*SPEECH PERFORMANCE EVALUATION FORM

Transcription

1 *SPEECH PERFORMANCE EVALUATION FORM SPEAKER S NAME/TOPIC: EVALUATOR S NAME: ASSIGNMENT: SEMESTER: TOPIC: CHOOSES AND NARROWS A TOPIC APPROPRIATELY FOR THE ASSIGNMENT AUDIENCE AND OCCASION Unsatisfactory Satisfactory Good Excellent INTRODUCTION AND CONCLUSION: PROVIDES ATTENTION GETTER, CREDIBILITY STATEMENT, TOPIC JUSTIFICATION, CLEAR PURPOSE AND PREVIEW, CLEAR SUMMARY AND CLOSURE APPROPRIATE TO THE AUDIENCE AND OCCASION BODY: CHOOSES APPROPRIATE ORGANIZATIONAL PATTERN FOR MAIN POINTS WITH SUFFICIENT SUPPORTING MATERIAL FOR AUDIENCE AND OCCASION; USES TRANSITIONS, CITES ALL SOURCES (if appropriate), CHOOSES AND INCORPORATES APPROPRIATE VISUAL SUPPORT LANGUAGE: USES LANGUAGE THAT IS APPROPRIATE TO THE AUDIENCE, OCCASION AND PURPOSE; USES APPROPRIATE PRONUNCIATION, GRAMMAR AND ARTICULATION USE OF VOICE: USES PITCH, VOLUME, RATE AND QUALITY APPROPRIATE TO THE AUDIENCE AND OCCASION USE OF BODY: USES PHYSICAL BEHAVIORS THAT SUPPORT THE VERBAL MESSAGE, ELIMINATES DISTRACTING MANNERISMS RAPPORT WITH AUDIENCE: USES AN EXTEMPORANEOUS STYLE, INCORPORATES GENUINE EYE CONTACT General * Adapted from Morreale, S. P., Moore, M. R., Taylor, K. P., Surges-Tatum, D., & Hulbert-Johnson, R. (1963). The Competent Speaker Speech Evaluation Form. Annandale, VA: Speech Communication Association.

2 Evaluator Assignment Course Semester Goal 2: Problem Solving Students will demonstrate their ability to solve practical problems in small group situations. 1. Group documents problem with sound research. (Clearly defined problem, documentation of history, severity, scope and causes of problem) 2. Group sets clear criteria for judging solutions. (Realistic, practical, acceptable to multiple audiences) 3. Group provides sound, wellresearched and supported solution. (Solves problem, meets criteria, does not cause other problems) Unsatisfactory Satisfactory Good Excellent

3 Evaluator Assignment Course Semester Goal 3: Students will demonstrate effective communication behaviors while working in small groups to solve a problem. Group Member: Managed Conflict: Addressed differences with emphasis on solving problems without attacking personalities Raised differences when needed. Not Observed Unsatisfactory Satisfactory Good Excellent Maintained Climate: Provided appropriate verbal and nonverbal support Helped maintain a positive group climate Managed Interactions: Listened thoughtfully to others Responded appropriately Invited the participation of others Initiated appropriate conversations and terminated inappropriate ones Helped the group stay on task Did not withdraw or dominate conversations

4 Evaluator Course Assignment Semester Goal 4: Presentation Technology Students will demonstrate the ability to select and use appropriate presentation technology. Competency one: Selects visual support appropriate to the topic/purpose and audience. (Visual support adds to understanding and/or persuasive value of the speech) Competency two: Incorporates presentation technology effectively. (Keeps attention on audience, familiar with equipment, incorporates visual support seamlessly into speech.) Unsatisfactory Satisfactory Good Excellent

5 Evaluator Assignment Course Semester Goal 5: Students will demonstrate their knowledge of communication theory through critical inquiry. 1. Demonstrates understanding of chosen communication perspective. 2. Writes substantive, informed literature review. 3. Articulates clear thesis/research question. 4. Applies theory to research question or communication artifact/text. 5. Articulates implications of research findings. 6. Writes in an appropriate tone for intended audience. 7. Uses college-level spelling, grammar and prose. Unsatisfactory Satisfactory Good Excellent

6 Evaluator Assignment Course Semester Goal 6: Students will understand how culture influences the communication process. Student: Unsatisfactory Satisfactory Good Excellent Student defines culture Student defines ethnocentrism and explains its impact on communication Student understands the difference between major cultural orientations, including: (overall rating from categories below) --Individualism/Collectivism --High context/low context (direct/indirect) --Power Distance (formality/informality) --Degree of Expressiveness (emotional)

