ࡱ>  bjbj 0hh+ZZ4h9tV!!!!!"x#,#KVMVMVMVMVMVMV2Y[NMV?(""?(?(MV!!#bV...?(|!!KV.?(KV..QgT!`pJ(+R"7VxV0VMR"\S+2"\DgT"\gT#H%.%&###MVMV-B###V?(?(?(?("\#########Z c: 2009-2014 Data Use & Understanding Strategic Plan During the next five years, it is the hope of the UARA office that SU will continue its progress toward using data to drive planning and programming decisions. During the past year, the UARA office has been instrumental in providing data that has been used to guide the Universitys Strategic Planning projects. In addition, this office continually provides data used to report on the institutions progress toward meeting federal, state, and system accountability goals. In recent years, SU has implemented many initiatives that have lead to the more efficient and effective use of data. In 1997, the General Education Task Force was established to review and modernize the general education program. In 2000, SU faculty ratified the Student Learning Goals (SLG; Appendix A) and general education curriculum (Appendix B) that currently define the Universitys general education learning principles, skills, knowledge, and dispositions. Additionally, the Task Force recommended the development and implementation of a continuous assessment process emphasizing course-embedded assessments to validate and improve student learning. As a result of the Task Force recommendations, several major initiatives have been designed to help the University make progress towards data-driven decision-making. DATA USE & UNDERSTANDING INITIATIVES There are three major initiatives that show progress toward data use and understanding across campus: academic program review (APR), SLGs assessment, and the university academic assessment committee (UAAC). This section will identify the current status of these initiatives and provide direction for the future in these areas and additional data-driven initiatives. APR Beginning in 2003, academic programs proceeding through the APR process were required to include student learning outcomes as a part of their APR. Currently, the APR guidelines require that programs: Should use APR and assessment data to inform curricular planning annually (Section I) Provide evidence of student learning (Section II B, III A, III B) Identify how program curriculum supports the mission of SU and the universitys identified SLGs (Section III A) Describe program-specific student learning outcomes and evidence of the assessment of these outcomes (Section III A, III B, III C). Additionally, programs are required to use various other data (e.g., peer benchmarks, enrollment trends, credit hours generated, time-to-completion, retention, faculty workload, faculty/staff/student diversity, budget/expenditures, etc.) to demonstrate continuous quality improvement in program curriculum and instruction, validate student achievement, and affirm the programs vision. Toward the goal of continual improvement of the Universitys academic programs, it is recommended that the APR procedures be modified to include periodic/annual review and reporting of programs progress towards the development, assessment and use of student learning outcomes data. In working with UARA and/or Provosts office, programs should periodically review how they have used or plan to use assessment data to improve student learning. For programs that have not yet developed comprehensive assessment plans, these periodic meetings can be used to develop program-specific learning outcomes or match existing program outcomes with the curriculum/learning opportunities offered by the program and/or the SLGs defined by the university. In the coming years, the UARA office hopes to streamline parts of the APR process for programs to assist them in the identification of how programs student learning outcomes relate to the Universitys SLGs. A matrix will be developed for use by all programs completing their APR that will identify which courses in the programs curriculum are designed to provide learning opportunities necessary to attain program and University learning goals/outcomes as recommended by MSCHE. STUDENT LEARNING GOALS ASSESSMENT The Faculty of SU believes that the Universitys general education program provides its graduates with the foundational skills and competencies needed to succeed in all endeavors throughout their lifetimes. However, the evidence for that assertion has, until more recently, been more anecdotal or grade-based, than assessment driven. Recognizing these limitations, the faculty has proceeded purposely to develop, initiate, and pilot multiple direct assessments of the general education core. While efforts have been made to assess general education knowledge for some of the SLGs, additional emphasis should be placed on mapping student learning opportunities to the learning outcomes. This could be accomplished by identifying the general education courses in which all students are supposed to develop the skills necessary to achieve the identified SLGs. With the development of additional assessment plans at the program and general education level, special attention should be placed on how these new