Archived Assessment Report
| Program | COMM Communications Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1a. Communication: Genre and Medium Awareness, Application, and Versatility | What percentage of students are demonstrating the ability to tailor communication based on various contexts at the excellent, competent, and needs improvement levels? |
| 1b. Communication: Strategies for Understanding and Evaluating Messages | What percentage of students are demonstrating effective communication strategies, such as coherence and quality of ideas, at the excellent, competent, and needs improvement levels? |
| 1c. Communication: Evaluation and Production of Arguments | What percentage of students are able to evaluate and produce arguments at the excellent, competent, and needs improvement levels? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1a. Communication: Genre and Medium Awareness, Application, and Versatility | A rubric will be used to ascertain the percentage of students that demonstrate the ability to tailor communication based on various contexts at the excellent, competent, and needs improvement levels. | COMM 2120 | At least 70% or more of the students will demonstrate the ability to tailor communication based on various contexts at the competent or higher level. |
| 1b. Communication: Strategies for Understanding and Evaluating Messages | 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. |
| 1c. Communication: Evaluation and Production of Arguments | A rubric will be used to ascertain the percentage of students can evaluate and produce arguments at the excellent, competent, and needs improvement levels. | COMM 2120 | At least 70% or more of the students will be able to evaluate and produce arguments at the competent or higher level. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 1a. Communication: Genre and Medium Awareness, Application, and Versatility | 83.92% met the threshold of competent (70% or higher) and demonstrated genre and medium awareness, application, and versatility. | 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. |
| 1b. Communication: Strategies for Understanding and Evaluating Messages | 84.39% met the threshold of competent (70% or higher) and demonstrated strategies for understanding and evaluating messages. | 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. |
| 1c. Communication: Evaluation and Production of Arguments | 81.57% met the threshold of competent (70% or higher) and effectively evaluated and produced arguments. | 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.