7 Senior Exit Questions: BA Communication Department of Communication and Theatre 1. Communication courses involve critical, analytical thinking (through assignments, class activities, discussions, papers, exams, etc.). 2. My communication courses enhanced my ability to communicate orally (both verbally and nonverbally, including organizing thoughts in coherent, logical ways). 3. I feel I have a good understanding of the way culture influences the communication process. 4. My communication courses have prepared me to communicative effectively in interpersonal and small groups contexts. 5. I feel confident in my ability to give an oral presentation. 6. I think that my communication courses prepared me to live and work in a complex, global environment. 7. My communication courses enhanced my understanding of communication theory and my ability to demonstrate that understanding through research papers and projects. 8. What are your plans after graduation? 9. What are the department s strengths? 10. In what ways could the department improve?

8 Communication and Theatre Assessment Report for Academic Year XXXX-XXXX All department faculty members participated in some form of assessment this year (as is always the case). After the results were gathered and tabulated the faculty met at our year-end retreat to discuss the results and make plans for improvement. The collection of this data and the opportunity to reflect on it as a group has proved very helpful to the department. The assessment report was used as a comparison for this year s results as that is the last year the same items were measured. GENERAL EDUCATION Mission: The Department of Communication and Theatre offers a B.A. in Communication, a Minor in Communication, and a Minor in Theatre. It also offers General Education courses in communication and theatre to all students. The department seeks (1) to help students develop the knowledge, skills, and attitudes they need for effective communication; and (2) to actively engage students in the process of leadership development, and (3) to promote an understanding of and appreciation for theater. Student Learning Outcome #2: Students enrolled in the general education communication course will demonstrate their ability to present a persuasive speech. All persuasive speeches will be videotaped. Randomly selected speeches will be evaluated by department faculty using the National Communication Association s Competent Speaker Form. Student Learning Outcome #4: Students enrolled in the general education communication course will report increased confidence in their communication competence. Senior Survey Student Learning Outcome #5: Students enrolled in the general education communication course will report improved attitudes toward oral presentation and group communication.

9 Pre-course and post-course survey of attitudes toward oral presentation and group communication. Student Learning Outcome #6: Students enrolled in general education theater courses will gain an increased knowledge of theatre. Students will analyze final production projects (THEA 105) or final performances (THEA 107) in writing. Randomly selected analyses will be evaluated by department faculty. Student Learning Outcome #7: Students enrolled in general education theater courses will show an increased interest in seeing and/or participating in theatre performances. Pre-course and post-course survey of attitudes toward theatre. Assessment Performed Beyond Regular Plan MAJOR PROGRAM: Communication Mission: The B.A. in Communication provides students with a solid foundation in the discipline of communication with an emphasis on the practical, critical, and theoretical aspects of human communication needed to prepare students for engagement in an increasingly complex and global world. Student Learning Outcome #2: Students will demonstrate their ability to solve practical problems in small group situations. Randomly selected group projects from the Small Group Communication class will be rated by department faculty (other than

10 the instructor of the course). Student Learning Outcome #5: Students will demonstrate their knowledge of communication theory through critical inquiry. Randomly selected senior projects from Senior Seminar will be rated by department faculty (other than the instructor) for their ability to use communication theory to ask and answer relevant research questions. Student Learning Outcome #6: Students will understand how culture influences the communication process. Randomly selected essay exam questions from the Survey of Communication class will be rated by department faculty other than the instructor. Student Learning Outcome #7: Students will feel positively about their ability to communicate effectively in a variety of communication contexts. Seniors taking the Senior Survey will agree that their communication coursework has improved their interpersonal communication, small group communication and presentation skills. Assessment Performed Beyond Regular Assessment Plan

11 SUMMARY LIST OF RECOMMENDATIONS FOR IMPROVEMENT LEARNING OUTCOME # 2 GENERAL EDUCATION: COMM 1OO PERSUASIVE SPEECHES 1. LEARNING OUTCOME #2 MAJOR: SMALL GROUP COMMUNICATION 1. LEARNING OUTCOME #6: SURVEY OF COMMUNICATION 1. PROGRESS ON RECOMMENDATIONS FOR IMPROVEMENT FROM 2006 REPORT (The last time these items were measured.) Recommendation #1: (General Education Outcome #1) Make Pearce Peer Advisors aware of these issues (chooses and narrows a topic appropriately for the audience and occasion and provides appropriate supporting material based on the audience and occasion ) so they can intervene as students prepare speeches Changes or Progress in 2006 based on assessment done that year Outcome and Assessment of Changes and Progress Improvements or Changes Made Beyond Recommendations on Previous Assessment Reports Changes or Progress Made This Year Outcome and Assessment of Changes and Progress Comments and Recommendations: