Assessment Plan
April 2004
·
All undergraduate majors will demonstrate
knowledge of fundamental communication terms and concepts.
·
All undergraduate majors will demonstrate an understanding
of major traditions of communication theory: e.g., socio-psychological;
cybernetics; rhetorical; semiotic, socio-cultural, critical, and
phenomenological.
·
All undergraduate majors will demonstrate basic
communication skills relative to writing for designated audiences, detecting
argumentation in public speeches and other messages, evaluating the quality of
information sources in media, and adjusting messages using traditional or
digital media.
The mission of the Department of Communication at the
· Presentation is the ability to appropriately explain or package a concept or message directed to a specified audience and/or situation. Presentation is among the most basic and essential communication skills, and originates in the classical study of rhetoric. Presentation manifests, and can therefore be measured, in a variety of communication formats suitable to the concentrations of communication majors, e.g., speeches, proposals, video productions, press releases, press packages, radio broadcasts, newsletters, speeches and similar targeted communications common to private and public sector endeavor.
· Theory, Ethics & History is knowledge and conversance with general laws, values, principles of inherited wisdom and empirical research in the field of communication. The body of communication history, ethics, and laws affect all individuals, groups, organizations and society, e.g. communication effects, interpersonal and group communication principles, the role of media in society and politics, media values and systems, etc.
·
Information
Analysis / Critical Thinking concerns knowledge and ability to evaluate
sources and processes of information-manufacture in the modern world, including
the ability to produce and defend new knowledge according to the conventions
and standards demanded by modern, scientific open societies, e.g., research
methods and design, logical argumentation, strengths/limitations of methods, data
sources, etc.
· Applied Knowledge is knowledge and ability to apply the range of communication concepts/skills to solve current social/organizational problems.
The department will concretely measure these core objectives with a 0-4 point Communication Knowledge Scale based on the Stone-Wiske model for knowledge representations. The measures will be applied to student works submitted for the required senior portfolio class. It is the student who will designate which specific works are to be used for assessment on each of the four objectives; the student will also be responsible for collecting, maintaining and presenting these works as part of the senior portfolio class as described in Appendix D—Statement of Student Responsibilities.
· All majors will demonstrate their knowledge of communication concepts and skills in a Senior Portfolio Project using a measurement instrument based on the Stone-Wiske criteria for the representation of knowledge (Mansilla, 1998; see Appendix A)
Spring 2004 Once the departmental assessment plan has been approved, the
assessment committee will begin distributing the new guidelines
to majors and faculty.
Students will be asked to sign the Statement of Student Responsibilities (Appendix D).
The Department of Communication will complete a preliminary
analysis of student exit questionnaires.
Fall 2004 All students declaring Communication as a major will be given the
new guidelines and the Statement of Student Responsibilities. This
will take place at a general meeting early each semester.
The Department will submit to Arts and Sciences Council the change to “C” or better for the Core classes in Communication. Portfolio instructors will begin using the new guidelines in the Senior Portfolio class (Comm 4910).
Portfolio instructors will begin using a new exit questionnaire for graduating seniors.
Portfolio instructors will begin evaluating Senior Portfolios using the Communication Knowledge Scale and the Portfolio Evaluation Rubric.
Examples of high quality Senior Portfolios will be placed on the Departmental website.
Beginning in Fall 2004 and for every semester thereafter
the Departmental Assessment Committee will evaluate exit questionnaires and Senior Portfolio rubrics from the
previous semester.
These results will be entered into a departmental data base.
Spring 2006 The Department of Communication will survey a random sample
of its graduates. Results should be compiled by the forthcoming fall semester.
The Department realizes that the full effect of this assessment plan will not be realized until these curricular changes have been in place for a full four years. Nevertheless, a body of potentially useful data will accrue in the meantime. Department Assessment committee members believe that as students grow accustomed to their responsibilities in this process, the Senior Portfolio class will become extremely valuable.
Student Portfolios: At the beginning of each semester, the Assessment Committee will analyze the results of the preceding semester’s Senior Portfolio rubrics. In addition, the Committee will examine any specific comments made by the Senior Portfolio instructors. The Committee will issue a report summarizing its findings. The report will be distributed to all departmental faculty. The Chair will send a final copy to the Dean of Arts and Sciences. If specific areas of concerns are identified, the department will address those in a meeting dedicated to the topic. Portfolio results may also identify specific pedagogical issues, the department will address those at a meeting dedicated to the topic.
Exit Questionnaires: At the beginning of each semester, the Assessment Committee will examine the Senior Exit Questionnaires. The Committee will prepare a report that will be distributed to departmental faculty. If the report determines there are difficulties with either the curriculum or specific pedogological styles, the department will address those issues at a departmental meeting.
Graduate Survey: Beginning in spring, 2006, and occurring every five years thereafter, the Department of Communication will conduct a random survey of its graduates. The survey will have several goals. First, it will determine what types of jobs our students have, and have had, at various points in their post-collegiate careers. Second, it will determine what parts of our curriculum they believe most benefited them. Finally, it should help determine if there are elements missing from our curriculum.
