LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities and Fine Arts
Discipline/Program:
Communications Studies
Course Number and Name: Speech 101 Oral Communication I
Program Contact Person: Daryle Nagano-Krier
Phone: 310-233-4643
Reviewed by: Elena Reigadas, SLO Assessment Coordinator
Date:
1/4/14
Spring 2013 assessment submitted June 2013.
Institutional Learning
Outcomes
1
Course Intended
Outcomes
1. Recognize how to
prepare effective
speeches of various
types.
Means of Assessment and Criteria for
Success
During the Fall 2008 semester Speech
101 classes focused on Persuasive
Speeches. The committee decided to use
Monroe's Motivated Sequence to assess
final speeches. Since all Speech
Communication instructors include a
persuasive speech in the curriculum we
were all familiar with Monroe's
Motivated Sequence. Furthermore, we all
had scheduled persuasive speeches during
the last two weeks of the semester and
therefore, there would not be a problem
with every instructor participating.
The committee put together a simple
checklist with the five steps (Attention,
Need, Satisfaction, Visualization and
Action) for Monroe's Motivated
Sequence with Meets/Did Not Meet for
instructors to check off as the students
were giving their speeches. Therefore,
instructors were still able to grade
students using whatever means/forms
they generally use to provide feedback to
students while also completing the
assessment checklist. Our intended
outcome was that 70% of the students
overall will meet each required area.
Summary of Data Collected
Based on the overall results of the six
sections we were able to meet our
intended outcome that 70% of the
students overall will meet each
required area.
Since, there were time parameters for
each speech it makes sense that all 187
students were able to include an
Attention Step in their speech as that
comes first. In addition, by the time this
assessment took place most students
presented four to five speeches where
they had to provide an Attention Step.
Therefore, they would have received
ample feedback on previous speeches
whether or not their Attention Steps
were up to par.
In summary, it has been realized that by
the final speech students are able to
include all the required elements of a
persuasive speech both orally and in
writing.
See SPEECH 101F08report.doc on the
campus network Assessment drive for
more details.
Use of Results
According to the results, it seems
that students need to better develop
or include their Need, Satisfaction
and Visualization Step. Since, the
checklist just required instructors
to assess whether the student Met
or Did Not Meet the step it was
impossible to tell whether the
student just didn't include the steps
or didn't adequately develop the
steps. Therefore, when assessing
future speeches the committee may
consider a scale from 1-5 rather
than just including two categories
to choose from.
The Action Step is where the most
students Did Not Meet the
requirement. Twenty out of the 27
students that did not meet the
Action Step category simply ran
out of time. The students are
required to turn in a typed outline
prior to speaking and those 20
students did include the Action
Step on their outline. Therefore, it
shows that their intention was to
include the last step. Speech 101
instructors can focus on
In summary, we based our outcomes on
this being the last speech and students
having three to four prior public speaking
experiences.
encouraging students to stay within
the time limits imposed upon them
for each speech as endings of
speeches are points of emphasis.
In summary, instructors will give
more specific sample speech
examples of what exactly the
Need, Satisfaction and
Visualization Step entails.
Since, the sections that participated
in the assessment were able to
realize success the committee will
repeat Course Intended Outcome
#1, but, this time focus on
Informative Speeches.
Fall 2013
Fall 2013
Fall 2013
Speech 101 classes focused on Persuasive
Speeches. The committee decided to use
Monroe's Motivated Sequence to assess
final speeches. Since all Speech
Communication instructors include a
persuasive speech in the curriculum we
were all familiar with Monroe's
Motivated Sequence. Furthermore, we all
had scheduled persuasive speeches during
the last two weeks of the semester and
therefore, there would not be a problem
with every instructor participating.
Based on the overall results of the
sections we were able to meet our
intended outcome that 70% of the
students overall will meet each
required area.
According to the results, it seems
that students understand and can
perform the first four steps. Since,
the checklist just required
instructors to assess whether the
student Met or Did Not Meet the
step it was impossible to tell
whether the student just didn't
include the steps or didn't
adequately develop the steps.
