G-PAC Assessment Template

COMMUNICATION: Oral Communication

Nota bene: The terms goals, learning outcomes, and outcomes are all used interchangeably. They represent what you expect students to know and be able to do once they complete the course.

This document is for instructors who teach a G-PAC course that meets the Oral Communication requirement within the COMMUNICATION component. Please use this template to provide details of your plan to assess whether your students are meeting the listed Oral Communication learning outcomes.

Consider this a working document. To begin, fill out the Assessment Plan column for each G-PAC learning outcome and the semester/year you plan to assess that particular learning outcome.

As each Learning Outcome is assessed in the semester/year indicated, fill in the Assessment Findings, Interpretation of Findings, and Action Plan columns. Please upload the information in this worksheet as well as the syllabus for the course and any supplementary documents (e.g., assignments, prompts, exam questions, rubrics) into TaskStream.

The Columbian College Office of Academic Assessment and Support and Office of Academic Planning and Assessment will be providing feedback on the information you upload into TaskStream. The feedback rubric can be found at the end of this document.

*If your course also meets a requirement within the ANALYSIS or COMMUNICATION component, please fill out the corresponding sheet.*

Instructor (Last name, First name): ______Course (Subject, Number, Section): ______

Instructor Email: ______Assessment year (e.g., 2016-17): ______

Department: ______Department Chair: ______

G-PAC Student Learning
Outcome / Assessment Plan
●Provide information about the two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Include a detailed scoring plan or rubric for direct measures, and the relevant solutions to the question in the case of quiz / homework / exam.
Examples:
●X% of students responded that they learned to think critically during the course.
●X% of students received a 4, X% received a 3, and X% received a 2. / Interpretation of Findings
Questions to Consider:
●What does the data tell you about what and how well students are achieving the G-PAC learning outcome for the course? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., beginning, middle, or end of semester) affect your interpretation of findings?
●Are there any additional comments about your interpretation? / Action Plan
Questions to Consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous semesters, how successful has it been in improving student learning?
1. Take responsibility for a significant topic with a clear thesis and persuasive argument
Semester: ______
Year: ______/ Measure A (must be direct)
Examples of Direct: scores on presentations, papers, or performances using a rubric; pre-post test scores or scores on specific exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect: participation scores, student course evaluation questions referring to student learning (as opposed to questions about the instructor).
G-PAC Student Learning
Outcome / Assessment Plan
●Provide information about the two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Include a detailed scoring plan or rubric for direct measures, and the relevant solutions to the question in the case of quiz / homework / exam.
Examples:
●X% of students responded that they learned to think critically during the course.
●X% of students received a 4, X% received a 3, and X% received a 2. / Interpretation of Findings
Questions to Consider:
●What does the data tell you about what and how well students are achieving the G-PAC learning outcome for the course? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., beginning, middle, or end of semester) affect your interpretation of findings?
●Are there any additional comments about your interpretation? / Action Plan
Questions to Consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous semesters, how successful has it been in improving student learning?
2. Demonstrate facility with topical and disciplinary knowledge via well-crafted, audience-appropriate language
Semester: ______
Year: ______/ Measure A (must be direct)
Examples of Direct: scores on presentations, papers, or performances using a rubric; pre-post test scores or scores on specific exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect: participation scores, student course evaluation questions referring to student learning (as opposed to questions about the instructor).
G-PAC Student Learning
Outcome / Assessment Plan
●Provide information about the two measures (measure A and measure B) that you are using to determine if students have achieved the G-PAC learning outcome.
●Explain how this measure relates to the learning outcome.
●Provide information about when measures were administered (e.g., beginning, middle, or end of semester).
●Provide acceptable target (e.g., average score of 80%). / Assessment Findings
●Provide the total number of students assessed.
●Provide the distribution of scores for each measure.
●Include a detailed scoring plan or rubric for direct measures, and the relevant solutions to the question in the case of quiz / homework / exam.
Examples:
●X% of students responded that they learned to think critically during the course.
●X% of students received a 4, X% received a 3, and X% received a 2. / Interpretation of Findings
Questions to Consider:
●What does the data tell you about what and how well students are achieving the G-PAC learning outcome for the course? Was the acceptable target met?
●In what areas do students have difficulty? In what areas are students excelling?
●How does the timing of the assessment (e.g., beginning, middle, or end of semester) affect your interpretation of findings?
●Are there any additional comments about your interpretation? / Action Plan
Questions to Consider:
●What changes will you make based on the information you collected to improve student learning?
●If you are satisfied with your results, to what do you attribute students’ success?
●Is there another measure that would more appropriately measure this learning outcome?
●If you reported an action plan in previous semesters, how successful has it been in improving student learning?
3. Demonstrate vocal qualities and physical behaviors that augment content and maintain audience interest
Semester: ______
Year: ______/ Measure A (must be direct)
Examples of Direct: scores on presentations, papers, or performances using a rubric; pre-post test scores or scores on specific exam questions.
Measure B may be direct or indirect; indicate which it is: ______
Examples of Indirect: participation scores, student course evaluation questions referring to student learning (as opposed to questions about the instructor).

FEEDBACK RUBRIC

Insufficient (1) / Rudimentary (2) / Good (3) / Exemplary (4)
1.a. Assessment Plan
●No assessment plan is provided
●If provided, little or no relationship between G-PAC learning outcome and assessment plan / ●Measure stated, but no description
●Relationship of measure to G-PAC learning outcome unclear / ●Minimal description of measure
●Clear relationship to G-PAC learning outcome / ●Detailed description of measure
●Clear relationship to learning outcome
●Assignment attached
●Target for achievement
●Time administered
1.b. Types of Assessment Measures
●No assessment measures listed / ●Indirect measures only / ●One direct measure / ●Two measures, including one direct
2.a. Assessment Findings
●No information on total number of students assessed
●Distribution of scores not provided
●Grading rubric or question and answer key not attached / ●Includes only one of the following:
- Information on total number of students assessed
- Distribution of scores
- Grading rubric or question and answer key as appropriate / ●Includes two of the following:
- Information on total number of students assessed
- Distribution of scores
- Grading rubric or question and answer key as appropriate / ●Information on total number of students assessed provided
●Distribution of scores provided
●Grading rubric or question and answer key attached
2.b. Interpretation of Assessment Findings
●No interpretation of how well students achieved G-PAC learning outcome
●No information on whether students met acceptable target
●No interpretation of how timing of assessment influenced findings / ●Interpretation irrelevant to the G-PAC learning outcome / ●Interpretation relevant to the G-PAC learning outcome
●Includes one of the following:
- Acceptable target
- Timing of assessment (if relevant)
- Student strengths and weaknesses / ●Relevant and detailed interpretation
●Details where students are strong and where improvement is needed
●States if the target was met
●States how timing of assessment influenced findings (if relevant)
3. Action Plan
●No action plan
●If provided, action plan content irrelevant to findings and interpretation of findings / ●Action plan’s relevance to findings and interpretation of findings is unclear
●No plan to improve student learning is provided / ●Action plan clearly relates to findings and interpretation of findings
●Plan to improve student learning is provided, although lacks specificity
Ex. “I’ll discuss readings more in class.” / ●Well-developed action plan related to findings and interpretation of findings
●Specific next steps for improving/sustaining student learning and/or the measure