Liberal Education assessment annual report template for Goal Area 1 (Communication)
Goal Area 1: LEP Objective:
Develop, convey, and evaluate oral and written communication in various academic, professional and personal contexts. Use oral and written
communication characterized by clarity, critical analysis, logic, coherence, precision, and rhetorical awareness. Students can meet this requirement
through 1 approved course or experience in written communication and 1 approved course or experience in oral communication.
Student Learning Outcomes (check SLO reported on this form)
1.
Use writing and speaking processes (such as inventing, organizing, drafting, revising, editing, and presenting) as appropriate for specific
tasks and audiences.
2.
Listen, think critically and creatively, reflect, and respond appropriately to group tasks, relationships, and processes.
3.
Locate, evaluate, and synthesize material from diverse sources (print and non-print) and multiple points of view, using them in a
responsible and ethical manner.
4.
Evaluate communicative situations and use rhetorical tools appropriate for those situations.
5.
Construct logical and coherent arguments, recognizing the role and value of credibility (ethos), point of view, emotional appeals (pathos),
and individual voice and style in writing and in speaking.
6.
Employ syntax, usage, and style appropriate to academic disciplines, for professional environments, and for personal expression and
interpersonal exchange.
7.
Describe, summarize, and analyze written and spoken discourse, noting how language affects and reflects our perception of human
values, cultural perspectives, and gender identities.
8.
Identify and use appropriate skills for diverse types and levels of listening and/or reading.
Course (e.g., PSY 115):
Prepared by
Date
# of students assessed
Term(s) taught
Was this course face-to-face (F), online (O), or blended (B)?
Basis of assessment (check all applicable): 1) Multiple choice test or test items ___; 2) short answer test/items___; 3) essay test/items____;
4) text (<750 words) ___; 5) text (750-1,000 words) ___; 6) paper (1,000-2,500 words) ___; 7) paper (>2,500 words) ____; 8) individual
project ____; 9) group project ____; 10) individual presentation ____; 11) group presentation ____; 12) other____.
Document1, Jul. 12, 16
In the table below, briefly describe the strengths and shortcomings regarding your students' learning for each SLO assessed. Provide just
enough detail to communicate what you learned about your students' learning. The first two rows are sample entries. (You may delete
contents and replace with your own text.)
SLO # (from SLO list)
Basis of assessment (from item #(s) checked above)
In what way(s) was student learning
most evident?
1
10
In what way(s) did student learning
fall short?
What teaching-learning or curricular
innovations might address issues you
identified?
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Student individual presentations were strongest
in terms of developing unique ways to present
the new information to their audience.
Many students assumed too much knowledge
on the part of the audience. This was a frequent
complaint on the peer review questionnaires
that audience members completed.
I will design an in-class exercise in which students
briefly teach classmates about a topic about
which they are knowledgeable, and get immediate
feedback on whether they presented enough
background information.
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According to your assessment process and for the above SLO, what percentage of student work was…1
Exemplary __20__
Competent _60__
Developing __17___
Inadequate __3__
(should total 100%).
Change(s) to course and/or assessment methods for next year (based on this year's results)?
In some cases, these percentages will be estimates based on instructors' professional judgments. Note that the categories correspond to the grades of A, B, C, D/F. This
information will be used and reported only in the aggregate for entire SLOs/Goal Areas and for multi-section courses. Data will never be reported by instructor or if the
identity of the instructor can be determined by course and term.
1
Document1, Jul. 12, 16
Document1, Jul. 12, 16