Therefore, when assessing future
speeches the committee may
consider a scale from 1-5 rather
than just including two categories
to choose from.
The committee put together a simple
checklist with the five steps (Attention,
Need, Satisfaction, Visualization and
Action) for Monroe's Motivated
Sequence with Meets/Did Not Meet for
instructors to check off as the students
were giving their speeches. Therefore,
instructors were still able to grade
students using whatever means/forms
they generally use to provide feedback to
students while also completing the
assessment checklist. Our intended
outcome was that 70% of the students
Since, there were time parameters for
each speech it makes sense that all
students were able to include an
Attention Step in their speech as that
comes first. In addition, by the time this
assessment took place most students
presented four to five speeches where
they had to provide an Attention Step.
Therefore, they would have received
ample feedback on previous speeches
whether or not their Attention Steps
were up to par.
75% or more met the need, satisfaction
and visualization step.
60% met the action step.
In summary, it has been realized that by
the final speech students are able to
The Action Step is where only
60% of the students Did Not Meet
the requirement. And it was
skipped due to time. The students
are required to turn in a typed
outline prior to speaking and those
20 students did include the Action
Step on their outline. Therefore, it
shows that their intention was to
include the last step. Speech 101
overall will meet each required area.
In summary, we based our outcomes on
this being the last speech and students
having three to four prior public speaking
experiences.
include four of the five required
elements of a persuasive speech both
orally and in writing.
instructors can focus on
encouraging students to stay within
the time limits imposed upon them
for each speech as endings of
speeches are points of emphasis.
Since, the sections that participated
in the assessment were able to
realize success the committee will
move on to Outcome #2 for Spring
2014.
1
2. Deliver effective
speeches of various
types before an
audience
Rehearse and deliver to an
audience from outlined preparation an
approved speeches using guidelines for
verbal and nonverbal delivery for
informative and persuasive speeches.
During Fall 2010, the Speech Department
Assessment Committee met and decided
to assess Student Learning Objective
#2: Deliver effective speeches of various
types before an audience. Therefore,
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Instructors were asked to use the (see
below) Speech 101 Oral Communication
Assessment/Rubric to assess each speech.
The three categories (Eye Contact, Verbal
Delivery, and Body Language) were
assessed as Excellent, Good, Average or
Poor. Instructors circled the appropriate
category as the students were giving their
speeches. Therefore, instructors were still
able to grade students using whatever
means/forms they generally used to
provide feedback to students while also
completing the assessment checklist. Our
intended outcome was that 70% of the
students overall will be average or above
in each required area.
Ten Speech 101 sections and 315
students participated in the assessment.
Below are the results for each category
assessed:
(Eye Contact, Verbal Delivery, Body
Language)
Excellent- 49, 66, 71
Good-121, 158, 147
Average-88, 79, 63
Poor-57, 12, 36
Based on the overall results of the
ten sections we were able to meet
our intended outcome: 258 out of
315 were average or above in Eye
Contact, 303 out of 315 were
average or above in Verbal
Delivery and 279 out of 315 were
average or above in Body
Language.
According to the results,
the students have mastered
development of all three areas.
Since, the sections that
participated in the assessment were
able to realize success the
committee will meet and decide
what SLO to assess for Spring
2011.
1
3. Illustrate how to
develop a topic
outline
Reframe a sentence outline into a topic
outline with Introduction, Body, and
Conclusion, reducing to key words,
distinguishing main ideas from
subordinated details in standard outline
format on notecards with delivery cues.
Instructors collected topic outlines prior
to students delivering their speeches.
Therefore, instructors were still able to
grade students using whatever
means/forms they generally used to
provide feedback on outlines to students
while also participating in the
assessment. Our intended outcome is that
70% of the students overall will be
average or above in each required area.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
According to the results, the
students have mastered illustrating
how to develop a topic outline.
A= 52%
B= 38%
C= 8%
D= 2%
F= 0%
Since, the sections that participated
in the assessment were able to
realize success in this area and all
five SLOs have been assessed the
committee will focus on fine
tuning and reframing all SLOs.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
According to the results, the
students have mastered
development of developing
sentence outlines.
