Freshman Academy Cohort Report Fall 2012
Speech Communication (SP 211)
Please note that this form can be used for assignments, courses etc.
List your student learning outcomes as described in your syllabus. Please list ALL of the Student Learning
Outcomes that are listed in your syllabus
Gen Ed. Obj.
Outcome
desired
Outcome
desired
Outcome
desired
Outcome
desired
1.
interpret texts
critically
write in varied
rhetorical modes,
poetic forms and
voices.
apply principles of
critical listening to
evaluate
information
speak clearly,
accurately, and
coherently in
several modes of
delivery
Communicate
effectively
through
reading,
writing,
listening and
speaking
2. use
analytical
reasoning to
identify issues
or problems
and evaluate
evidence in
use writing and
oral
communication to
connect prior
knowledge to
disciplinary
discourse
distinguish the
problem or
question from a
proposed solution
or answer
describe and
compare the way
questions, issues,
Intro Educ. Stats 10-16-12
use writing to
create and clarify
meaning
differentiate
between facts,
assumptions, and
conclusions in the
formulation of a
proposed solution
or answer
evaluate the
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order to make
informed
decisions
3. reason
quantitatively
and
mathematically
as required in
their fields of
interest and in
everyday life
or problems are
formulated within
various fields of
study
organize and
interpret data and
use the data to
draw conclusions
quality of evidence
4. use
information
management
and technology
skills effectively
for academic
research and
lifelong
learning
determine the
extent of
information
needed for a
research question,
problem or issue
access needed
information
effectively and
efficiently
evaluate
information and its
sources critically
and assimilate
selected
information
employ technology
to collect, process,
and present
mathematical
information
use information
effectively to
accomplish a
specific purpose
demonstrate an
understanding of
the economic,
legal, social, and
ethical issues
surrounding the
use of information
and information
technology
employ technology
in research and
fields of interest
5. integrate
knowledge and
create coherent,
documented
presentations
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demonstrate
critical and
creative thought
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skills in their
program of
study
6. differentiate
and make
informed
decisions
about issues
based on
multiple value
systems
7. work
collaboratively
in diverse
groups directed
at
accomplishing
learning
objectives
8. use
based on
gathering,
analyzing, and
comparing
evidence from
more than one
perspective
by producing new
arguments, art or
solutions to
complex problems
differentiate
ethical and nonethical elements in
arguments and/or
behavior
distinguish facts
from values in
issues
analyze and
compare evidence
to support/refute
different points of
view on a
particular topic
apply varying
values or ethical
principles and
approaches to
respond to
questions,
dilemmas, or
problems and
describe alternate
outcomes
work in groups to
accomplish
learning tasks and
reach common
goals
demonstrate
interpersonal skills
and accountability
in working in
diverse groups
use historical facts
to provide context
apply disciplinespecific methods
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discuss social
institutions from a
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historical or
social sciences
perspectives to
examine
formation of
ideas, human
behavior,
social
institutions, or
social
processes
for understanding
information
9. employ
concepts and
methods of the
natural and
physical
sciences to
make informed
judgments
discuss the role of
science and its
impact on the
individual, society
and the
environment
10. apply
aesthetic and
intellectual
criteria in the
evaluation or
creation of
works in the
humanities or
the arts
perform or create
artistic works
to retrieve
information
historical or social
sciences
perspective
identify social
processes in
everyday life
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Describe the assessment activity and the ( student learning outcome(s) it addresses ) that occurred in your
course.
Communicate effectively through
reading, writing, listening and speaking
interpret texts critically
write in varied rhetorical modes, poetic forms
and voices.
use writing and oral communication to connect
prior knowledge to disciplinary discourse
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Students are required to research
using the QCC library databases. They
need to critically read their chosen
support articles and then use that
information in preparing their
informative and persuasive speeches.
They are assessed on their ability to do
this on the grading rubric under
research.
Students prepare detailed preparation
and traditional speakers outlines for
each of their three speeches. They are
graded on the preparation outline on
the grading rubric under outline. They
also write reflection essays before and
after each major assignment. They
also populate their e-portfolios with
three essays: 1) Who am on, 2) My
journey 1 (a pre-semester reflection)
and 3) My journey 2 ( a post semester
reflection). They are assessed in
these activities by a class partner on
the epsilon wiki. Both students receive
low stakes credit for their wiki work.
