COMMUNICATION SKILLS Directions QEP Fellows: All projects must assess a minimum of six outcomes. However, projects may assess more. All projects will assess the four “foundational” outcomes from Cluster A. The remaining two outcomes are left to the mentor’s choice, and can either be: 1 from B + 1 from C 2 from B Faculty/staff contributors: You may use this instrument to assess any number of outcomes in your experience or course. We value any data that you are able to provide us. Recording and Reporting Data Please record your assessment data in the Excel workbook –or– SPSS dataset designed to complement this instrument. The workbook/dataset can be downloaded from the QEP website (uwf.edu/QEP). QEP data can be sent Joshua Schutts via email (jschutts@uwf.edu). Modifying the Rubric The rubric is provided with the intent that you will remove items that are not relevant to your project. Please avoid changing the wording on any specific SLO. Doing so may compromise the validity of resulting data, and jeopardize the ability to consolidate outcome data or examine a student’s learning over time. Outcome Aspects There are essentially four student learning outcome domains or aspects to which all of the specific SLOs align. The aspects of communication are audience (1-5), content development (6-12), central message (13-17), and mechanics of language (18-23). The specific SLO item numbers that are associated with each aspect of communication are listed in the parentheses. COMMUNICATION SKILLS RUBRIC CLUSTER A (Foundational) Compelling 2 ___ Acceptable 1 ___ Not Meeting 0 ___ ___ ___ ___ 17. The conclusion is consistent with the evidence presented. ___ ___ ___ 20. Communication uses standard grammar/syntax (written work) OR appropriate inflection (verbal work). ___ ___ ___ Compelling 2 ___ Acceptable 1 ___ Not Meeting 0 ___ 6. Evidence is presented in a logical and coherent sequence. ___ ___ ___ 14. The main idea is articulated in sufficient detail. ___ ___ ___ 21. Communication consistently uses correct punctuation (written work) OR appropriate speaking volume (verbal work). 22. Spelling is generally error-free (written work) OR diction/enunciation is clear and correct (verbal work). ___ ___ ___ ___ ___ ___ Compelling 2 ___ Acceptable 1 ___ Not Meeting 0 ___ 3. Media—such as audio, PowerPoint, video, handouts, or websites—are used appropriately. 5. Communication adheres to time/page length constraints. ___ ___ ___ ___ ___ ___ 7. Appropriate transitions are used between topics. ___ ___ ___ 8. Any contradictory evidence is addressed sufficiently. ___ ___ ___ 9. The content stays on topic (does not introduce irrelevant topics or opinions). ___ ___ ___ 10. The sources are appropriate and relevant. ___ ___ ___ 11. The content is congruent with the central message. ___ ___ ___ 13. The scope of the main idea/goal is clear and is appropriately focused (neither too broad nor too narrow) for the assignment. 15. The gist of the message is introduced in a key sentence or phrase. ___ ___ ___ ___ ___ ___ 16. A specific conclusion or final position is clearly stated. ___ ___ ___ 18. The communication adheres to expected editorial style for the discipline (e.g., APA, MLA) 19. The editorial voice or author style is appropriate for writing/speaking in the discipline. ___ ___ ___ ___ ___ ___ 23. Language used is compelling and engaging. ___ ___ ___ 4. Language and content serve the intended purpose of the communication (e.g., persuade, summarize, compare-contrast, inform, entertain). 12. The main idea is supported by written/verbal discussion. CLUSTER B (Complementary) 2. Language and jargon used are appropriate for the audience or situation. CLUSTER C (Supporting) 1. Common ground (shared understanding) is established with the intended audience.