A= 42%
B= 31%
C= 25%
D= 1%
F= 1%
Since, the sections that participated
in the assessment were able to
realize success for Fall 2011,
Speech 101 courses will assess
SLO #3.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
1
4. Illustrate how to
develop sentence
outlines
Construct a typed standard outline with
Introduction (Attention Getter, Audience
Refer-ence, and Central Idea: Thesis and
Preview), Body of 3-5 Main Ideas, and
Conclusion (Restatement and Close),
using complete sentences, distinguishing
main ideas from subor-dinated details on
8 ½ x11 paper.
During Spring 2011, the Speech
Department Assessment Committee met
and decided to assess Student Learning
Objective #4: Illustrate how to develop
sentence outlines.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Students were asked to construct a typed
standard outline with Introduction
(Attention Getter, Audience Reference,
and Central Idea: Thesis and Preview),
Body of 3-5 Main Ideas, and Conclusion
(Restatement and Close), using complete
sentences, distinguishing main ideas from
subordinated details on 8 ½ x11 paper.
Instructors were asked to give each
outline a grade (A, B, C, D or F)
according to their grading guidelines for
an outline. Giving the instructors the
ability to grade according to their
standards allowed for a variety of speech
topics to be assessed.
We expect that 70% of the students would
receive an A, B or C on their sentence
outline.
2
5. Deliver speeches
to inform and
persuade successfully
integrating visual
aids effectively.
Spring 2010
During the Spring 2010 semester Speech
101 classes focused on Visual Aids
utilized during Informative or Persuasive
Speeches. Six sections were assessed in 5
areas on a scale from 1-5 (1 Poor and 5
Excellent).
Based on the overall results of the
Speech 101 classes we were able to
meet our intended outcome.
The results are as follows:
70 % scored 5 in all 5 areas; 20%
scored 3 in all 5 areas; and 10% scored
2 or lower in all 5 areas.
According to the results, students
are demonstrating what they
should be when presenting visuals
for an Informative or Persuasive
Speech.
Our intended outcome was that at least
50% of the students would score 5 in all
areas and at least 25% would score 3 or
higher in the 5 areas.
In summary, we based our outcomes on
the informative and persuasive speech
being the last speech and students having
three to four public speaking experiences
prior to the assessment.
Spring 2013
During the Spring 2013 semester Speech
101 classes focused on Visual Aids
utilized during Informative or Persuasive
Speeches. Eight sections were assessed in
5 areas on a scale from 1-5 (1 Poor and 5
Based on the overall results of the
Speech 101 classes we were able to
meet our intended outcome.
The results are as follows:
65 % scored 5 in all 5 areas; 25%
According to the results, 65% of
the students were able to fully
incorporate a visual aid into their
speech. Therefore, we need to
make sure that students are given
more clearer instructions on how to
Excellent).
Our intended outcome was that at least
75% of the students would score 5 in all
areas and at least 25% would score 3 or
higher in the 5 areas.
In summary, we based our outcomes on
the informative and persuasive speech
being the last speech and students having
three to four public speaking experiences
prior to the assessment.
scored 3 in all 5 areas; and 10% scored
2 or lower in all 5 areas
properly incorporate a visual aid
into their speech so next time we
can meet are intended outcome of
75% and are demonstrating what
they should be when presenting
visuals for an Informative or
Persuasive Speech.
Date:
06/6/2013
Spring 2013 assessment submitted June 2013.
Institutional Learning
Outcomes
1
Course Intended
Outcomes
1. Recognize how to
prepare effective
speeches of various
types.
Means of Assessment and Criteria for
Success
During the Fall 2008 semester Speech
101 classes focused on Persuasive
Speeches. The committee decided to use
Monroe's Motivated Sequence to assess
final speeches. Since all Speech
Communication instructors include a
persuasive speech in the curriculum we
were all familiar with Monroe's
Motivated Sequence. Furthermore, we all
had scheduled persuasive speeches during
the last two weeks of the semester and
therefore, there would not be a problem
with every instructor participating.