The class is run on a theme. In their
reflection before their first speech
(narrative) they are asked to reflect on
what their knowledge and life
experiences are with the class theme.
This year the theme was medicine, law
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use writing to create and clarify meaning
apply principles of critical listening to evaluate
information
speak clearly, accurately, and coherently in
several modes of delivery
use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions
distinguish the problem or question from a
proposed solution or answer
describe and compare the way questions, issues,
or problems are formulated within various fields
of study
differentiate between facts, assumptions, and
conclusions in the formulation of a proposed
solution or answer
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and ethics.
In writing three speeches students
must use writing skills to explain and
support their assertions. They are
assessed on this ability in the grading
rubric under several headings:
Introduction, Organization, Conclusion.
During a speech round, each student is
responsible for filling out an evaluation
sheet of one of the speakers. The
evaluation sheet is then graded on a
listening rubric. This is a trial
department rubric, so listening is
assessed but not currently graded.
Student’s deliver three speeches using
extemporaneous style and partake in a
reader’s theatre using manuscript
style. They are graded on this on
rubric.
Using Monroe’s Motivated Sequence
students need to create a speech in
which they create a need (problem),
supply a satisfaction (solution) and
spur their audience on to action. They
are graded on this on the rubric.
Class discussions after speeches and
after instruction demonstrate students
ability to identify issues and problems
within medicine, law and ethics.
Assessed through observation.
Students receive instruction and
homework assignments on
distinguishing between facts,
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evaluate the quality of evidence
reason quantitatively and
mathematically as required in their
fields of interest and in everyday life
organize and interpret data and use the data to
draw conclusions
employ technology to collect, process, and
present mathematical information
use information management and
technology skills effectively for
academic research and lifelong
learning
determine the extent of information needed for
a research question, problem or issue
evaluate information and its sources critically
and assimilate selected information
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inferences and judgments. Assessed
through observation and homework
review.
Students receive classroom instruction
at the library and in class on evaluating
evidence for their assignments. For
informative and persuasive speeches
and group project, students must
choose evidence used. Students as
assessed on the grading rubric.
Students receive classroom instruction
on the meaning of statistical terms.
They use statistics in their persuasive
speech. Assessed under research on
grading rubric.
Students use the QCC library data
bases to acquire statistical data. They
are then required to produce a
graphical visual aid for the power point
presentation to accompany their
persuasive speech. Assessed on
grading rubric under power point.
Student speeches are between 4 and
7 minutes. They are required to
evaluate and choose the right amount
of information to both explore the topic
and meet the time constraint.
Assessed on grading rubric under
central idea.
Students receive both library and class
instruction on evaluating information
sources critically. They demonstrate
their ability to do this by the sources
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access needed information effectively and
efficiently
demonstrate an understanding of the economic,
legal, social, and ethical issues surrounding the
use of information and information technology
employ technology in research and fields of
interest
use information effectively to accomplish a
specific purpose
integrate knowledge and skills in their
program of study
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create coherent, documented presentations
based on gathering, analyzing, and comparing
evidence from more than one perspective
they choose to use in their speeches
and place in their bibliographies.
Assessed on grading rubric under
research.
Students demonstrate their research
ability by meeting strict due dates.
Assessed by deadline on drop box.
Students receive library and class
instruction on copyright, piracy and
plagiarism. They demonstrate their
understanding through both class
discussions and using proper MLA
citation rules in preparing their
speeches assignments. Assessed
through observation and on grading
rubric under research.
Students are required to supply at least
two sources from QCC library data
bases and can additionally use reliable
web sites. Assessed on grading rubric
under research.
Students use information to support
explanation in their informative speech
and to argue in their persuasive
speech. Assessed on grading rubric
under research.
Students create speeches based on
evidence. Especially for persuasive
speech they are encouraged to use
“Opposing Viewpoints” database on
the QCC library web page. Assessed
using grading rubic.