Assessment data from exit interviews, the Senior Portfolio class and the graduate survey is intended to aid the department in strategic planning, allocation of resources, and—importantly—highlight specific strengths and weaknesses in the curriculum. Comparing scores on the educational objectives to student’s overall and major GPAs will allow us to identify possible areas of concern. The graduate survey, additionally, will help adjust curriculum and pedagogy to meet new demands.
Assessment Liaisons:
Richard Knecht, Chair, Department of Communication
David E. Tucker, Chair, Department Assessment Committee
Paul Fritz and Brian Patrick, members, Assessment Committee
Appendix A
Communication Knowledge Scale – Based on
Stone-Wiske
Representations of Knowledge Scale
|
Ranking |
Description |
|
Master = 4.0 |
Corresponds
to ordinal level of “excellent” in demonstrated knowledge/ability in the core
objective. Fluent,
in-depth knowledge of theory, practices, techniques, contexts, formats and
conventions related to core objective. Thoroughly
grounded in disciplinary knowledge related to core objective and can relate
knowledge to other disciplines Can
explain or demonstrate knowledge in creative way Can
combine disciplines for performances/demonstrations of knowledge. Excellent,
powerful expression, grammar, syntax, composition abilities |
|
Apprentice = 3.0 |
Corresponds
to ordinal level of “good” in demonstrated knowledge/ability in the core
objective. Good
Grounding in disciplinary knowledge Good
expression, grammar, syntax, composition abilities Adequate knowledge of theory,
practices, techniques, contexts, formats and conventions related to core
objective. |
|
Novice = 2.0 |
Corresponds
to ordinal level of “fair” in demonstrated knowledge /ability in the core
objective. Knowledge
limited to rituals of testing and school Understands
knowledge only as a step-by- step process. Validity
of knowledge depends on external authority, e.g., “I’ll make more money with
a college education.” Fair
expression, grammar, syntax, composition abilities Fair, but quite limited knowledge of theory, practices, techniques, contexts, formats and conventions related to core objective. |
|
Naïve = 1.0 |
Corresponds
to ordinal level of “poor” in demonstrated knowledge/ability in the core
objective. Little
or no connection between the classroom and the real world Little
or no consideration of the purposes or uses of knowledge, e.g., ‘I don’t have
a clue.’ Poor
grammar, syntax, expression, composition abilities Poor knowledge of theory, practices, techniques, contexts, formats and conventions related to core objective. |
|
Nothing = 0.0 |
Corresponds to ordinal level of
“failing” in demonstrated knowledge/ability in the core objective Incoherent or irrelevant
work, or absence of any apparent meaningful knowledge relating to core
objective. Lack of demonstrated
knowledge of theory, practices, techniques, contexts, formats and conventions
related to core objective. |
Appendix B
Student Portfolio
Evaluation Rubric
Student
Name: I.D.:
|
Core
Objective |
Description
of Portfolio Submission |
Score * |
|
1. Presentation Includes
theory, practices, techniques, contexts, formats and conventions related to
ability/knowledge to package and present information in writing, speech,
broadcast or electronic media., e.g., organization., delivery, audience
suitability, message design, use of evidence, etc. |
|
|
|
2. Theory / Ethics
/ History Includes theory, practices, techniques, contexts, formats and conventions related to ability/knowledge of communication-relevant theory, history, ethics, and laws that affect individuals, groups, organizations and society, e.g. communication effects, interpersonal and group communication principles, media law, roles and political-social functions of media, etc. |
|
|
|
3.Information
Analysis / Critical Thinking Includes theory, practices, techniques, contexts, formats and conventions related to ability/knowledge in sources and processes of information, and knowledge-manufacture in the modern world, e.g., research methods and design, logical argumentation, strengths/limitations of methods, critical book reviews, critical essays, etc. |
|
|
|
4. Applied
Knowledge Includes demonstrated ability to apply theory, practices, techniques, contexts, formats and conventions related to above objectives to the solution or understanding of a real-world problem at the micro, group, organizational, or macro-social level, e.g., business, or social service delivery proposals; communication audits, case studies, analyses, consulting projects, etc. |
|
|
Average of the four core objective scores above: ________________________
Student Overall GPA: ________________________
Student GPA in Major: ________________________
Comments:
* 0 = None, 1 = Naïve, 2 =
Novice, 3 = Apprentice, 4 = Master. See Appendix A for detailed description of
scale.
