This paper provides an overview of the process and tools we have developed for assessing the impact of writing development projects carried out in a wide variety of courses at our university. It begins with an overview of writing studies in Canada to provide context for our approach to writing instruction and writing program assessment. It then offers a case study of a specific writing development project in a large first-year humanities course, a detailed explanation of the methods we used to measure the efficacy of that project, and an exposition of the way in which this assessment was used to drive reflection on the project and enhancement of it. The paper concludes with summary of the lessons we have learned regarding writing program assessment that navigates between creating a standardized process and responding to the unique needs of multiple projects, as well as a discussion of the benefits of such assessment for writing pedagogy research.

Please see 'Notes' below for any suggested/official citation information added by the author(s) of this work. Otherwise, you can cite the HSS Commons instance of this publication as follows:

• Kaler, M., Evans-Tokaryk, T., (2025), "Reflecting on Assessment: Strategies and Tools for Measuring the Impact of a Canadian WAC Program", HSSCommons: (DOI: 10.31468/cjsdwr.737)

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1. Discourse and Writing/Rédactologie

Original publication: Kaler, Michael; Evans-Tokaryk, Tyler. "Reflecting on Assessment: Strategies and Tools for Measuring the Impact of a Canadian WAC Program." Discourse and Writing/Rédactologie, vol. 29, 2019, pp. 107-132. DOI: 10.31468/cjsdwr.737. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license