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demonstrate critical and creative thought by
producing new arguments, art or solutions to
complex problems
analyze and compare evidence to
support/refute different points of view on a
particular topic
differentiate and make informed
decisions about issues based on
multiple value systems
differentiate ethical and non-ethical elements
in arguments and/or behavior
apply varying values or ethical principles and
approaches to respond to questions, dilemmas,
or problems and describe alternate outcomes
distinguish facts from values in issues
work collaboratively in diverse groups
directed at accomplishing learning
objectives
Intro Educ. Stats 10-16-12
work in groups to accomplish learning tasks and
reach common goals
Students create arguments for their
persuasive speech. Assessed using
grading rubric.
Students explore and issue using
informative speech and then take a
side and argue for it during persuasive
speech. Assess using grading rubric.
Through instruction, class discussion
and after speech critiques by students
the ethical use of arguments is
addressed. Assessed by observation.
Through class discussions of their
speech topics and their written
speeches students explore the ethical
values of medicine and law. Assessed
by observation and grading rubric for
speeches.
Students receive instruction and
homework assignments on
distinguishing between facts,
inferences and judgments. Assessed
through observation and homework
review.
Students complete one group project.
This semester they designed
advertising for a medical device,
charity or service. Assessed by
observation and grading.
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demonstrate interpersonal skills and
accountability in working in diverse groups
use historical or social sciences
perspectives to examine formation of
ideas, human behavior, social
institutions, or social processes
use historical facts to provide context for
understanding information
identify social processes in everyday life
apply discipline-specific methods to retrieve
information
discuss social institutions from a historical or
social sciences perspective
employ concepts and methods of the
natural and physical sciences to make
informed judgments
Intro Educ. Stats 10-16-12
discuss the role of science and its impact on the
individual, society and the environment
Students work in groups to present
their group project. Interpersonal skills
are observed. (Usually they write a
reflection on this work, but this
semester due to Sandy, we ran out of
time.)
Many students choose to research and
talk about past, unethical medical and
research behavior. Assessed by
observation and grading rubric.
By relating passed unethical behavior
to current topics in medicine, law and
ethics, students learn to identify
socially and politically constructed
process at work. Assessed through
observation of discussions and work
product.
Students who choose to explore past,
unethical medical and research
behavior used historical databases and
archives to access information.
Assessed on grading rubric under
research.
The medical field was discussed all
semester both in class and during
assignments from a law and ethics
perspectives.
Medicine and the scientific method and
research protocols were discussed in
both lecture on reasoning and
evidence testing and also in speeches
prepared by some students. Assessed
through observation.
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apply aesthetic and intellectual criteria
in the evaluation or creation of works in
the humanities or the arts
perform or create artistic works
Students created 3 speeches and one
group project. They were assessed by
grading rubrics, observation and class
criticism.
List the data collection instrument (s) used for assessment 1.
Rubrics (see attached)
Observation (mostly low stake work graded by checks and award points for completion)
Provide an analysis (and summary) of the assessment results that were obtained.
1
Please use at least one direct assessment measure (selected from the list included with this email message), and any indirect measures you think are
appropriate.
