ࡱ>  YbjbjdUdU ?g?g9Q >>>>>$bbbPb&b*****^^^@&B&B&B&B&B&B&$#)+f&>^^^^^f&>>**4{&NNN^v>*>*@&N^@&NN:#,#*0{R# ,&&0&# .&.##J.>$^^N^^^^^f&f&^^^&^^^^.^^^^^^^^^ X : Course Prefix, Number, and Title: COM 101: Oral Communication Section Number(s): 1001 Department: Arts and Letters/English Instructor: Cooley Academic Year: 2020-2021 Semester: Spring 2021 Is this a GenEd class? Yes_X_ No___ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Organize oral presentations appropriate to context and audience Assessment Measure: I ask students to give four speeches throughout the semester (down from five when I first started). There are four different speeches: a speech of self-introduction, an informative speech, a persuasive speech, and a special occasion speech (they can choose between a speech of presentation or a commemorative speech). For each speech, students must complete process work along the way. This always includes a proposal essay, an outline, and a speech, which they film and upload. Some speeches also have additional exercises such as the Skill Builders. So, for example, if the speech requires outside research (i.e., the informative speech and the persuasive speech), students will film short speeches practicing oral citations. For another Skill Builder, they are asked to evaluate their outside sources for credibility, authority, etc. Since the outline is the step most explicitly associated with organization, it would make the most sense to use that as my measure for Outcome 1. I will show use numbers for Speech 1 Outline and Speech 3 Outline to assess whether student progressed and how they succeed with organization once the speeches become more information dense and longer. Outlines are the best measure of students ability to Organize oral presentations appropriate to context because they must state their specific purpose and develop each step of their speech: introduction, body, conclusion, oral citations, transitions, and so on. Criterion for achievement: Provide here is the evaluation criteria for Speech 1 Outline and Speech 3 Outline. Speech 1 Outline -You have the specific purpose before the outline -Every step of your speech is accounted for in the outline -You provide specific details for how each step will be developed in your speech -Each body paragraph has a main point, which you establish with a topic sentence -You detail how you will develop and support each body paragraph in language as close to the language you will use in the speech as possible -You have clear transitions between sections and they are clearly labeled -You write in full sentences -You have an MLA heading and title Speech 3 Outline -You have the specific purpose before the outline -Every step of your speech is accounted for in the outline -You provide specific details for how each step will be developed in your speech -Each body paragraph has a main point, which you establish with a topic sentence -You detail how you will develop and support each body paragraph in language as close to the language you will use in the speech as possible--which includes oral citations -You have clear transitions between sections, and they are clearly labeled -You use at least four outside sources -You have clear oral citations -It's clear where and how you will be using visual aids; it is clear what those visual aids are -You write in full sentences -You have an MLA heading and title Results: My goal is for all students to scores at least 70%. I would, of course, prefer 75%. Speech 1 Outline 21 of the 25 students still on the grade roster at the end of the semester completed the assignment 16/21 received a grade of at least 70% 16/21 received at least a 75% Speech 3 Outline 19 of 25 students completed the assignment 16/19 received a grade of at least 70% 14/19 received at least a 75% Criterion Met: Yes1. Results Analysis: The same pattern I have noticed since arriving at Ĵý persists: in GendEd classesespecially COM 101 and ENG 101/100the biggest obstacle to high rates of success is student participation. I started the semester with 30 students. I ended with 25. Of the final 25, only 18 regularly participated. The vast majority of students who fail an assignmentindeed, those who fail the courseare students who never participated or stopped participating at some point in the semester. To make sure students who participate are put in the best possible position to succeed, I emphasize formative assessment. Not only does this mean that no single assignment will significantly hurt a students grade (because I distribute points widely), but it also means students are asked to make incremental progress for weeks leading up to the final, summative assessment (in this case a speech). However, if students do not complete or meet criteria for these various process work assignments (e.g., skill builder exercises, proposals, outlines, etc.), their grade will drop quickly. The way I design and deploy formative assessments is in at least its third iteration, and I continue to try to find ways to fine-tune them. I want students to learn the material as well as pass the class, and this is what seems to be the most successful so far. As usual, my main priority is to provide students with the material they need to succeed, which means asking them to interact with key concepts, practice key skills, and demonstrate competency with the tools the course attempts to provide. I strive to keep all course learning outcomes in mind when I design assignments, the idea being that every single assignment will help students make incremental progress towards those outcomes. Even if a student skipped a proposal, an outlineor even an entire speech unitthe next speech and the associated process work will still help them work towards and achieve the course learning outcomes. 