Speech 106: 2020-2021
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: Students will evaluate the validity and reliability of material from sources and use it ethically and effectively in support of an argument. | Evaluation 1: Students may demonstrate this ability in a variety of assignments including papers, speeches and group projects. | Eval 1: 70% of students will demonstrate satisfactory ability to evaluate and use material from sources ethically and effectively in support of an argument. Sample Rubric | Fall 2020-Summer 2021 86% of students demonstrated satisfactory ability to evaluate and use material from sources ethically and effectively in support of an argument. Number of Students Assessed: 823 Students assessed/49 sections Shelby: 433/498 (87%) Jefferson: 41/43 (95%) Clanton: 147/181 (81%) Pell City: 89/101 (88%) | Observations/Changes based on previous cycle (19-20): Previously, we observed an increase from 79.4% to 88% in students’ ability to use material from sources ethically and effectively in support of an argument. Instructors noted that evaluation and use of support continue to be areas for development. To further emphasize and reinforce evaluation and use of support and to increase success rates instructors utilized interactive learning modules in McGraw-Hill's Connect Smart Book technology that accompanied the SPH 106 textbook. For this year’s assessment, instructors included an additional class activity for analyzing arguments. An example class activity for analyzing arguments included in the SPH 106 textbook resources for instructors is analysis of support in an argument. The committee also worked to further develop the SPH 106 master course shell in Connect using the Smart Book. Instructors also used additional resources available with the textbook, such as Discussion Starters. Observations/Changes based on current cycle (20-21): During this year, we observed a decrease from 88% to 86% overall in students’ ability to use material from sources ethically and effectively in support of an argument; however, it should be noted that we were working with a much larger sample as more than twice the number of students were assessed this year over last year. For next year’s assessment, instructors will utilize additional resources to assist with ethical and effective use of support available in the library guides, such as Points of Reference Center. |
| SLO 2: Students will listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. | Evaluation 2: Rubric to assess active listening, verbal responses, feedback, and other nonverbal communication in an interpersonal communication activity. Instructors may assess this learning outcome in a variety of communication activities/assignments. | Eval 2: 70% of students will demonstrate satisfactory ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. Sample Rubric | Fall 2020-Summer 2021 86% of students demonstrated satisfactory ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. Number of Students Assessed: 957 Students assessed/50 sections Shelby: 516/592 (87%) Jefferson: 48/61 (79%) Clanton: 147/181 (81%) Pell City: 112/123 (91%) | Observations/Changes based on current cycle (19-20): Previously, 91% of students demonstrated satisfactory ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. During the previous year, all campuses achieved at least 70% success; however, success rates varied from campus to campus. Instructors cited that planning and more time dedicated to the unit on interpersonal communication could improve results. Listening and feedback were recognized as areas for improvement. The department increased available resources for improving interpersonal communication skills and discussed assignments for the various units in the SPH 106 course, determining that more time could be devoted to interpersonal communication by reducing the number of required speeches in the unit on public speaking. A sample course syllabus reveals less time spent on public speaking and more time spent on the other units. Instructors assessed interpersonal communication assignments. An example interpersonal assignment is an interview assignment. To improve development of interpersonal communication skills, instructors utilized the SPH 106 interactive Smart Book in Connect and TedTalks on various interpersonal topics as well as self-assessment tools. For additional interpersonal communication skills practice, instructors utilized class activities such as a Discussion of Interpersonal Communication Scenarios. Observations/Changes based on current cycle (20-21): During this year, we observed a decrease from 91% to 86% in students’ ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. This year more than twice the number of students were assessed than the previous year, so the larger sample might affect the results. For next year’s assessment instructors will include activities for improving verbal and nonverbal communication as well as listening skills. |