Appendix C
|
Presentation Objective |
Theory, Ethics, History Objective |
Information Analysis / Critical Thinking
Objective |
Applied Knowledge Objective |
|
Some acceptable examples of student portfolio work include: Resume/Cover
letter for actual position Video-taped
speech Video-taped/recorded
broadcast authored by student Commercials,
advertisements, other production made by student Sales
Presentation Documentary
film or radio broadcast Newsletter Press
Packets Video
news feeds News
or Feature writing articles Website |
Some acceptable examples of student portfolio work include: Critical essays Essays
from exams/tests Comparative
essays Book
reviews Policy
reviews and White Papers Theory/Literature
reviews Workplace
values Media
law legal brief Communication
and gender Trends
and predictions |
Some acceptable examples of student portfolio work include: Research proposals Determining media effects Surveying audiences Defining issues Fallacies in arguments Limitations/strengths of research methods Heuristics Interview technique Case studies Research findings Problem-solving report for COMM 2400 |
Some acceptable examples of student portfolio work include: Solving current problem in industry, media or an organization. How to organize/design web sites Network contacts – how to avoid mistakes Anticipating and describing customers’ Lessons from in-depth Nascent
problem in industry Communication/
public relations campaign |
Appendix D
Statement of Student Responsibilities
Communication 4910—Senior Portfolio
Department of Communication
University of Toledo
All students
majoring in Communication at the University of Toledo are required to pass
Communication 4910—Senior Portfolio—in order to graduate. This class imposes special responsibilities
on the student. This document describes
(1) the purpose of the class (2) design of the class, and (3) the special
responsibilities of the student. At the
time a student declares communication as a major, the student must sign the
attached Statement of Responsibilities for Senior Portfolio.
Purpose of Senior Portfolio
Senior
Portfolio has two purposes:
·
Demonstration of
professional and academic ability. Under
faculty supervision, the student compiles a professional portfolio of the
student’s work that will assist in gaining professional employment or graduate
training. The portfolio acts as a capstone on the student’s undergraduate
education.
·
Assessment of Student Learning and Skills.
The works contained in the portfolio allows the faculty to assess
student learning along the department’s core educational objectives. The student must demonstrate acceptable
strengths in these educational objectives to pass the Senior Portfolio
course. These four core objectives are:
1.
Presentation is the ability to appropriately
explain or package a concept or message directed to a specified audience and/or
situation. Presentation is among the
most basic and essential communication skills, and originates in the classical
study of rhetoric. Presentation manifests, and can therefore be measured, in a
variety of communications formats suitable to the concentrations of
communication majors, e.g., speeches, proposals, video productions, press
releases, press packages, radio broadcasts, newsletters, speeches and similar
targeted communications common to private and public sector endeavor.
2.
Theory, Ethics & History is knowledge and conversance with
general laws, values, principles of inherited wisdom and empirical research in
the field of communication. The body of communication history, ethics, and laws
affect all individuals, groups, organizations and society, e.g. communication
effects, interpersonal and group communication principles, the role of media in
society and politics, media values and systems, etc.
3. Information Analysis / Critical Thinking concerns knowledge and ability to
evaluate sources and processes of information-manufacture in the modern world,
including the ability to produce and defend new knowledge according to the
conventions and standards demanded by modern, scientific open societies, e.g.,
research methods and design, logical argumentation, strengths/limitations of
methods, data sources, etc.
4. Applied Knowledge is knowledge
and ability to apply the range of communication concepts/skills to solve
current social/organizational problems.
Design of Senior Portfolio
·
The student reads and signs this statement of
responsibilities at the time when the communication major is declared. The
Communication Department advisor will keep a copy of the form and the student
also receives a copy. It is now the
responsibility of the student to select and maintain documents for use in the
portfolio. These documents should be selected to represent the learning
objectives above. In
addition to a cover letter and a resume, the portfolio contains work performed
by the student in at least five communication courses. Such work would include papers, research
proposals, video productions, tests and other written or recorded work by the
student that demonstrates ability and potential.
·
In the senior year, the student registers for
Senior Portfolio and after conferring with the faculty member teaching the
class, compiles the portfolio itself.
The student cannot pass the class without the required documents.
·
The faculty member teaching the Portfolio class
assesses the student along the learning objectives using the attached criteria
worksheet.
Special Responsibilities of the
Student
·
There is no way for the student to pass the
Portfolio class if the student does not keep and present papers and other work
to demonstrate ability in the four objective areas described above. The student is required to create, select and
maintain all documents for the Portfolio.
This responsibility begins when Communication is declared as a major and
continues throughout the Portfolio class to its end.
·
The student is required also to write a cover
memorandum that will accompany the Portfolio.
This memorandum will specify which of the works in the portfolio the
student wishes to be considered for use in assessing each of the particular
educational objectives.
I have
read and understand the descriptions and conditions above concerning my
responsibilities for Senior Portfolio, Communication 4910, and I agree to these
conditions.
________________________________ ________________
Student
Signature Date
________________________________ _________________
Advisor
Signature Date
Appendix E
Exit Questionnaire
Bibliography
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and
development. San Francisco, CA: Jossey-Bass.
Kolb link: http://www.nwlink.com/~donclark/hrd/kolb.html
Mansilla, V. B. (1998). What are the qualities of understanding? In M.S. Wiske (Ed.),
Teaching for understanding: Linking research with practice (pp. 161-198).
San Francisco, CA: Jossey-Bass.