evaluations can be used to measure the multiple knowledge, skills, and abilities identified as SLGs. Furthermore, the University should make progress toward identifying how it defines proficiency in terms of achieving the prescribed learning outcomes (i.e., what level of achievement on assessments would indicate understanding). The campus community should also revisit the Assessment and Accountability webpage and determine if it is meeting the needs of the academic programs as a tracking and reporting tool. In the subsequent sections, assessment efforts and future plans related to the skills, knowledge, and dispositions identified in the SLGs will be discussed. Skills The following information describes current and previous assessment efforts designed to measure student development of skills identified as a part of the SLGs. Critical Thinking Assessment results presented under the Command of Language general education skill area also include the evaluation of students critical thinking abilities. Command of Language In 2005, an attempt to measure general education skills was made by collecting data using a standardized instrument, Measure of Academic Proficiency and Progress (MAPP), for juniors and seniors. The MAPP measures college-level reading, math, writing, and critical thinking skills. Despite difficulties collecting a representative sample of motivated students, SU students scored higher, on average, in every qualitative performance criteria than their national peers and their norm-referenced scores placed the University in the 81st percentile. However, no further discussion has included the additional use of this instrument or the results. Future Efforts Following the new Voluntary System of Accountability (VSA), which includes the collection of student outcomes data on critical thinking and writing skills, the University may want to re-visit the use of the MAPP to measure competency developed by students in these areas while attending SU. Additionally, the VSA allows two additional outcomes measurement options: Collegiate Assessment of Academic Proficiency (CAAP) and the Collegiate Learning Assessment (CLA). In collaboration with the faculty and staff, it must be determined which instrument will be administered, when it will be administered, and how to sample freshmen and seniors, and possibility transfer students (as recommended by MSCHE). Since Fall 2006, SU has assessed the writing and critical thinking competencies of all freshmen enrolled in its English and History 101 and 102 level courses, which are required courses in the general education core of 9iý޹˾. The English and History assessments examine students critical thinking skills and their command of language following completion of 101 & 102 level courses. Students engage in essay assignments as a part of their course grade, in some cases, the essays are a part of the course final exam. A sample of these essays are selected and read by a group of trained raters using a standard rubric (Appendix C). The Communication Arts faculty began to develop a rubric to assess oral communication of students (Appendix D) as a part of is curriculum. Data has been collected using this rubric, but the current status of this project is unclear and evidence that the results were used to improve the program was also unavailable. Future Efforts The results of these assessments have not been widely shared with the campus community, UAAC, or the raters involved in the assessment. In an effort to close the loop, UARA would like to share these results with various constituencies that will use the information to help improve student learning in the areas of critical thinking and command of language. Moreover, the assessment group and the UAAC should identify all courses at the institution which impact the development of critical thinking and language skills. MSCHE also recommended that the SU clearly define how students are developing their oral communication skills as a part of the General Education and Honors core curriculum. Based on MSCHE recommendations, the university should also define what it means to be proficient in terms of these skills so that we can evaluate if students are achieving these goals. Additionally, the University should develop methods to use the English and History 101 and 102 data to evaluate the effectiveness of the new Fulton School Curriculum Reform and enhanced 4-credit model. Currently, data have been collected from the spring 2008 administration which will allow us to compare performance among students in traditional 3-credit and enhanced 4-credit courses. Quantitative Literacy In Fall 2008, SU began a pilot assessment of math skills for all incoming first-year students. Data collected from this pilot, using the ALEKS assessment system, will be used to develop proficiency cut-offs necessary to be successful in entry-level math and science courses. Additionally, students performing below these necessary cut-offs will be offered several options for remediation. It is anticipated that full implementation will occur with incoming first-year students in Fall 2009. An additional