The committee put together a simple
checklist with the five steps (Attention,
Need, Satisfaction, Visualization and
Action) for Monroe's Motivated
Sequence with Meets/Did Not Meet for
instructors to check off as the students
were giving their speeches. Therefore,
instructors were still able to grade
students using whatever means/forms
they generally use to provide feedback to
students while also completing the
assessment checklist. Our intended
outcome was that 70% of the students
overall will meet each required area.
In summary, we based our outcomes on
this being the last speech and students
having three to four prior public speaking
experiences.
Summary of Data Collected
Based on the overall results of the six
sections we were able to meet our
intended outcome that 70% of the
students overall will meet each
required area.
Since, there were time parameters for
each speech it makes sense that all 187
students were able to include an
Attention Step in their speech as that
comes first. In addition, by the time this
assessment took place most students
presented four to five speeches where
they had to provide an Attention Step.
Therefore, they would have received
ample feedback on previous speeches
whether or not their Attention Steps
were up to par.
In summary, it has been realized that by
the final speech students are able to
include all the required elements of a
persuasive speech both orally and in
writing.
See SPEECH 101F08report.doc on the
campus network Assessment drive for
more details.
Use of Results
According to the results, it seems
that students need to better develop
or include their Need, Satisfaction
and Visualization Step. Since, the
checklist just required instructors
to assess whether the student Met
or Did Not Meet the step it was
impossible to tell whether the
student just didn't include the steps
or didn't adequately develop the
steps. Therefore, when assessing
future speeches the committee may
consider a scale from 1-5 rather
than just including two categories
to choose from.
The Action Step is where the most
students Did Not Meet the
requirement. Twenty out of the 27
students that did not meet the
Action Step category simply ran
out of time. The students are
required to turn in a typed outline
prior to speaking and those 20
students did include the Action
Step on their outline. Therefore, it
shows that their intention was to
include the last step. Speech 101
instructors can focus on
encouraging students to stay within
the time limits imposed upon them
for each speech as endings of
speeches are points of emphasis.
In summary, instructors will give
more specific sample speech
examples of what exactly the
Need, Satisfaction and
Visualization Step entails.
Since, the sections that participated
in the assessment were able to
realize success the committee will
repeat Course Intended Outcome
#1, but, this time focus on
Informative Speeches.
1
2. Deliver effective
speeches of various
types before an
audience
Rehearse and deliver to an
audience from outlined preparation an
approved speeches using guidelines for
verbal and nonverbal delivery for
informative and persuasive speeches.
During Fall 2010, the Speech Department
Assessment Committee met and decided
to assess Student Learning Objective
#2: Deliver effective speeches of various
types before an audience. Therefore,
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Ten Speech 101 sections and 315
students participated in the assessment.
Below are the results for each category
assessed:
(Eye Contact, Verbal Delivery, Body
Language)
Excellent- 49, 66, 71
Good-121, 158, 147
Average-88, 79, 63
Poor-57, 12, 36
3. Illustrate how to
develop a topic
outline
Reframe a sentence outline into a topic
outline with Introduction, Body, and
Conclusion, reducing to key words,
distinguishing main ideas from
subordinated details in standard outline
format on notecards with delivery cues.
According to the results,
the students have mastered
development of all three areas.
Since, the sections that
participated in the assessment were
able to realize success the
committee will meet and decide
what SLO to assess for Spring
2011.
Instructors were asked to use the (see
below) Speech 101 Oral Communication
Assessment/Rubric to assess each speech.
The three categories (Eye Contact, Verbal
Delivery, and Body Language) were
assessed as Excellent, Good, Average or
Poor. Instructors circled the appropriate
category as the students were giving their
speeches. Therefore, instructors were still
able to grade students using whatever
means/forms they generally used to
provide feedback to students while also
completing the assessment checklist. Our
intended outcome was that 70% of the
students overall will be average or above
in each required area.
