Passing the Writing Competency Exam is a graduation requirement for all Ball State University students. Though the examination is justified as a necessary means of assessing student performance and knowledge, the current format is flawed.
As it stands now, the exam does not adequately measure some students' writing ability. However, steps can be taken to improve the overall experience and performance by slightly revising the procedure.
Aspects of the exam that can be improved upon are the supplies, the topic selection and the required competency classes if a person fails to pass the examination after two attempts. Improving these three characteristics of the exam will help students who have problems with writing to more likely succeed. I am not proposing lessening the standards, but merely sidestepping potential pitfalls that hinder some students.
The supplies of the exam include a pen, dictionary and notebook paper. By physically writing the paper, people are not able to take advantage of spelling- and grammar check, which is completely legitimate. A writing exam should measure student knowledge, not Microsoft Word's. However, Ball State could invest in simple word processors that do not include spelling- and grammar check in order to provide familiarity for students.
As I write, I constantly erase words and phrases that are inappropriate, but physically writing the exam with a pen does not allow for this process. Besides, isn't Ball State "Cutting-Edge Cool?"
Another flaw of the exam is the wide variety of topics. If you look up some of the sample questions online, most of the prompts are very broad. Many students need a specific topic or some structure in order to successfully compose a piece of writing. If a prompt is broad, then the evaluators should expect a broad response.
Additionally, if the topic is too specific and outside student knowledge, how can that person succeed? The exam should not teeter on the current hit-or-miss system.
A way to improve the wide variety of topics is by providing multiple prompts. Though the exam does offer specific areas of expertise, it should include a choice within the testing area. A student should be able to pick between a few prompts instead of being forced to write about a subject that is unfamiliar or uninteresting.
Another flaw is the writing class for people who fail the examination after two attempts. The concept of the remedial class is justifiable, yet what if the person fails the course? Does that person not graduate?
Though this situation is probably an anomaly, what is the procedure? Passing the exam is important, but a person should not be kept from graduating for failure of passing a standardized test. Furthermore, standardized testing is arguably the least consistent way to assess student performance. Finally, there should be an alternative to the Writing Competency Exam for students in writing-focused majors. For example, journalism, creative writing, and English are subjects that rely heavily on articles and essays. Students who already have extensive knowledge and practice of writing should be allowed to create a portfolio to be reviewed by the evaluators in replace of the examination.
Overall, the Writing Competency Exam is a necessary assessment that provides Ball State with high graduation standards. The exam should not be eliminated, but rather revised to meet student needs.
Write toTravis at tjoneill@bsu.edu
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