assessment was also used by the Mathematics faculty in 2006 and 2007. They began to assess the quantitative competencies of samples of students enrolled in Math 100 (College Algebra), Math 140 (College Algebra and Trigonometry), and Math 155 (Modern Statistics with Computer Analysis) using a series of standardized and embedded quantitative problems. Any one of these math courses fulfills the general education requirement for quantitative reasoning in the general education model. The status of this is currently unknown. Future Efforts The university should continue to evaluate the effectiveness of the ALEKS math assessment and the learning modules throughout the pilot phase. In collaboration with the Henson School and the UAAC, cutoff scores for the assessment should be developed for the courses of interest. Additionally, the impact of this assessment and the learning modules on retention and graduation rates needs to be examined. Further efforts should be made to collect and share information gathered from the initial mathematics department assessment. If the assessment efforts were successful, consider expanding this assessment and identifying all courses at the institution which impact the development of quantitative literacy. The University may also consider adding an honors-level quantitative literacy course as a part of the honors core curriculum, as recommended by MSCHE. Additionally, as per the MSCHE recommendations, the university should define what it means to be proficient in terms of quantitative skills to determine if students are adequately developing these skills while enrolled at SU. Information Literacy As defined in the University SLGs, students should, acquire abilities to use libraries, computer applications, and emerging technologies. To this end, SU has developed a Technology Fluency policy whereby all graduating students must demonstrate an appropriate level of fluency with information technology with regard to discipline-specific requirements within academic departments. The discipline-specific requirements will be refined from four broad technology knowledge context areas: basic operations and concepts; accessing information through technology; communicating effectively using technology; and organizing and analyzing information with technology. Currently, some academic programs (e.g., Chemistry, Geography, Political Science, etc.) include student learning outcomes that support the Information Literacy SLG. However, it is unclear if university- or program-wide assessments of information literacy skills have been developed or are occurring on a regular basis. If results currently exist, they are maintained at the program-level for APR. Future Efforts MSCHE recommended that SU revise its Technology Fluency Policy so that it adheres to the MSCHE guidelines for Information Literacy. MSCHE Information Literacy guidelines state that institutions must provide students and faculty with the knowledge, skills, and tools to: retrieve information resources in a variety of formats, identify and critically evaluate knowledge, and apply valid information to their studies, research, and teaching. Additionally, students and faculty should understand the economic, legal and social policies and issues relevant to the use of information. Upon revising the policy, academic and administrative departments that play a role in educating students on proper technology retrieval and usage guidelines should develop specific SLGs. Next, these programs should design assessment strategies to determine if students are achieving the desired outcomes. Finally, greater efforts should be made to identify and report information literacy assessment results to the UARA office and the campus. This information is necessary for system, state, and federal reporting. Interpersonal Communication SU defines interpersonal communication as students ability to relate to and work effectively with diverse groups of people. This skill can be related to student dispositions also described in the SLGs. Specifically, an assessment that measure interpersonal skills might also evaluate social responsibility and humane values. MSCHE indicated that additional course offerings should assist students in the development of diversity and globalization. Future efforts should be made to identify the general education courses that assist students in the development of their interpersonal skills. Once these courses have been identified, a concentrated effort should be made to develop an assessment plan to determine if these skills are adequately being developed. Knowledge In addition to the SLG skill areas, the University has included outcomes related to specific knowledge that students should possess upon graduation. This includes familiarity with a variety of disciplines including: visual and performing arts (art, music, dance, theatre), literature (English, foreign language-based), civilization (cultural and historical perspectives), contemporary global issues (peoples, cultures, institutions), second language or culture, mathematics, social and behavioral sciences, biological and physical