Oral Communication

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Oral Communication

• Assessment for all Disciplines
• October 19, 2007
• Kathy Kiser-Miller
• Professor of Humanities and Speech
• Colorado Mountain College

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Oral CommunicationTaxonomy and General Education

• Cognitive
• Evaluation, synthesis, analysis, application,
  comprehension, knowledge.
• Affective
• Characterization, organization, valuing,
  responding, receiving.
• Psychomotor
• Origination, adaptation, complex overt response

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Three PointsBlooms Taxonomy

• Thinking about the students cognitive, affective
  and psychomotor learning can help instructors
  avoid overlooking important criteria within
  content.
• There are various levels of performance in each
  learning domain which should help improve focus
  and avoid confusion with outcomes and
  competencies within the course.
• Recognizing the multiple levels of performance in
  the taxonomy of each domain helps improve
  decision making concerning critical thinking
  issues.

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Oral Communication Improving Focus

• Students need to perform at almost every
  cognitive domain level to demonstrate learning
  through oral communication.
• Students value (affective) interpersonal skills
  and oral communication skills when learning
  effective strategies (cognitive) to communicate.
• Oral communication strategies are worthless
  unless students apply perception behaviors
  (psychomotor domain) using senses to obtain cues
  to guide production

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General Education Skills

• General education skills are those skills
  necessary for learning the content of the
  curriculum of the college leading to a degree and
  for maintaining lifelong learning after
  graduation, promoting both personal and career
  success. Developing learning outcomes and
  competencies - Learning Exchange Networks (LENS)

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Oral CommunicationInside the Criteria for State
Guaranteed General Education Courses

• Competencies for Critical Thinking
• Critical thinking helps students become capable
  of critical and open-minded questioning and
  reasoning. The Ability to examine issues and
  ideas and to identify good and bad reasoning in a
  variety of fields with differing assumptions,
  contents and methods - Colorado Commission on
  Higher Education.

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Communication Skills

• Writing
• Reading
• Listening
• Speaking
• Mediating

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Personal Skills

• Resource management
• Responsibility
• Values Clarification
• Career and Life Development
• Adaptability

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Interpersonal Skills

• Teamwork
• Leadership
• Assertiveness
• Conflict management

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Thinking Skills

• Problem Solving
• Research
• Critical thinking
• Creative thinking

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Oral CommunicationCompetencies

• Criteria from State Guaranteed General
  education Courses.
• Communication
• Discuss orally alternative points of view, defend
  or criticize a point of view with available
  evidence. (Critical Thinking)
• Represent mathematical information symbolically,
  graphically, numerically and verbally.
  (Mathematics)

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Criteria from State Guaranteed General
education Courses.

• Use logic, reasoning, content analysis and
  interpretive skills when reading printed or
  published material, convey the essence of read
  material to others by paraphrasing or citing in
  written or oral format. (Reading)
• Select texts that are credible and appropriate
  sources for written and oral case building.
  (Reading)
• Identify common fallacies in presentations and
  written texts.

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Criteria from State Guaranteed General
education Courses.

• Use current technology as a venue for information
  sharing. (Technology)
• To develop the ability to use the English
  language effectively
• Use of voice, tone, format and structure
  appropriately.
• Ability to communicate to a variety of audiences.
• Ability to adapt content and style to respond to
  the needs of different audiences and different
  rhetorical situations.
• (Communications)

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Oral CommunicationsTools for Assessment

• Debates
• Micro-Teaching
• Assessed Group Discussion
• Presentations of Research
• Presentation based Experiential Learning
• Group Presentations
• Student lead Interactive Classroom Discussion-

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Assessment Criteria

• Rubrics
• Simplified to core competencies and address
  taxonomies.
• Sample Presentation of Research
• Student presentation of Research in Humanities
• Categories Content Research, Organization,
  Delivery

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Oral Communication Assessment Rubric
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Oral Communication Assessment Rubric
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Oral Communication Assessment Rubric
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Oral Communication Assessment Rubric
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Learning Outcomes and Assessment Resources

• Angelo, Thomas A. and K. Patricia Cross.
  Classroom Assessment Techniques A Handbook for
  College Teachers. San Francisco Jossey-Bass,
  1993.
• Huba, Mary and Jann Freed. Learner-Centered
  Assessment on College Campuses. Needham Heights,
  MA Allyn Bacon, 2000.
• Stiehl, Ruth. The Outcomes Primer
  Reconstructing the College Curriculum.
  Corvallis, OR The Learning Organization, 2002.
• Suskie, Lind. Assessing Student Learning.
  Bolton, MA Anker Publishing Company, Inc., 2004.
• Walvoord, Barbara E. and Virginia Johnson
  Anderson. Effective Grading A Tool for Learning
  and Assessment. San Francisco Jossey-Bass, 1998.

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Learning Outcomes and Assessment Resources

• Learning Exchange Networks (LENs) Resources
• LENs is available online, providing instant
  access to materials that cover, among other
  subjects, crafting and assessing Learning
  Outcomes
• Go to http//www.league.org/istream.
• Register using your institutions e-mail address.
• Once you are in the site, go to the
  Publications link at the top or the bottom of
  the page. LENs will be the first link in the
  list.
• (iStream has other great resources for faculty
  beside LENs! Click on the faculty link on the
  left-hand side of the page to see whats there!)