1
Based on the overall results of the
ten sections we were able to meet
our intended outcome: 258 out of
315 were average or above in Eye
Contact, 303 out of 315 were
average or above in Verbal
Delivery and 279 out of 315 were
average or above in Body
Language.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
A= 52%
According to the results, the
students have mastered illustrating
how to develop a topic outline.
Since, the sections that participated
in the assessment were able to
Instructors collected topic outlines prior
to students delivering their speeches.
Therefore, instructors were still able to
grade students using whatever
means/forms they generally used to
provide feedback on outlines to students
while also participating in the
assessment. Our intended outcome is that
70% of the students overall will be
average or above in each required area.
B= 38%
C= 8%
D= 2%
F= 0%
realize success in this area and all
five SLOs have been assessed the
committee will focus on fine
tuning and reframing all SLOs.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
According to the results, the
students have mastered
development of developing
sentence outlines.
A= 42%
B= 31%
C= 25%
D= 1%
F= 1%
Since, the sections that participated
in the assessment were able to
realize success for Fall 2011,
Speech 101 courses will assess
SLO #3.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
1
4. Illustrate how to
develop sentence
outlines
Construct a typed standard outline with
Introduction (Attention Getter, Audience
Refer-ence, and Central Idea: Thesis and
Preview), Body of 3-5 Main Ideas, and
Conclusion (Restatement and Close),
using complete sentences, distinguishing
main ideas from subor-dinated details on
8 ½ x11 paper.
During Spring 2011, the Speech
Department Assessment Committee met
and decided to assess Student Learning
Objective #4: Illustrate how to develop
sentence outlines.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Students were asked to construct a typed
standard outline with Introduction
(Attention Getter, Audience Reference,
and Central Idea: Thesis and Preview),
Body of 3-5 Main Ideas, and Conclusion
(Restatement and Close), using complete
sentences, distinguishing main ideas from
subordinated details on 8 ½ x11 paper.
Instructors were asked to give each
outline a grade (A, B, C, D or F)
according to their grading guidelines for
an outline. Giving the instructors the
ability to grade according to their
standards allowed for a variety of speech
topics to be assessed.
We expect that 70% of the students would
receive an A, B or C on their sentence
outline.
2
5. Deliver speeches
to inform and
persuade successfully
integrating visual
aids effectively.
Spring 2010
During the Spring 2010 semester Speech
101 classes focused on Visual Aids
utilized during Informative or Persuasive
Speeches. Six sections were assessed in 5
areas on a scale from 1-5 (1 Poor and 5
Excellent).
Based on the overall results of the
Speech 101 classes we were able to
meet our intended outcome.
The results are as follows:
70 % scored 5 in all 5 areas; 20%
scored 3 in all 5 areas; and 10% scored
2 or lower in all 5 areas.
According to the results, students
are demonstrating what they
should be when presenting visuals
for an Informative or Persuasive
Speech.
Our intended outcome was that at least
50% of the students would score 5 in all
areas and at least 25% would score 3 or
higher in the 5 areas.
In summary, we based our outcomes on
the informative and persuasive speech
being the last speech and students having
three to four public speaking experiences
prior to the assessment.
Spring 2013
During the Spring 2013 semester Speech
101 classes focused on Visual Aids
utilized during Informative or Persuasive
Speeches. Eight sections were assessed in
5 areas on a scale from 1-5 (1 Poor and 5
Excellent).
Our intended outcome was that at least
75% of the students would score 5 in all
areas and at least 25% would score 3 or
higher in the 5 areas.
Based on the overall results of the
Speech 101 classes we were able to
meet our intended outcome.
The results are as follows:
65 % scored 5 in all 5 areas; 25%
scored 3 in all 5 areas; and 10% scored
2 or lower in all 5 areas
According to the results, 65% of
the students were able to fully
incorporate a visual aid into their
speech. Therefore, we need to
make sure that students are given
more clearer instructions on how to
properly incorporate a visual aid
into their speech so next time we
can meet are intended outcome of
75% and are demonstrating what
they should be when presenting
visuals for an Informative or
Persuasive Speech.
