A Multimethod Approach Assessment of Basic Communication Cheryl

A Multi-method Approach: Assessment of Basic Communication Cheryl E Drout, Ph. D. SUNY-Fredonia

GCP V. CCC Writing & Speaking Requirements n n CCC Basic Written Communication course Speaking Intensive Infused coverage of critical literacy in all areas n n critical thinking writing reading speaking n n n GCP Freshman Comp Second Writing Course n Across the curriculum

Basic Communication: Written SUNY LEARNING OUTCOMES n Produce coherent texts within common college-level written forms n Demonstrate the ability to revise and improve such texts n Research a topic, develop an argument, and organize supporting details n

Written Communication: Local Learning Outcomes n Research a topic, develop an argument, and organize supporting details n n create focus organize content develop support generalize from evidence & abstract from observations

Written Communication: Local Learning Outcomes n Demonstrate the ability to revise and improve such texts n n local global

Planned Methodology & Collaboration n n Written Communication: Longitudinal n FIPSE Writing Test • Frosh Orientation • Upper Level • Title III Committee n Frosh Comp • Research Paper • Ass’t Sub. Committee

Implemented Methodology n n Written Communication: Freshman Composition n n First Draft Final Draft F’ 02 FIPSE Writing Test n Cross-sectional • Entering Frosh ‘ 00 • Upperclass ‘ 02

Future Methodology n n Written Communication: Freshman Composition n n First & Final draft First paper & First & final draft Final paper n n CCC Juniors FIPSE Essay

Learning Outcomes & Measures n Research Topic & Develop Argument n Final Draft • • n n create focus organize content develop support generalize from evidence & abstract from observations Ability to revise First & Final Draft • Local • Global n n FIPSE ESSAY • • create focus organize content develop support generalize from evidence & abstract from observations

FIPSE Essay n Write an essay in which you describe and analyze what you have found to be a major problem or success with your high school/college education.

Training & Inter-rater reliability All English faculty n Mostly writing faculty n All had previous training and/or experience n Several hours of practice preceded actual scoring of protocols n

Results: Comparison of Frosh and Juniors n n Entry level Frosh 18% Not meeting standards n n n Juniors 0% Not meeting standards All other percentages Juniors > Frosh n n n approaching meeting exceeding

Greatest Weakness Overall n Ability to n n n generalize from evidence abstract from observations synthesize global revisions involving the same issues

Ability to employ standard usage college level writing n Fredonia was fairly comparable to aggregate SUNY data Fewer who didn’t meet standards and fewer who exceeded standards n Majority met or approached standards n Guideline for standards n 80+ exceeding 70 -74 approaching n 75 -79 meeting <70 not meeting n

Summary Observations Students are competent in their ability to employ standard usage, syntax, mechanics, and grammar. n They are less proficient in their ability to generalize from evidence and abstract from observations. n

Recommendations n Faculty teaching the basic communication course will provide more guidance in the abilities to generalize from evidence and abstract from observations during class time n more feedback about these skills on paper drafts. n

Other responses n English department n n Request to consider reinstituting second writing course rather than infused writing Survey planned

Basic Communication: Oral SUNY LEARNING OUTCOMES n Develop proficiency in oral discourse n Evaluate an oral presentation according to established criteria n

Oral Communication: Local Learning Outcomes n Delivery n n Articulate Speech Suitable Voice Quality Adequate Eye Contact Other Appropriate Nonverbal Behavior

Oral Communication: Local Learning Outcomes n Content n n n Thesis clear Ideas/issues relevant Organization easy to follow Arguments supported by evidence & explanation Visual aids integrated

Planned Methodology & Collaboration n n Oral Communication: One time measure of attainment n Upper Level Speaking Intensive courses • standardized ratings • final speaking assignment • faculty feedback • Ass’t Sub. Committee

Future Methodology n n n Oral Communication: Upper Level Speaking Intensive courses Ability to judge others’ presentations

Collaborating Parties n Campus Assessment Co-Directors Monitored data collection n Coordinated Report Writing n n Assessment Subcommittees n n Title III Committee n n Collected most data & Scored Protocols provided FIPSE essay data Gen Ed Director/Committee n generated input re: recommendations

Unexpected benefits of collaboration n n Consistent pattern of findings from two different approaches English faculty & Gen Ed Faculty composing joint survey regarding writing across the curriculum to assist in resolving different recommendations of English department & G E Committee Multi-unit involvement in survey will promote participation in responding All photos copyright Robert Siedentop 2003