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Narrative speech – Speech 1
4
Introduction
ORGANIZATION
CONCLUSION
VOCAL DELIVERY
LANGUAGE
LENGTH OF
SPEECH
3
2
1
0
Total
Attention
Context
Connection
Theme
Development
Summery
Theme
Ending Line
volumn
rate
Diction
Grammer
College Level
12
14
12
5
4
10
12
13
16
15
7
13
13
1
2
5
1
3
4
5
2
4
4
9
6
7
7
4
1
3
2
4
2
4
0
2
4
1
1
0
0
0
5
1
0
0
0
0
0
0
1
0
0
0
3
7
11
3
2
2
0
0
0
0
0
20
20
21
21
21
21
21
21
20
21
20
21
21
subordination
labeling
9
10
6
1
5
0
0
0
0
10
20
21
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Informative Speech – speech 2
SCORES
TOPIC
ORGANIZATION
RESEARCH
VOCAL DELIVERY
PHYSICAL
DELIVERY
OUTLINE
5
4
3
2
1
0
Total
Specific purpose
Central Idea
Power Point
Attention
Topic And
purpose
Credibility
relevancy
preview
transitions
summery
ending line
cites orally
cites in outline
MLA formatt
volumn
rate
fluency
audience contact
9
8
14
15
3
0
8
1
3
4
0
3
3
5
0
1
0
0
0
0
2
3
0
0
20
20
22
20
17
5
9
8
5
5
8
5
7
9
13
17
13
12
3
6
6
2
2
6
3
5
3
4
9
4
2
7
0
6
2
2
9
3
4
2
1
1
0
0
6
1
0
0
1
0
1
1
0
0
1
1
0
1
1
2
0
0
0
6
0
1
3
0
1
0
0
0
0
0
0
3
2
2
3
4
2
8
7
5
0
0
0
0
20
20
20
20
20
20
20
20
20
20
22
22
22
22
getures
posture
subordination
labeling
10
10
4
8
10
9
3
6
1
3
3
3
1
0
6
0
0
0
0
1
0
0
4
2
22
22
20
20
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Persuasive speech – speech 3
SCORES
TOPIC
ORGANIZATION
RESEARCH
VOCAL DELIVERY
PHYSICAL
DELIVERY
OUTLINE
5
4
3
2
1
0
Total
Specific Purpose
Central Idea
Monroe
Power Point
Attention
Topic And
purpose
Credibility
relevancy
preview
transitions
summery
ending line
cites orally
cites in outline
MLA formatt
evidence
volumn
rate
fluency
13
3
5
12
18
3
2
9
4
1
1
5
7
5
2
0
7
0
0
0
0
0
0
0
0
4
4
0
0
0
21
21
21
21
21
20
10
13
4
5
2
11
4
13
14
7
21
14
13
0
0
4
2
2
8
3
5
3
1
7
0
7
4
1
8
3
3
5
5
5
8
0
3
6
0
0
4
0
1
0
5
3
1
1
1
2
2
1
0
0
0
0
0
0
4
1
0
0
0
0
0
0
0
0
0
0
2
1
3
5
5
1
3
3
1
0
0
0
0
21
21
21
21
21
21
21
21
21
21
21
21
21
21
audience contact
getures
posture
subordination
labeling
argument
15
8
16
7
9
18
5
11
4
4
3
0
0
2
1
4
1
0
1
0
0
4
1
0
0
0
0
2
7
0
0
0
0
0
0
0
21
21
21
21
21
18
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Describe how the assessment results that were obtained affected (or did not affect) the student learning
outcomes you identified. As part of your discussion, describe any plans you have to address the areas where
students need to improve.
The assessment shows overall growth in most the in common variables. As far as the writing variables go this is
surprising as students had ample time to rewrite the informative speech, and many did. Due to Sandy there was
almost not persuasive rewrites, so the informative data is skewed upward when compared to the persuasive
speech. Students still need improvement in both creating central ideas and preview statement. Since the latter
is based on the former it is logical that they would need more help with both. Next semester I will have students
do more work on recognizing and forming main points. I might consider adding more in class and homework and
maybe a quiz on main points and writing central ideas and preview statements. I might try using clicker in the
classroom to have students rate comparative central ideas and preview statements.
Oral citation of sources decreased while citation on outline increased between the informative and the
persuasive speech. Many students are still having trouble with the idea of citation in all forms of discourse. I will
have to keep reinforcing these ideas next semester. Maybe have the students who get it pair up with the students
who don’t for peer review and help.
On the delivery variables, progress in most categories was shown. Great strides were made in volume, with all
students speaking loudly enough by the end of the semester. Gestures and rate showed some slippage which
could be attributable to the rush at the end of the semester due to disruption by Sandy. I think students felt
pressure because of the disrupted speakers schedules and changes in class meeting dates. There was pressure
to fit more speeches into a more limited amount of time. I will monitor this closely next semester and if I see the
same trend I will add more practice in these components.
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From observation I have come to realize that students seem to have major difficulty in decoding spoken
language and following directions. This has become a department wide concern. Because speech class seems to
be an ideal place to address these problems, we have formed a committee to create and suggest listening
exercises and a sample rubric to grade them. I will be piloting these exercises and next semester in my classes. I
also plan to add some of my own.
Provide examples of student artifacts (can be put in Appendices).
Intro Educ. Stats 10-16-12
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