Institutions use Waypoint® in a variety of ways to develop crucial data on student achievement, foster a culture of assessment, and ensure systematic continuous improvement.  Students deeply appreciate getting more than just a, “B+, nice job” response on their work, and faculty teaching blended or purely online courses value Waypoint’s streamlining of the response process and the hours saved commenting on student work.

Because Waypoint is such a powerful tool for individual faculty to investigate student learning/outcomes, there are a number of academic papers that discuss the use of Waypoint in a variety of academic settings.

Please contact us if you'd like us to send you a hard copy version of any of these

Learn more about how institutions use rubrics, authentic assessment, and Waypoint Outcomes through the following academic and white papers:

• Innovation in e-Assessment: Exploring a Multidimensional Tool
  Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007
  This peer reviewed article discusses the use of Waypoint in an NCATE-accredited College of Education.
• Effective Peer Review: Leveraging the Learning Management System
  Waypoint White Paper, 2008
  This white paper, authored by Andrew McCann, draws on 10 years of teaching first year English and discusses best practices for using peer review (students commenting on other students' papers). With peer review, the article argues, students "internalize the language of response," and learn as much by creating feedback for their fellow students as they do from receiving feedback.
  

Additional academic papers are available through various databases:

• Methods and Results of an Accreditation-Driven Writing Assessment in a Business College
  Journal of Business and Technical Communication, Vol. 23, No. 1, 83-107 (2009)
  This peer reviewed article discusses a novel approach to assurance of learning in an AACSB-accredited business school. Drexel University uses Waypoint to manage program assessment that calls on three different audiences to assess student work: business school faculty, English department faculty, and industry experts. Triangulating expectations using this approach results in a more meaningful and valid approach to assessment, and keeps the curriculum focused on clearly communicated priorities.
• Peer Assessment: A Strategy for Learning in a Technology Driven Environment
  Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009
  This peer reviewed article discusses several tools for structuring and managing peer review, and discusses in detail Seton Hall University's use of Waypoint.
• Using Web-Based Software to Enhance Student Learning of Analytical and Critical Skills
  Journal of Educational Technology Systems, Volume 36, Number 3 / 2007-2008
  Rubrics are often associated with writing assignments, but they are used in many different disciplines. This unique article details the use of Waypoint in a pre-med biology course where assessing critical thinking was seen as a main priority.
• Structured, Online Evaluations and the First-Year Design Process
  Learning Technology, from the IEEE Society
  This academic paper discusses authentic assessment in an interdisciplinary first-year engineering program.