more. All projects will assess the four “foundational” outcomes from... outcomes are left to the mentor’s choice, and can either... COMMUNICATION SKILLS

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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.
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