Charge II: Speech Communication Assessment Plans for SPCH 1311 and SPCH 1315
1. SPCH leads the District, at all seven colleges, in assessing Core Objectives (Critical Thinking,
Communication, and Teamwork).
2. SPCH 1311 and SPCH 1315 develop character traits associated with the Core Objectives of
Personal Responsibility and Social Responsibility.
Speech Communication faculty have worked diligently to design assessment measures, sample
student skills, and capture data to show that students who complete SPCH 1311 or SPCH 1315
have achieved the learning outcomes established in each course. Assessment data and results
from all seven colleges are published on the DCCCD Speech Communication Faculty eCampus
community. Observers are welcome to view our assessment measures, designs, and how the
results are being used to improve instruction.
The Speech Communication faculty will also create a teamwork rubric to be used across the
District. It will incorporate standards of the Teamwork VALUE rubric. Instructors will be able to
apply it to a specific assignment as an assessment measure of teamwork. The instructor will
still use his/her own rubric for grading the assignment. The rubric must be flexible enough not
to infringe upon academic freedoms. At the August 22, 2012 discipline meeting, a group of
faculty brainstormed ideas of how to construct a teamwork rubric that would include direct and
indirect measures of students’ learning.
The following is a brief summary of the assessment results at each college. As you read the
highlights, you will see that all colleges assessed the Communication Skills Core Objective, some
colleges focused on evaluating the Core Objective of Teamwork, while other colleges assessed
the Core Objective of Critical Thinking. Assessment data and results from all seven colleges are
published in the DCCCD Speech Faculty eCampus community.
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Samples of students’ persuasive speeches are used to assess critical thinking skills. The
assessment rubric is similar to the VALUES Rubric in Critical Thinking. Brookhaven,
Cedar Valley, and Mountain View randomly select a sample of recorded persuasive
speeches from each class section. Faculty assess content (subject knowledge, logical
appeals, emotional appeals, secondary source integration, thesis) and organization.
Aspects of delivery are also assessed: eye contact, vocal variety, movement, and
fluency. The 2012 results at Brookhaven showed that students achieved 70%
proficiency on three of the content areas: thesis statements, subject knowledge, and
logical appeals.
North Lake and Richland assessed critical thinking skills by having students analyze a
persuasive speech. Students identify the thesis, main ideas, supporting points, and
source integration.
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Eastfield used Martin Luther King’s “I Have a Dream” speech to assess students’
listening, responding, critical thinking, and teamwork skills. A sample of students
completing the listening quiz achieved 70% proficiency.
Richland assessed the Respecting Diversity Student Learning Outcome (2011-2012)
applied to five cultural frames of reference: individualism/collectivism,
monochronism/polychronism, communication preference, locus of control, and power
distance. A total of 720 SPCH 1311 students (537 face-to-face and 183 online)
completed a pre-test survey, viewed an instructional video followed by a class
discussion, and completed a post-test survey. 71% of face-to-face students and 65% of
online students demonstrated improvements in pre-to-post-test scores.
El Centro assessed and tracked informative speech development and the ability to
complete credible and reliable research. Developing these skills will assist students in
higher level academic courses and career development.
El Centro has tracked and assessed interpersonal and intercultural effectiveness,
qualities which employers increasingly look for in employees.
To assess computer literacy, Brookhaven, Eastfield, and Mountain View developed
criteria and grading rubrics to evaluate students’ PowerPoint skills. Workshops were
held to train adjunct faculty. At Brookhaven, PowerPoint instruction improved and the
data over three years show marked improvement in students’ technical proficiency.
Mountain View assessed information literacy and designed a pre-test and post-test to
assess students’ understanding of how to use library resources to conduct research.
North Lake Speech faculty created an oral communication rubric for campus-wide use
for program level assessment. The rubric can be used across the college to assess
content, organization, and delivery of student presentations. It does not substitute for
the individual instructor’s rubric. It is an addition to campus-wide assessments.
North Lake Speech faculty also participated in the creation and implementation of a
campus-wide listening rubric for program level assessment.
Brookhaven assessed student attitudes towards group work by administering a pre-test
and post-test. Students also completed a pre-test of two open-ended questions and a
post-test of three open-ended questions. In the 2009 survey, students scored lowest on
conflict management and giving constructive criticism. A workshop on conflict
management was held for all full-time and adjunct faculty. The survey was given again in
2012. Results showed a significant difference (.004) between the pre-test and the posttest on the question dealing with conflict management. A content analysis of the
responses to the open-ended questions showed that students felt that they improved
their listening skills, specifically attentiveness, patience, empathy. With regard to group
communication, students reported that they learned openness (tolerance, patience),
participation (sharing, discussing), and listening. These were the same three areas of
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improved learning reported in the 2009 results. When asked what they would have
done differently in their groups, students indicated: coordinating the group better,
producing a better group product, and being more assertive.
Brookhaven and Northlake administered pre-tests and post-tests over fundamental
communication concepts and interpersonal communication. Since state-wide Student
Learning Outcomes in speech communication have just been published, faculty will
reevaluate current measures to insure they adequately assess the new SLOs.
2. SPCH 1311 and SPCH 1315 develop character traits associated with the Core Objectives of
Personal Responsibility and Social Responsibility.
In teamwork and team projects, students are expected to:
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Demonstrate interpersonal skills of attentiveness, cooperation, friendliness, respect,
trust, and courtesy.
Think before speaking; to choose their words carefully; to consider how their message
will be received.
Demonstrate emotional intelligence, patience, and empathy through active listening.
Demonstrate openness to others’ ideas and tolerance.
Collaborate and compromise when establishing team goals and making team decisions.
Accept and fulfill roles and responsibilities in team projects.
Divide work equitably in team projects.
Show initiative and leadership in team projects.
Be accountable, responsible, and dependable during team projects.
Praise team members’ efforts; provide feedback to others when requested.
Remain positive and persistent when a team project is not going smoothly.
Use assertive communication, perception-checking, and “I” statements to resolve team
conflicts.
Participate in planning, coordinating, and prioritizing team tasks.
Strive for quality and excellence.
In public speaking, students are expected to:
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Earn trust and build credibility with class members by being sincere, honest, and truthful
in speeches.
Treat class members with respect; consider their needs, interests, and attitudes when
choosing a topic.
Accurately cite sources and only use one’s work in writing speeches.
This list is not comprehensive and does not include all of the character traits that are
encouraged and developed in SPCH 1311 and SPCH 1315. However, it shows that many
character traits associated with the Core Objectives of Personal and Social Responsibility are
expressed through communication and interaction with others. In SPCH 1311 and SPCH 1315,
students develop knowledge and skills that will help them be successful in college, in their
careers, in their communities, and in life (the goals of the 2014 Core). By teaching students
communication skills and teamwork, we are also educating them for personal and social
responsibility.