Global Outcomes Assessment Reporting Packet: Communication
Table of Contents
Introduction
The Assignments
The Rubric
The Class Performance by Criteria Tally Sheets
Closing the Loop: Plan of Action
Updated Summer 2013
Introduction:
This packet contains documents that you may use to assess your students for the Global Outcome of Communication. If you need further
assistance in this process, please contact Sally Heilstedt: sally.heilstedt@lwtech.edu
Please do not change the criteria and the rubric headings (the left hand columns and the top rows); however, your department may change the
rubric descriptors or choose a specific rubric descriptor to fit your individual discipline needs.
Course Best Practices for Teaching and Assessing a Global Outcome:
1.
2.
3.
4.
5.
Instructor examines the college definition and rubric to be used and plans the course with the global embedded throughout
Instructor uses a calendar to plan out when and how Global Outcomes info will be introduced, practiced, and assessed
Instructor introduces global in the syllabus
Instructor hands out and explains the rubric
Instructor gives the students chances to practice the global outcome skills and gives them feedback on how well they are doing so they can
improve their performance and learning
6. Instructor chooses one assignment at the beginning of the quarter or unit and another at the end of the quarter or unit to tally and report
results
7. Instructor reviews rubric for areas where learning can be improved, then re-examines entire course curriculum to find where students can
be assisted in better learning the global.
8. Instructor fills out the assessment packet if they have been contacted that they were selected this quarter to do so – if you have more
questions, Sally can help: sally.heilstedt@lwtech.edu
Updated Summer 2013
The Assignments:
Course #: Course Name, Instructor Name
Cut and paste or describe your pre- and post-assessments here, as well as your lesson plan/curriculum for teaching to Communication.
For Communication, an assessment may be a writing assignment or class presentation. Please consult the rubric and/or contact Sally if you have
any questions.
Updated Summer 2013
The Rubric:
Communication: The ability to engage effectively in verbal, non-verbal, written, and/or symbolic communication.
Criteria
Mastering
Achieving
Developing
Beginning
Purpose
Clearly identifies the
purpose, focuses the
communication on the
purpose, and demonstrates
how the communication
achieved its purpose.
Clearly identifies the
purpose of the
communication and focuses
the work on the purpose.
Identifies the purpose.
Most of the communication
is appropriate to the
purpose.
Audience
Demonstrates awareness of
the audience’s identity,
knowledge, and context
(including possible
assumptions and
perceptions).
Audience feedback
indicates that they
understood the
communication and were
engaged with it (learned
something new, adjusted
their perspective, felt
connected to the material).
Uses appropriate, relevant,
and compelling content to
illustrate the subject.
AND/OR
Demonstrates
understanding of issues or
topics by analyzing and
synthesizing relevant
information. AND/OR
Communication is clearly
Demonstrates awareness of
the audience’s identity,
knowledge, and context.
Audience feedback
indicates that they
understood the
communication.
Demonstrates some
attention to the audience’s
identity, knowledge, and
context. Audience feedback
indicates that they
understood most of the
communication.
Identifies the purpose, but
does not focus
communication on the
purpose. OR
Purpose is unclear or not
overtly stated when
appropriate.
Demonstrates minimal
attention to the audience’s
identity, knowledge, and
context. Audience feedback
indicates they struggled to
understand the
communication.
Uses appropriate and
relevant content to develop
and explore ideas. AND/OR
Shows understanding of
issue or topic. AND/OR
Communication is related
to course content.
Uses appropriate and
relevant content to develop
ideas through some of the
work. AND/OR
Shows some understanding
of issue or topic. AND/OR
Tries to tie in course
content but it’s relevance
to the topic is not always
apparent.
Content
Development
Updated Summer 2013
Ideas repeated instead of
developed, little evidence
of understanding of the
topic. AND/OR
Not connected to relevant
class information, unclear
how the presentation
relates to course material.
Not Assessed at
the Instructor’s
Discretion
linked to important course
topics.
Clarity/Organization
Within Genre and
Disciplinary
Conventions
Technology/Visual
Elements
Updated Summer 2013
Clearly developed thesis.