2. Action Plan: At this point, I need to find ways to get more students to participate and to treat process work more seriously. One option would be to increase the value of each assignment, but its really just sleight of hand. More points would not increase the actual value of the assignment. I cold also try to find ways (yet more exercises) to help students understand the why of each assignment. I have a Purpose section on each assignment sheet, but that might not be enough. Basically, I guess Im still looking for ways to motivate students that dont involved external incentive or punitive measures, which dont make sense in the learning environmentand yet, thats what low grades feel like. What kind of assessment can I do that will get students to participate because its what will help them grow without having success and growth tied to grades? Is that even possible in higher education? Outcome #2: Deliver compelling and clear oral communicationsAssessment Measure: Measuring Outcome 2 with speeches makes the most sense. The speeches are where all the tools come together, if you take following instructions, properly filming and uploading a video, delivering a well-organized speech, etc. to mean compelling and clear oral communications. The speech is also where students demonstrate how well they understand crucial parts of the speech, such as the attention grabber to open their speech, the preview of the body, and a conclusion that really drives the central idea of the speech home. I approach my assessment a bit differently than many oral communications instructors. Whereas many standard rubrics include metrics such as eye contact, pronunciation and enunciation, or the speakers dynamism and polish, I focus on a students ability to analyze audiences and speak ethically. I have made this decision because a) most students already seem to think that eye contact and not saying um is what determines a successful speech, and b) since many students do not assemble a live audience (which I require), they are not putting themselves in a genuine speech situation. Without the genuine speech situation, things like eye contact and controlling your body in a high-stress situation just arent being practiced as they should. I would much rather have students leave my course understandingand believingthat compelling and clear oral communications requires speakers to use credible evidence, transparency about outside source, and responsible use of outside sources, and a genuine consideration for your audience. Because of my emphasis on responsible use of sources and focus on audience, I will use Speech 2 and Speech 3 for this assessment. Speech 2 is an informative speech that asks students to inform the audience about a social issue or a response to a social issue. Speech 3 is a persuasive speech. Criterion for achievement: Speech 2 +You explain a social issue or a response to a social issue and you fulfill an audience need +You unambiguously address all the steps of basic speech organization, including open with impact, connect the information to your audiences interest, establish the central idea/thesis, preview the body/main points, present main points, summarize the main points, reinforce the central idea, and close with impact +You express each main point clearly with a topic sentence +You develop each main point logically and coherently +All supporting evidence supports the main point and/or the thesis +You transition clearly between sections of the speech, especially between main points; this could include internal summaries +Your transitions are consistent with your organizational strategy +You have at least three sources from the GBC Library or its electronic databases; all sources support and/or develop your thesis and/or main points. +You orally cite sources in the speech and clearly establish the sources authority and credibility +You use at least two visual aids that enhance your speech by helping the audience understand the information better +You explain your intended audience before beginning the speech proper +You give a speech rather than upload a video recording of you speaking to a camera +You use an extemporaneous delivery Speech 3 +You follow instructions +You unambiguously address all the steps of basic speech organization, including open with impact, connect the information to your audiences self-interest (what the textbook calls establishing credibility and goodwill), establish the central idea/thesis, preview the body, present main points, summarize the main points, reinforce the central idea, and close with impact +You orally cite sources in the speech, which often means concisely explaining the sources purpose and authority +You use at least four credible outside sources. Non-surface-web sources from the GBC Library or its electronic databases are preferred, but some surface-web sources might be relevant and useful +You express each main point clearly with a topic sentence +You develop each main point logically and coherently +All supporting evidence supports the main point and/or the thesis +You transition clearly between sections of the speech, especially between main points +Your transitions are consistent with your organizational strategy/pattern +Your sources are used to develop a main point and are not used merely to add flavor +You have a balanced argument that takes other positions or points of view seriously +You have a useful, novel, or complicated topic +You explain your intended audience before beginning the speech +You have a physical audience of at least three people +You deliver a speech and dont just upload a video of you speaking into a camera +You use an extemporaneous delivery Results: Speech 2 20 of 25 students completed the assignment 14/20 received a grade of at least 70% 10/20 received at least a 75% Speech 3 18 of 25 students completed the assignment 16/18 received a grade of at least 70% 11/18 received at least a 75% Criterion Met: Yes1. Results Analysis: As mentioned above, the biggest difficulty is getting students to complete the assignments. For speeches like the informative speech and the persuasive speech, there is the added difficulty of getting students to follow instructions. Even though I provide lectures with the assignment sheet, provide example speech topics, and give feedback on all process work, students will choose topics that dont fulfill assignment requirements or topics that arent what I consider college level. There are also source issues. People do not give themselves enough time to work with the library databases and run into tech issues. I have assignments that require access to the library databases early in the process. They also have an exercise in which they must respond to lectures from Eric Walsh, lectures that walk them through the log-in process, finding and using databases, etc. I have exercises that ask students to evaluate sources and an exercise that asks them to practice citing sources orally. Even still, students continue to use suspect sources and either omit citations or cite information thats unnecessary or ultimately not useful in determining the quality of the outside source. 