Models

Simply speaking, models can be considered the articulation of a mental construct of a specific behavior. Effective, practical models are developed as the byproduct of well-designed research process that incorporates existing literature and relevant theory with empirical analysis. Through the modeling process, we seek to establish representations, often visual in nature, of variables associated with a behavior. A robust model provides the framework for both explaining and quantifying the magnitude and type of relationship between independent (predictor, or X) and dependent (outcome, or Y) variable.  Offering accountability based on statistical data derived from empirical analysis, models are a tool for informed decision-making.
 
Model design is an iterative process, one in which our results are constantly re-shaping our understanding of the behaviors under examination. In other words, what we learn helps us to better understand the behaviors we are examining which, in turn, leads us to re-imagine our assessment model.

In Context
At NJIT, we developed an assessment model framed as behavioral in orientation. Our model is to be understood as a series of eight predictor (independent, or X) variables used to assess an outcome (dependent, or Y variable) of graduate student ability. Predictor variables – core competencies of technical communication – are writing and editing, document design, rhetoric, problem solving, collaboration, interpersonal communication, specialized expertise, and technology. Observed student performance (the outcome) is measured by an overall e-portfolio score, the digital vehicle used by our students to demonstrate ability¹. Our model is continuously validated and was determined to be stable and reliable after four consecutive administrations, 2004-2007. These conclusions were reached after conducting quantitative analysis that included test for reader reliability, variable association, and internal consistency.

Figure 1: Core Competencies for Graduate Students in Technical Communication

We invite CPTSC members to provide us with their own models so that we may expand our community.

Suggested Resources on Models

Nancy Coppola and Norbert Elliot. “A Technology Transfer Model for Program
Assessment in Technical Communication.” Technical Communication 54.4 (2007): 459-474.

Norbert Elliot, Vladmir Briller, Kamal Joshi. “Analytic Portfolio Assessment: A Program Development Model.” Journal of Writing Assessment 3.1 (2006): 5-30.

Trochim, William. Concept Mapping Resource Guide. 25 Aug. 2008 < http://www.socialresearchmethods.net/mapping/mapping.htm>

Tufte, Edward R. Envisioning Information. Cheshire, CT: Graphics P, 1990.