sciences, and interdependence of humanities, social sciences, and natural sciences. Currently, departments engage in assessments at the program-level as a part of the APR and/or accreditation process. However, the widespread evaluation of the level at which SU students develop knowledge in these areas is not presently being performed. Over the next five years, SU should investigate how current General Education assessment practices might already be evaluating knowledge-level SLGs. This could be accomplished by mapping current assessment strategies back to the SLGs they are intended to measure. With the development of additional assessment plans at the program at General Education level, special attention should be placed on how these new evaluations can be used to measure the multiple knowledge, skills, and abilities identified as SLGs. Student Dispositions The final component of the SLGs includes the development of student dispositions. These dispositions refer to qualities that contribute to the personal well-being and social and professional integrity of SU graduates. Five specific dispositions have been identified as fundamental to the Universitys students: social responsibility, humane values, intellectual curiosity, aesthetic value, and wellness. During their last review, MSCHE indicated that additional courses need to address diversity and globalization development. As such, during the next five years, SU should focus on identifying or developing courses that assist students in developing these dispositions. The University will also be tasked with defining proficiency with respect to the identified dispositions and evaluating how effective these courses are at developing these desired dispositions. Administrative Units Currently, administrative units of the University are not engaged in assessment activities within their own departments. MSCHE suggested that administrative units also engage in program reviews to determine the impact that they have on students. To this end, it is suggested that over the next five year, administrative units devise program/department goals and evaluate the effectiveness of their structures and services. UAAC In May 2001 and in consultation with the Provost, the SU Faculty Senate formed the ad hoc University Academic Assessment Committee (UAAC) and charged it, among other directives, to articulate a coherent plan for ongoing assessment of the general education curriculum. Recognizing that the current general education curriculum remained course- not competency-based, the faculty-driven UAAC focused its initial efforts around the implementation of a model for student learning outcomes assessment at the academic program level. The UAAC embraced many of the assessment concepts recommended by the General Education Task Force and subsequently developed a plan for outcomes assessment that is structured both to improve learning and to address the MSCHE accreditation standards. In spring 2008, the faculty senate voted to make the UAAC a permanent senate committee. This provides further evidence that the faculty support the universitys continual engagement in assessment. To continue the progress of the UAAC, some specific goals and a timeline should be set to ensure that they are meeting the universitys assessment needs. During the next five years, the UAAC can assist with many of the aforementioned assessment efforts. This includes: identifying program/discipline-specific learning outcomes defining courses/curriculum (general education and program-specific) that provide learning opportunities for students to achieve the SLGs outcomes as recommended by MSCHE. defining proficiency with regard to general education as recommended by MSCHE. COMMUNICATION The final component of data use and understanding includes communication. Previously, the UARA office has adequately responded to inquiries and participated in the many planning processes. In the coming years, the UARA office would also like to be more proactive in presenting results of ongoing assessment and data efforts. The office collects a large amount of data on an annual basis and presents a portion of this in the Fact Book. However, there are a variety of reports that are created for the USM and MHEC that are not widely shared with the campus community. The UARA office could create one-page summaries semi-annually for some of the more relevant assessment topics (i.e., graduation and retention rates, diversity, student/alumni satisfaction and engagement, etc.). These summaries could be shared with the deans, directors, executive staff, and selected administrators. To further the communication of assessment results and efforts, the UARA office would like to hold workshops to train faculty and staff on a variety of assessment issues such as: What is assessment? How to develop an assessment plan Differentiating student learning outcomes and program outcomes Assessment vs. Institutional Research vs. Accountability Distinguishing these functions for the UARA office and the campus community Discussing SLGs: How program- and course-level SLGs should be developed and