In summary, we based our outcomes on
the informative and persuasive speech
being the last speech and students having
three to four public speaking experiences
prior to the assessment.
Date:
1/5/2012
Institutional Learning
Outcomes
1
Course Intended
Outcomes
1. Recognize how to
prepare effective
speeches of various
types.
Means of Assessment and Criteria for
Success
During the Fall 2008 semester Speech
101 classes focused on Persuasive
Speeches. The committee decided to use
Monroe's Motivated Sequence to assess
final speeches. Since all Speech
Communication instructors include a
persuasive speech in the curriculum we
were all familiar with Monroe's
Motivated Sequence. Furthermore, we all
had scheduled persuasive speeches during
the last two weeks of the semester and
therefore, there would not be a problem
with every instructor participating.
The committee put together a simple
checklist with the five steps (Attention,
Need, Satisfaction, Visualization and
Action) for Monroe's Motivated
Sequence with Meets/Did Not Meet for
instructors to check off as the students
were giving their speeches. Therefore,
instructors were still able to grade
students using whatever means/forms
they generally use to provide feedback to
students while also completing the
assessment checklist. Our intended
outcome was that 70% of the students
overall will meet each required area.
In summary, we based our outcomes on
this being the last speech and students
having three to four prior public speaking
experiences.
Summary of Data Collected
Based on the overall results of the six
sections we were able to meet our
intended outcome that 70% of the
students overall will meet each
required area.
Since, there were time parameters for
each speech it makes sense that all 187
students were able to include an
Attention Step in their speech as that
comes first. In addition, by the time this
assessment took place most students
presented four to five speeches where
they had to provide an Attention Step.
Therefore, they would have received
ample feedback on previous speeches
whether or not their Attention Steps
were up to par.
In summary, it has been realized that by
the final speech students are able to
include all the required elements of a
persuasive speech both orally and in
writing.
See SPEECH 101F08report.doc on the
campus network Assessment drive for
more details.
Use of Results
According to the results, it seems
that students need to better develop
or include their Need, Satisfaction
and Visualization Step. Since, the
checklist just required instructors
to assess whether the student Met
or Did Not Meet the step it was
impossible to tell whether the
student just didn't include the steps
or didn't adequately develop the
steps. Therefore, when assessing
future speeches the committee may
consider a scale from 1-5 rather
than just including two categories
to choose from.
The Action Step is where the most
students Did Not Meet the
requirement. Twenty out of the 27
students that did not meet the
Action Step category simply ran
out of time. The students are
required to turn in a typed outline
prior to speaking and those 20
students did include the Action
Step on their outline. Therefore, it
shows that their intention was to
include the last step. Speech 101
instructors can focus on
encouraging students to stay within
the time limits imposed upon them
for each speech as endings of
speeches are points of emphasis.
In summary, instructors will give
more specific sample speech
examples of what exactly the
Need, Satisfaction and
Visualization Step entails.
Since, the sections that participated
in the assessment were able to
realize success the committee will
repeat Course Intended Outcome
#1, but, this time focus on
Informative Speeches.
1
2. Deliver effective
speeches of various
types before an
audience
Rehearse and deliver to an
audience from outlined preparation an
approved speeches using guidelines for
verbal and nonverbal delivery for
informative and persuasive speeches.
During Fall 2010, the Speech Department
Assessment Committee met and decided
to assess Student Learning Objective
#2: Deliver effective speeches of various
types before an audience. Therefore,
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Ten Speech 101 sections and 315
students participated in the assessment.
Below are the results for each category
assessed:
(Eye Contact, Verbal Delivery, Body
Language)
Excellent- 49, 66, 71
Good-121, 158, 147
Average-88, 79, 63
Poor-57, 12, 36
3. Illustrate how to
develop a topic
outline
Reframe a sentence outline into a topic
outline with Introduction, Body, and
Conclusion, reducing to key words,
distinguishing main ideas from
subordinated details in standard outline
format on notecards with delivery cues.
According to the results,
the students have mastered
development of all three areas.