Organized topics which
offer support for main
topic, and effective
introductions and
conclusions. AND/OR
Demonstrates detailed
attention to and successful
execution of conventions
particular to a specific
discipline including
organization, content,
presentation, formatting,
and stylistic choices.
AND/OR
Focuses on issues essential
to communicating the
central idea, using concrete
examples and evidence
organized in a logical
format.
Demonstrates professional
use of technology and
visual elements. All
illustrations, photos,
drawings, charts, graphs,
etc. add to the purpose and
interest of the
communication. AND/OR
Demonstrates appropriate
use of technology/visual
elements to enhance
message and improve
understanding of audience.
Main idea clear. Examples
follow logical order.
AND/OR
Follows expectations
appropriate to a specific
discipline and/or task for
basic organization, content,
and presentation.
Main idea clear, needs to
improve logical order of
examples, and/or
relevance/quality of
evidence. AND/OR
Meets most expectations
appropriate to a specific
discipline and/or task for
basic organization, content,
and presentation.
Main idea unclear and
insufficiently supported by
detail. AND/OR
Weak attempts to use a
consistent system for basic
organization.
Uses technology to help
audience understand the
communication. AND/OR
Technology and visual
elements enhance
communication at a near
professional level.
Uses some technology or
visual elements to help
audience understand the
communication. AND/OR
Shows some technology or
visual skills to enhance
communication but not at a
professional level.
Struggled to use technology
or visual elements in a way
that was helpful to the
communication.
Grammar and
Language
Communication is
grammatically correct,
interesting, demonstrates
industry knowledge,
connects with audience,
and flows well. Error free.
Communication is
grammatically correct,
interesting, demonstrates
industry knowledge,
connects with audience,
and flows well. Limited
errors.
Grammar occasionally
interferes with
communication. Includes
some errors. AND/OR
Language moderately
appropriate to
audience/industry.
Sources and
Evidence
Work is appropriately cited.
Demonstrates skillful use of
high-quality, credible,
relevant sources to develop
ideas that are appropriate
for the discipline and genre
of the communication.
Cited correctly, but too few
or too many examples.
Demonstrates use of
sources that are
appropriate for the
discipline and genre of the
communication.
Citations mostly correct.
Demonstrates an attempt
to use credible and or
relevant sources to support
ideas that are appropriate
for the discipline.
Cut and paste your rubric here if you used different descriptors than those provided in the rubric above.
Updated Summer 2013
Errors in grammar and
format (spelling,
punctuation, capitalization,
headings). AND/OR
Uses language that
sometimes impedes
meaning because of errors
in usage.
Struggles to cite sources.
Few references.
Demonstrates weak
attempts to use credible
sources to support ideas in
the communication.
The Class Performance by Criteria Tally Sheets:
On the tally sheets, include the total number of students for each cell. For example, in a class of 20 students, 2 might earn a Mastering level for
Purpose, 7 might be Achieving, 8 Developing, and 3 Beginning. The first row would then include 2, 7, 8, and 3.
Class Performance by Criteria Chart (Pre-Assessment)
Total Class Participation ______
Date ______________
1
2
3
4
5
6
7
Criteria
Purpose
Audience
Content Development
Clarity/Organization
Technology/Visual Elements
Grammar and Language
Sources and Evidence
Mastering
Achieving
Developing
Beginning
Not Assessed
Beginning
Not Assessed
Class Performance by Criteria Chart (Post-Assessment)
Total Class Participation ______
Date ______________
1
2
3
4
5
6
7
Criteria
Purpose
Audience
Content Development
Clarity/Organization
Technology/Visual Elements
Grammar and Language
Sources and Evidence
Updated Summer 2013
Mastering
Achieving
Developing
Closing the Loop: Plan of Action
Keep, Stop, Start
Keep, stop, start provides a simple framework for reflecting on the teaching, learning, and assessment of Communication. Respond to the following
questions to form your action plan for the next time you teach this course.



What will you keep doing? In other words, what went well in the teaching, learning, and assessment of Communication?
What will you stop doing? What about your teaching or assignment did not enhance student learning? Did anything go entirely differently
than you expected, and you want to do it differently next time?
What will you start doing? Based on your results and experience with teaching Communication, how might you alter instruction to improve
or better measure student learning?
Updated Summer 2013