mapped back to the university SLGs Defining proficiency for SLGs FUTURE DATA INITIATIVES In addition to these assessment-focused initiatives, the UARA office will continue to play an integral role in many other university plans. UARA has continually provided data necessary to develop the Universitys Strategic Plan (e.g., enrollment trends, graduatioin/retention rates, students/alumni opinions, satisfaction, program cost/capacity, etc.). The 2009-2014 Strategic Planning process has been more data intensive than it has in previous years. The University values and uses important facts and figures to determine areas of strength and weakness and develop a deliberate plan for the future. As a result, the UARA office will play an imperative and continual role of providing data for strategic initiatives and evaluating University progress towards meeting their defined goals. Appendix A 9iý޹˾ STUDENT LEARNING GOALS August 21, 2000 Building on the foundation provided by the Universitys Mission Statement and the Attributes Document accepted by the Faculty, the General Education Task Force proposes the following principles and goals for General Education at 9iý޹˾. The principles and goals represent the concepts embedded in the Mission Statement and the Attributes Document. They will help guide the development of the general education program. Learning Principles The general education program is designed to foster the personal, intellectual, and social development of the 9iý޹˾ student and is based on the following set of principles. The liberally educated person: communicates effectively in diverse situations; uses multiple strategies, resources, and technologies for inquiry and problem solving, demonstrates qualities related to personal, social and professional integrity, integrates knowledge from the humanities, social sciences and natural sciences to broaden perspectives; reasons quantitatively and qualitatively, demonstrates global awareness in order to function responsibly in an interdependent world. These principles are expressed by the following set of student learning goals. Student Learning Goals A. Skills Acquire the personal and intellectual skills necessary for productive membership in contemporary society.1.Critical Thinking:Acquire abilities to engage in independent and creative thinking and solve problems effectively.2.Command of Language:Acquire abilities to communicate effectivelyincluding reading, writing, listening, and speaking.3.Quantitative Literacy:Acquire abilities to reason mathematically.4.Information Literacy:Acquire abilities to use libraries, computer applications, and emerging technologies.5.Interpersonal Communication:Acquire abilities to relate to and work effectively with diverse groups of people. B. Knowledge Possess knowledge and understanding commensurate with that of a well educated person.1.Breadth of Knowledge:Possess knowledge from and familiarity with modes of inquiry and creative processes used in a variety of disciplines including:a. Visual and performing arts (art, music, dance, theatre)b. Literature (English, foreign language-based)c. Civilization: cultural and historical perspectivesd. Contemporary global issues (peoples, cultures, institutions)e. Second language or culturef. Mathematicsg. Social and behavioral sciencesh. Biological and Physical Sciences2.Interdependence Among Disciplines:Possess an awareness of the interdependence among disciplines in the humanities, social sciences, and natural sciences.C. DispositionsExamine qualities that contribute to personal well-being and social and professional integrity.1.Social Responsibility:Tolerance and respect for diverse groups of people and a disposition toward responsible citizenship and a connection to the community.2.Humane Values:An informed regard for humane values and the ability to make judgments based on ethical and environmental considerations.3.Intellectual Curiosity:A propensity for reflection and life-long learning.4.Aesthetic Values:An awareness of and appreciation for aesthetics.5.Wellness:Issues of personal well-being. Appendix B GENERAL EDUCATION All students seeking a bachelors degree from Salisbury University are required to complete a series of General Education courses. The faculty of the University believe that General Education is an essential element in the University experience and have structured the components of the General Education program to realize both a traditional and a contemporary mission. The traditional mission is to provide students with a broad experience in the liberal arts. The contemporary mission of General Education is to provide students with a common ground of understanding and competence for meeting the challenges of todays world as educated men and women. The courses within the General Education program are supported by the Student Learning Goals and Principles, developed and approved by the faculty in 2000. The information regarding the knowledge, skills and dispositions deemed essential for a 9iý޹˾ graduate can be found in Appendix D. General Education at 9iý޹˾ consists of a minimum of 12 courses organized into four