Since, the sections that
participated in the assessment were
able to realize success the
committee will meet and decide
what SLO to assess for Spring
2011.
Instructors were asked to use the (see
below) Speech 101 Oral Communication
Assessment/Rubric to assess each speech.
The three categories (Eye Contact, Verbal
Delivery, and Body Language) were
assessed as Excellent, Good, Average or
Poor. Instructors circled the appropriate
category as the students were giving their
speeches. Therefore, instructors were still
able to grade students using whatever
means/forms they generally used to
provide feedback to students while also
completing the assessment checklist. Our
intended outcome was that 70% of the
students overall will be average or above
in each required area.
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Based on the overall results of the
ten sections we were able to meet
our intended outcome: 258 out of
315 were average or above in Eye
Contact, 303 out of 315 were
average or above in Verbal
Delivery and 279 out of 315 were
average or above in Body
Language.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
A= 52%
B= 38%
According to the results, the
students have mastered illustrating
how to develop a topic outline.
Since, the sections that participated
in the assessment were able to
realize success in this area and all
Instructors collected topic outlines prior
to students delivering their speeches.
Therefore, instructors were still able to
grade students using whatever
means/forms they generally used to
provide feedback on outlines to students
while also participating in the
assessment. Our intended outcome is that
70% of the students overall will be
average or above in each required area.
C= 8%
D= 2%
F= 0%
five SLOs have been assessed the
committee will focus on fine
tuning and reframing all SLOs.
Ten Speech 101 sections participated in
the assessment. Below are the results
for construction of a standard sentence
outline:
According to the results, the
students have mastered
development of developing
sentence outlines.
A= 42%
B= 31%
C= 25%
D= 1%
F= 1%
Since, the sections that participated
in the assessment were able to
realize success for Fall 2011,
Speech 101 courses will assess
SLO #3.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
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4. Illustrate how to
develop sentence
outlines
Construct a typed standard outline with
Introduction (Attention Getter, Audience
Refer-ence, and Central Idea: Thesis and
Preview), Body of 3-5 Main Ideas, and
Conclusion (Restatement and Close),
using complete sentences, distinguishing
main ideas from subor-dinated details on
8 ½ x11 paper.
During Spring 2011, the Speech
Department Assessment Committee met
and decided to assess Student Learning
Objective #4: Illustrate how to develop
sentence outlines.
Speech 101 classes focused on either
Informative or Persuasive Speeches.
Since all instructors teach both
informative and persuasive everyone can
participate and allow ample time for
scheduling.
Students were asked to construct a typed
standard outline with Introduction
(Attention Getter, Audience Reference,
and Central Idea: Thesis and Preview),
Body of 3-5 Main Ideas, and Conclusion
(Restatement and Close), using complete
sentences, distinguishing main ideas from
subordinated details on 8 ½ x11 paper.
Instructors were asked to give each
outline a grade (A, B, C, D or F)
according to their grading guidelines for
an outline. Giving the instructors the
ability to grade according to their
standards allowed for a variety of speech
topics to be assessed.
We expect that 70% of the students would
receive an A, B or C on their sentence
outline.
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5. Deliver speeches
to inform and
persuade successfully
integrating visual
aids effectively.
During the Spring 2010 semester Speech
101 classes focused on Visual Aids
utilized during Informative or Persuasive
Speeches. Six sections were assessed in 5
areas on a scale from 1-5 (1 Poor and 5
Excellent).
Our intended outcome was that at least
50% of the students would score 5 in all
areas and at least 25% would score 3 or
higher in the 5 areas.
In summary, we based our outcomes on
the informative and persuasive speech
being the last speech and students having
three to four public speaking experiences
prior to the assessment.
Based on the overall results of the
Speech 101 classes we were able to
meet our intended outcome.
The results are as follows:
70 % scored 5 in all 5 areas; 20%
scored 3 in all 5 areas; and 10% scored
2 or lower in all 5 areas.
According to the results, students
are demonstrating what they
should be when presenting visuals
for an Informative or Persuasive
Speech.