2. Action Plan: The citation issue . . . I cant really require more assignments; theyre already doing something source-related every week. However, I can adapt certain assignments. For example, for the Skill Builder exercise in which they practice citing sources orally, I can ask them to explain which citation example in the textbook they modeled their own citation onsomething that makes them consult the book and consider what information they are providing in their citation and why. As for the library-access issues . . . Perhaps the new orientation module put in place by Tom Cunningham will help this. Really, though, I dont anticipate this changing as long as I continue to teach this course exclusively online. I will, however, use the Announcement and Email function in WebCampus to reinforce whats said on the assignment sheets, in my lectures, and in Erics lectures. Outcome #3: Demonstrate an understanding of interpersonal communications in a variety of contextsAssessment Measure: As with the other outcomes, the idea is to measure Outcome 3 with as many assignments as possible. I believe assignments that ask students to address the outcomes directly is one way to measure their understanding of the outcomes. It also lets them provide their own evidence to show that they have achieved these outcomes. Since I switched from weekly discussion posts to five Skill Builder exercises (in response to student complaints about workload and pressure put on me to adhere to best practices for speed of grading), there fewer opportunities for such metacognitive exercises that invite students to assess their own achievement and growth. It also doesnt seem all that productive to do exercises that essentially as students to answer questions in the textbook or respond to my lectures because I will likely run into the same participation issues I do with other process work. However, I continue to use Self-Analysis Essays after Speeches 2 and 3. I also ask students to reflection on their growth in a final reflection essay. In that essay, the instructions explicitly ask students to evaluate your development by measuring it against the goals and outcomes for the courseand the General Education Goals and Outcomes for Oral Communication. Use examples from your speeches and process work as evidence to support your claims. Because of that, I will again use the Reflection Paper as the assessment that best measures this outcomethought its far from perfect. Criterion for achievement: To receive a passing grade, students more or less need only to complete the assignment. I have increased the rigor or the grading to somewhat control the quality of the work (do it or dont do it was the wrong decision for a course like this) and to assure students address the learning outcomes. My criteria are as follows: I will mostly be grading this on a done-it/didnt-do-it basis. There are three possible scores: 5 points (that is, five per cent of your grade), 2-4 points, and 0 points. If you do the assignment, use proper formatting, rigorously and critically engage your own writing and speaking, use the course and general education outcomes as measuring sticks, and provide detailed examples/evidence to support your thesis and the claims made in your topic sentences, you will receive full credit. If you submit a hastily compiled document, fail to develop ideas fully, or do not follow instructions, you will receive between 2 and 4 points. If you do not submit a reflection paper or submit it late, you will receive no credit. Please note that the learning outcomes for this class do not focus on stuttering, saying "um," forgetting what you were speaking about, eye contact, how you use your hands, and so on. They also don't address personal confidence. Growth in these areas is great, of course, and might very well be part of "compelling and clear oral communications," but they are not the primary concerns of this course. That means you should focus on other aspects of your development as a public speaker. I don't want to see a bunch of paragraphs devoted to topics such as increased confidence, weeding out "um," et cetera. Just so you know, I take these essays seriously. They contribute to my own reflections on the class and influence my approach to teaching. In short, I read every one of them. Results: Only 18 out of 25 students completed the assignment. 17/18 received a grade of at least 70% 15/18 received at least a 75% Criterion Met: Yes1. Results Analysis: This outcome seems difficult to assess. As noted, all assignments are designed to help students work towards achieving the three learning outcomes. That said, I still believe that the assignments that ask to address the outcomes directly is the best way to determine if they understand interpersonal communications in a variety of contexts. When students complete this class, anecdotal evidence suggest that many students feel more comfortable speaking up at work, in small group settings, in one-on-one conversation, and in a variety of situations from tense situations to arguments with peers and family. That said, I want more students to think about the practical application of the course materialits application outside the classroom. I want them to see oral communication and the basic principles learned in the course as they operate in as many interpersonal communication situations as possible: talking with friends or loved ones, participation in other classes, attending and speaking at a meeting or discussion panel, completing group work/assignments, and, of course, delivering speeches among others. 2. Action Plan: The most direct way I could measure this is to create additional Skill Builder exercises that ask students to address each learning outcome separately. This could be done in place of the Self-Assessment essaysand perhaps even the final Reflection Paper. However, I think I would like to try something different with the Reflection Paper. I could make each outcome worth a specific number of points, and the criteria for evaluation would reflect that. I could change the scoring to something like If you complete the essay but do not address specific learning outcomes, you will score x. Each outcome will be valued as y number of points, and your responses will be evaluated based on the following criteria . . .  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