groups of related subject matter. Group I Group I coursework is intended to develop students competence in written expression. Group II Group II offers courses in the area of history, offering a perspective on times and cultures other than our own while fostering a sense of the interconnectedness of our world. Group III Group III offers courses in the areas of humanities and social science, affording perspectives and insights into beauty and truth embodied in the traditional disciplines of the humanities as well as the interaction of humans with each other in a social world. Group IV Group IV involves experiences in the scientific method and the structures on which it is based, and which lead to an appreciation of the interdependence of humans and the natural world. Group V Group V is designed to enhance students understanding of the body, its movement and the values of fitness. General Education Requirements All programs leading to the bachelors degree include a minimum of 12 courses in approved General Education courses. Some majors designate certain required courses within the General Education courses. Students may learn of these specific requirements from their major departments. The General Education requirements are as follows: Group IEnglish and Literature: two courses A. Complete the following course with a grade of C or better: Credits ENGL 103 Composition and Research ........................................4 or HONR 111 Honors Core I: Critical Thinking and Writing ..............4 (if in the Honors Program) B. Select one course in literature from either the English or Modern Languages departments. ......................................4 Group IIHistory: two courses A. Complete one of the following courses: Credits HIST 101 World Civilizations I ....................................................4 HIST 102 World Civilizations II ....................................................4 HIST 103 First Year Seminar in World History ............................4 B. Complete one of the following courses: Credits HIST 101 World Civilizations I ....................................................4 HIST 102 World Civilizations II ....................................................4 HIST 103 First Year Seminar in World History ............................4 HIST XXX History course above HIST 103 ..................................4 Group IIIHumanities and Social Sciences: three courses A. Select one course from the following areas: Art, Communication, Dance or Theatre Arts, Modern Languages, Music, Philosophy, HONR 211 (if in the Honors Program) B. Select one course from the following areas: Anthropology, Conflict Analysis and Dispute Resolution, Economics, Human Geography, Political Science, Psychology, Sociology, HONR 112 (if in the Honors Program) C. Select one course from either Group IIIA or Group IIIB (course may not be from the same area selected for IIIA or IIIB). Group IVNatural Science, Math, Computer Science: four courses A. Select two courses with laboratories from at least two of the following four areas: Biology, Chemistry, Geology or Physical Geography, Physics B. Select one course (need not include a lab) from Group IVA or Computer Science or Mathematics or HONR 212 (if in the Honors Program) C. Select one math course. Group VHealth Fitness: one course Credits PHEC 106 Personalized Health/Fitness........................................3 Appendix C Assessment Rubric for English 101 Exam Essays Scale: 1 = poor 2 = fair 3 = good 4 = very good 5 = excellent Essay is well-organized (intro and thesis, body, and conclusion): Smooth transitions Paragraph sticks to one main point Intro and conclusion are fully fleshed out Introduction presents thesis/argument relevant to the question posed: Use of key words from prompt Thesis is debatable; takes a clear position Scope of argument is appropriate for writing task Considers complexities of argument Note: question stresses the thesis, does not consider qualities of the intro Body of essay makes effective use of relevant evidence to support thesis/argument: Amount of evidence Level of specificity Use of sound reasoning One piece of evidence builds on the next in logical progression Connects evidence to claim/argument Note: types of evidence can take several forms (reasons, relevant personal experience, referencing expert voices, in addition to trad. data--#s and stats) Essay acknowledges arguments that oppose thesis: Acknowledgment that perhaps somebody might disagree Can be brief and achieve high score Shows an ability to characterize fairly the oppositions views; avoids overgeneralizations and personal attacks Essay refutes or accommodates arguments that oppose thesis: Explains why someone might disagree using sound reasoning, specificity and detail Shows an ability to characterize fairly the oppositions views; avoids overgeneralizations and personal attacks Note: can refute or accommodate; either is acceptable for high score. (to do a refutation means that writer explicitly negates the opposition) Prose style is generally clear with few spelling errors or punctuation problems: Readability Patterns