(Program Name) Program Assessment Report for AURA Spring 2006

BIS Assessment Report for Oral Presentation Skills

3/10/06

I.Assessment of Student Learning Outcomes

  1. Name and Contact Information of Person(s) Responsible for Program’s Assessment

Gail Corbitt, BIS Program Assessment

  1. Student Learning Outcomes (the goal included in this report)
  • Demonstrate proficiency in the use of current information technology
  • Effectively present information orally and in writing
  • Effectively present business information orally
  • Effectively present business information in writing
  • Critically evaluate, analyze and interpret information to solve problems.
  • Understand and evaluate ethical issues and situations.
  • Demonstrate an understanding of a diverse world.
  • Make effective business decisions.
  • Analyze business problems and construct IT solutions when appropriate
  • Be equipped with the area of specialization to work with “day one productivity” at a job or in graduate school.

3.Course Alignment Matrix:

See AURA website

4.Learning Outcome(s) Assessed in Spring 2006

Student Learning Outcome / Sample and Sample Size / Measure / Percent of Students Achieving
Oral presentation skills / N=13 BIS students in capstone class / Used rubric on course embedded presentation (see attached) / 100%
  1. Analysis / Interpretation of Results

While the sample size is small it does represent the graduating seniors in the program this Fall. The results did not uncover any major issues. The means on a 3 point scale for each of the items on the rubric are as follows:

Body language2.54

Eye contact2.11

Vocal presentation2.37

Attire2.00 (highest possible value)

Word choice2.82

Visual aids2.21

Organization2.57

Supporting evidence2.25

6.Planned Program Improvement Actions Resulting from Outcomes (if applicable)

Since the data do not reveal big problems, the BIS faculty met and decided to do 3 things:

  • Distribute the scoring rubric to students in all classes that have presentations as a way to let students know what we think is important about presentation skills
  • Discuss with students (in classes requiring presentations) the importance of maintaining eye contact and having good visual aids that are readable by people in the room (the 2 areas that need the most improvement)
  • Use the scoring rubric to score presentations even if it is not used as part of the grade for the presentation. This provides consistent feedback to students on presentations skills.
  • Re-assess in the capstone class Spring 2006 in order to have a bigger sample and see if we get the same results.

7.Planned Revision of Measures or Metrics (if applicable)

While there are 2 notable problems with the scoring rubric, in order to be consistent with the rest of the college of business we are making no changes at this time. If we could we would change the following:

  • Add a superior description for attire – if students dress in the theme of the presentation it does add value and enhances the presentation. We should have a category that allows for this.
  • The last trait is really 2 traits in one – using examples to increase the level of detail and documenting sources correctly. These should be split so that scoring is easier on this dimension. Since the faculty highlight the comments that most closely matches their assessment, the students can figure out what is right or wrong with their presentation with respect to this trait. In the future, we’d like to see this trait split into 2 separate dimensions.

8.Planned Revisions to Program Objectivesor Learning Outcomes (if applicable)

None

9.Changes to Assessment Schedule (if applicable)

We will re-assess in Spring 2006 to increase sample size.

10.Information for Next Semester

We are currently assessing technology proficiency Spring 2006 and Fall 2006.

II.Appendices (please include any of the following that are applicable to your program)

A.Assessment Data Summaries (included)

B.Measurement Standards (Rubrics -- attached)

  1. Survey Instruments (n/a)

CaliforniaStateUniversity, Chico

College of Business

Oral Presentation Rubric- Guidelines for Assessment

(Final version as of 4/13/05)

Presentation Traits / UNACCEPTABLE / ACCEPTABLE / SUPERIOR
Body Language / Appears nervous or distracted. Paces, fidgets, or sways. Poor use of hands (e.g., jiggles, taps or plays with something). Body language distracts from presentation. / Appears slightly nervous, but it doesn’t interfere with the presentation. Occasional use of meaningful hand gestures. Body language needs some improvement but it doesn’t significantly distract from the presentation. / Appears confident, poised and comfortable. Is relaxed and in control. Body language (e.g., posture, facial expressions, gestures) enhances the presentation. Good use of appropriate hand gestures to emphasize points.
Eye Contact / Reads speech directly from notes or visual aids (e.g., PowerPoint). Little to no eye contact with the audience. / Occasionally refers to notes or visual aids. Sometimes fails to make eye contact with audience. / Never or rarely glances at notes or visual aids. Consistently makes eyes contact with audience.
Vocal
Presentation
and Tone / Speaks too fast or too slow. Halting, uneven pace. Volume inappropriate. Giggling or other inappropriate vocal behaviors interfere with the message. Extremely monotone, ineffective tone. Tone is unprofessional and disrespectful of the audience.Complete lack of enthusiasm. / Articulation, volume, pace, and pronunciation are acceptable. Slightly monotone. Tone is acceptable, but somewhat casual for a professional business presentation. Somewhat lacking in enthusiasm and assertiveness. / Articulation, volume, pace, and pronunciation are excellent. Fluid, natural delivery. Excellent vocal tone. Tone is professional.Enthusiastic and assertive.
Attire / Attire is inappropriate for type of presentation. Attire distracts from the quality of the presentation. / Attire is appropriate for type of presentation. / (N/A)
Word
Choice / Uses clichés, slang, jargon, racist, or sexist language. Word choice is inappropriate and exhibits bias. / No inappropriate language. No apparent bias. / Word choice illustrates grasp of content and enhances presentation.
Use of Visual Aids / Visual aids missing, inappropriate, or poorly designed and executed.
Visual aids have errors, are difficult to read, and don’t enhance the presentation. Visual aids not properly integrated into presentation. / Visual aids are adequate but could be improved. Easy to read and informative, but not outstanding. No significant errors. Adequate integration of visual aids. / Visual aids are easy to read, attractive, informative and error free. Visual aids greatly enhance the presentation. Excellent integration of visual aids.
Organization / Information presented in a disorganized manner. Abrupt transitions from one topic to another with no clear transition or logic. Does not appear prepared or practiced. If appropriate: Lacks a clear introduction and conclusion. / Information organized and presented adequately. Minor problems with topic transitions or logical flow. If appropriate: Introduction and conclusion are clear, but not used effectively. / Information presented in an organized, logical fashion. Obviously prepared and practiced. If appropriate: Has an effective introduction and conclusion.
Support/evidence / Much too general or anecdotal. Insufficient use of evidence to support key points. Lacks appropriate source citations. / Adequate use of specifics and evidence. Sources cited appropriately. / Excellent details. Uses multiple forms of evidence to support key points. Sources cited appropriately.

Assessment Data Summary for BSIS oral presentation skills – Fall 2005

Count of SCORE_CAT / SCORE_CAT
TRAIT / Superior / Acceptable / Needs Improvement / Grand Total
Attire / 0.00% / 100.00% / 0.00% / 100.00%
Body Language / 38.46% / 61.54% / 0.00% / 100.00%
Eye Contact / 16.67% / 66.67% / 16.67% / 100.00%
Organization / 38.46% / 61.54% / 0.00% / 100.00%
Support/Evidence / 25.00% / 66.67% / 8.33% / 100.00%
Use of Visual Aids / 15.38% / 69.23% / 15.38% / 100.00%
Vocal Presentation and Tone / 16.67% / 75.00% / 8.33% / 100.00%
Word Choice / 66.67% / 33.33% / 0.00% / 100.00%
Grand Total / 27.27% / 66.67% / 6.06% / 100.00%

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