The assessment plan included collection of quantitative and qualitative data. Pre- and post-program assessments included questions regarding faculty sentiment towards incorporating digital strategies, the potential value of ePortfolio templates, and student self-evaluation of writing practices. Focus groups were conducted with instructors to further ascertain the impact of the WordPress template in regards to course design, IDW SLOs, and user sense of value. For those students not directly continuing from a ‘C’ course into their discipline’s ‘W’ course within the timeframe of the proposal, follow-up surveys and interviews, when possible, were used as tools to assess student self-evaluation and feedback.

The post-program survey of students addressed the following three constructs of interest: fostering reflection and metacognition; perceived ease of use of digital technology; and perceived value for this type of digital composition. These constructs were measured on a four-point Likert-type scale with responses ranging from strongly agree to strongly disagree.

This assessment plan incorporated the overall IDW rubric with particular emphasis on the sixth item, student reflection and evaluation, as a guiding principle and metric.