of errors (with recognition that most serious errors should carry the most weight, i.e. problems with sentence boundariesfragments, run-ons, and comma splices). Note: this is a timed exam, so students do not have much time to revise their work. It is appropriate to take this into account. One or two spelling or grammar errors should not necessarily keep someone from a 5. Patterns of errors are what should affect the score. Assessment Rubric for English 102 Exam Essays Scale: 1 = poor 2 = fair 3 = good 4 = very good 5 = excellent NA Essay is well-organized (intro and thesis, body, and conclusion): 1 2 3 4 5 Introduction presents thesis/argument relevant to the question posed: 1 2 3 4 5 Body of essay makes effective use of relevant evidence to support thesis/argument: 1 2 3 4 5 Essay examines significant or pertinent textual detail: 1 2 3 4 5 5. Essay demonstrates knowledge of vocabulary related to analysis of literary texts, e.g., character, point of view, or imagery. 1 2 3 4 5 6. Prose style is clear and generally grammatically correct with few spelling errors or punctuation problems: 1 2 3 4 5 Excellent: Essay demonstrates consistent mastery of ability in question. Very good: Essay demonstrates facility with skill or ability. Good: Essay demonstrates adequate but unexceptional competence in skill or ability. Fair: Essay demonstrates mediocre achievement with tentative or faltering grasp of skill in question. Poor: Essay demonstrates minimal or no evidence of ability to demonstrate skill or ability in question. Assessment Rubric for History 101 & 102 Exam Essays Scale: 1 = poor 2 = fair 3 = good 4 = very good 5 = excellent Reminder: - we cannot consider grammar/correctness during this assessment because such issues are not part of the rubric- students had less time to write History 101 final essays than they had to write English 101 essays Essay is well-organized (introduction, body and conclusion). Smooth transitions Paragraph sticks to one main point Paragraph development Intro and conclusion are fully fleshed out Body of essay makes effective use of factual evidence to support argument. Amount of evidence Level of specificity Inclusion of time references and turning points (does not have to be a date) Essay demonstrates ability to analyze ideas, concepts and evidence. Ability to make connections between ideas Use of sound reasoning Amount of analysis and level of specificity Avoidance of logical fallacies (e.g. overgeneralizations) Essay demonstrates ability to discuss diverse aspects (politics, religion, economics, society) of civilization(s). Discussion of more than one aspect (e.g. does writer touch on politics and religion; how many of these aspects does the writer include) Level of detail and amount of support included Note: try to use N/A very judiciously Essay demonstrates ability to evaluate intercultural similarities and differences. Mention of more than one culture, viewpoint, or time period Note: try to use N/A very judiciously Essay demonstrates ability to connect specific examples to broader historical currents. Looks at historical themes Looks at larger implications and underlying reasons (e.g. internal and external pressures on government or how relative wealth or poverty of a society affects the political landscape). Note: try to use N/A very judiciously Appendix D Oral Communication Assessment Rubric Context: Persuasive Speech Presentation Academic Term and Year (e.g., F02): Overall rating_______ 1= Unacceptable 2= Acceptable 3 = Good 4=Excellent Evaluator:_____________________________ DescriptorsRatingContentThe Subject: topic is made relevant and meaningful to the audience; narrowed sufficientlySupporting Materials: provides adequate/sufficient support for statements made, such as examples, descriptions, specific details, narratives; support is clear, interesting, credibleLanguage: grammatically correct; vocabulary appropriate to college levelOrganizationIntroduction: opening gained attention; thesis clearly stated; main points clearly previewed, speaker credibility made clear; relevance for audience established. Organizational Structure: identifiable introduction, body, conclusion; clear transition statements; clear and appropriate pattern of organization used.Conclusion: clearly signaled closing; strong ending that wraps up conciselyDeliveryEye contact: strong, direct and consistent; looked at everyoneStyle: conversational and confidentBody Expressiveness: appropriate posture; natural gesturing used to enhance rather than to detract; movements purposeful and confident Vocal Expressiveness: effectively varied volume, rate, pitch, inflection; voice is animated and expressive; no verbal fillers (such as ok, um, you know, or likeDiction and Pronunciation: words could be easily understood; correct pronunciations Attitude and Energy: shows enthusiasm for the subject; seems genuinely interested in communicating ideas to audience members      PAGE \* MERGEFORMAT 7  #12 ~  ' ( ) , f C E N ^ j t y 9qef2pžžžɟɧɖɒ~zvzrznhChIhohH1hhhuq 5hhP5ht(hFM hr5h&[huq 5h]uhUO h]uhh]uh] h\hhhuq 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