and mechanics.