Archived Assessment Report
| Program | Communication AA Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 5. Effective Communication | What percentage of students demonstrate effective communication at the excellent, competent, and needs improvement levels? |
| 6. Demonstrate organization and/or coherence of ideas, content, and/or formulas | What percentage of students are demonstrating effective communication strategies, such as organization and coherence of of ideas and content, at the excellent, competent, and needs improvement levels? |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | What percentage of students demonstrate contextual communication at te excellent, competent, and needs improvement levels? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 5. Effective Communication | A rubric will be used to ascertain the percentage of students that demonstrate effective communication at the excellent, competent, and needs improvement levels. | COMM 2120 | At least 70% or more of the students will demonstrate effective communication at the competent or higher level. |
| 6. Demonstrate organization and/or coherence of ideas, content, and/or formulas | A rubric will be used to ascertain the percentage of students that demonstrate effective communication strategies at the excellent, competent, and needs improvement levels. | COMM 2120 | At least 70% or more of the students will demonstrate effective communication strategies at the competent or higher level. |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | A rubric will be used to ascertain the percentage of students that demonstrate contextual communication at the excellent, competent, and needs improvement levels. | COMM 2120 | At least 70% or more of the students will demonstrate contextual communication at the competent or higher level. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 5. Effective Communication | 82.75% of students met the threshold of competent (a rubric score of 70% or higher) and demonstrated effective communication. | These results exceed expectations as the original hypothesis predicted at least 70% would meet the set threshold. | This shows us that students in these courses have the necessary skills to communicate effectively. |
| 6. Demonstrate organization and/or coherence of ideas, content, and/or formulas | 81.57% of students met the threshold of competent (a rubric score of 70% or higher) and demonstrated effective communication and the ability to organize ideas, content, and/or formulas. | These results exceed expectations as the original hypothesis predicted at least 70% would meet the set threshold. | This shows us that students in these courses have the necessary skills to communicate effectively. |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | 83.92% of students met the threshold of competent (a rubric score of 70% or higher) and were able to produce communicate appropriate to audience, situation, venue, and/or context. | These results exceed expectations as the original hypothesis predicted at least 70% would meet the set threshold. | This shows us that students in these courses have the necessary skills to communicate effectively. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.