Speech 107: 2019-2020
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: Students will organize, develop, and support an argument in a persuasive speech presentation. | Evaluation 1: A persuasive speech presentation where a rubric is used to assess organization, use of support, and development/rhetorical strategies. | Eval 1: 70% of students will demonstrate satisfactory organization, development, and support in a persuasive speech argument. Sections IV (Use of Support) & VI (Persuasive Strategy) of Persuasive Speech Assessment Rubric | Fall 2019-Summer 2020: 89% of students demonstrated effective organization, development, and support of arguments according to the persuasive speech rubric criteria. Number of Students Assessed: 189 Students assessed/12 sections Annual Summary Shelby: 116/126 (92%) Jefferson: 26/30 (87%) Dual ENRL: 20/23 (87%) Clanton: 15/20 (75%) Pell City: 12/14 (86%) | Observations/Changes based on previous cycle (18-19): 2018-2019 closed out a three-year assessment cycle. Previously, instructors had examined the persuasive speech holistically for SLO #1 and the use of support for SLO #2. During the previous year, 84% of students assessed demonstrated ability to use supporting material effectively in a prepared speech; however, critical thinking and development of the argument continued to be an area for improvement, so the department revised the SLO related to support to focus on organization, development, and support of an argument in the persuasive speech for our new SLO #1. Instructors cited that scaffolding and encouraging students, mentoring them, and utilizing more interactive exercises could be beneficial. Examples of scaffolding can be seen in this example syllabus through the submission of topic proposals, outlines, and speeches. Instructors also encouraged students to utilize Gale In Context: Opposing Viewpoints for help with critical thinking, developing arguments, and finding research. This resource was included in the Speech Guide developed by the librarian. Observations/Changes based on current cycle (19-20): Instructors noted that students continued to need assistance with development of arguments and supporting claims in the persuasive speech. To address weak areas, instructors suggested using sample student speech videos as examples of logical arguments, use of ethos, and pathos as support to improve learning outcomes. To enhance students’ ability to organize, develop, and support arguments in the persuasive speech, the department will examine textbooks for this course for 2020-2021, seeking one that provides more detailed analysis of arguments in example speeches as well as interactive learning exercises for reinforcement. Instructors will include a discussion of organization, development, and support an argument in a sample persuasive speech, examining both Needs Improvement and Final Version student speech videos available with the new Lucas text for SPH 107. Scaffolding and opportunities for providing feedback, such as having students submit topic proposals and outline drafts during the preparation process, will be further implemented to improve development of arguments, as can be seen in the example syllabus. |
| SLO 2: Students will adapt speaking to the needs of culturally diverse audiences in a persuasive speech presentation. | Evaluation 2: A persuasive speech presentation where a rubric is used to assess audience adaptation, use of language, and nonverbal communication. | Eval 2: 70% of students will demonstrate satisfactory ability to adapt speaking to the needs of culturally diverse audiences in a persuasive speech presentation. Sections I (Introduction), III (Communication Process & Audience Adaptation), V (Nonverbal Delivery) of Persuasive Speech Assessment Rubric | Fall 2019-Summer 2020: 90% of students demonstrated satisfactory ability to adapt speaking to the needs of culturally diverse audiences in a persuasive speech presentation according to the persuasive speech rubric criteria. Number of Students Assessed: 192 Students assessed/12 sections Annual Summary Shelby: 118/126 (94%) Jefferson: 25/30 (83%) Dual ENRL: 22/23 (96%) Clanton 15/20 (75%) Pell City: 12/14 (86%) | Observations/Changes based on previous cycle (18-19): 2018-2019 was the end of a three-year assessment cycle. In the previous year, the department reported an 85% overall success rate on students’ ability to present effective persuasive speeches. To challenge students, the department shifted the focus to audience adaptation and communication for the new SLO #2. Assessing the persuasive speech, which comes later in the semester (example syllabus schedule) after students have given other presentations and received feedback on them improved results for this outcome. To emphasize audience adaptation, instructors utilized chapter readings and feedback on outlines and earlier speeches. Students also completed audience analysis assignments. Observations/Changes based on current cycle (19-20): All campuses exceeded 70%. Instructors cited the necessity to examine needs improvement and final version sample speeches, discussing improvement of audience adaptation and use of rhetorical strategies in the improved versions. To strengthen the ability of students to adapt to the needs of a culturally diverse audience, instructors will include discussion of audience adaptation and rhetorical strategies in example speeches that accompany the Lucas text (needs improvement and final version examples). Using interactive learning modules in McGraw-Hill’s Connect for the Lucas text, instructors will reinforce instruction and practice regarding audience adaptation and persuasive appeals. |