Core Competencies Assessment 2007-2008: Area I Courses Eastern New Mexico University-Roswell Communications Competencies State Competencies (Learning Outcomes Being Measured) Assessment Procedures Course Name and NMCCN (Process/Instrument named or described – rubric attached) Assessment Results How Results Will Be Used To Make Improvements (Optional) Recommendations/Goals/ Priorities 1. Students will analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view. Students should: Understand, appreciate, and critically evaluate a variety of written and spoken messages in order to make informed decisions. Course: ENG 102/ENGL 1113 Instruments: First and final essay comparison  Addresses prompt/format  Demonstrates revision based on peer conference Diagnostic Essay Results Needs Work 20% Competent 67% Exemplary 13% Final Essay Results Needs Work 0% Competent 07% Exemplary 93% We seem to be doing fine in this area. Reading Responses throughout the semester have strengthened student ability to evaluate text. 2. Students will express a primary purpose in a compelling statement and order supporting points logically and convincingly. Students should: Organize their thinking to express their viewpoints clearly, concisely, and effectively. Instruments: First and final essay comparison  Develops clear thesis  Uses topic sentences for each paragraph  Orders paragraphs effectively according to format Diagnostic Essay Results Needs Work 20% Competent 80% Exemplary 0% Final Essay Results Needs Work 0% Competent 27% Exemplary 73% We have certainly moved forward here. With this many students increasing to exemplary, some simple changes in the peer conferencing protocol could better emphasize how exemplary students could facilitate the organization and logic of weaker students. 3. Students will use effective rhetorical strategies to persuade, inform, and engage. Students should: Select and use the best means to deliver a particular message to a particular audience. Rhetorical strategies include but are not limited to modes (such as narration, description, and persuasion), genres (essays, web pages, reports, proposals), media and technology (PowerPointTM, electronic writing), and graphics (charts, diagrams, formats). (Continued) Instruments: First and final essay comparison  Uses proper format and style for prompt  Organizes paragraphs effectively for use of rhetorical strategy of prompt Diagnostic Essay Results Needs Work 20% Competent 60% Exemplary 20% Final Essay Results Needs Work 7% Competent 13% Exemplary 80% We are making strides, but better assignment sheet descriptors and increased direct instruction of definitions of the particular techniques required might help. I will look for more kinesthetic/hands-on strategies for helping students understand the different strategies.Core Competencies Assessment 2007-2008: Area I Courses Eastern New Mexico University-Roswell Communications Competencies, cont. State Competencies (Learning Outcomes Being Measured) Assessment Procedures Course Name and NMCCN (Process/Instrument named or described – rubric attached) Assessment Results How Results Will Be Used To Make Improvements (Optional) Recommendations/Goals/ Priorities 4. Students will employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics. Students should: Use standard processes for generating documents or oral presentations independently and in groups. ENG 102/ENGL 1113, cont. Instruments: First and final essay comparison  Uses proper grammar and mechanics (tense, agreement, shifts, and punctuation)  Demonstrates revision based on peer conferences. Diagnostic Essay Results Needs Work 60% Competent 40% Exemplary 0% Final Essay Results Needs Work 7% Competent 53% Exemplary 40% The low levels coming in to the class suggest we might work with the remedial English classes to better align teaching. We have focused on grammar more than we really have time for in 102 and excluded research as a result. Now that research and citations will be added to at least the Cause & Effect essay, grammar may take an additional hit. We need to monitor this objective closely. 5. Students will integrate research correctly and ethically from credible sources to support the primary purpose of a communication. Students should: Gather legitimate information to support ideas without plagiarizing, misinforming or distorting. Instruments: First and final essay comparison  Integrates quotes and paraphrases  Formats paper correctly for assigned style (APA, MLA)  Uses references accurately  Uses in-text citations accuratelyDiagnostic Essay Results Needs Work 87% Competent 13% Exemplary 0% Final Essay Results Needs Work 0% Competent 0% Exemplary 100% These results are not nearly as good as they look since formatting is the only requirement currently in English 102. We provide instructions and work with students to create templates for themselves that they can use in 102 and any other courses that require MLA formats. A research component will be added to 102 in fall of 08. 6. Students will engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences. Students should: Negotiate civilly with others to accomplish goals and to function as responsible citizens. Instruments: First and final essay comparison  Paraphrases and summarizes accurately  Works in peer groups to discuss strengths and weaknesses of student writing and make appropriate suggestionsDiagnostic Essay Results Needs Work 0% Competent 0% Exemplary 0% Final Essay Results Needs Work 0% Competent 33% Exemplary 67% These results are based on whether the essays in the student portfolio showed evidence of revision based on peer conferences. This procedure is new to most 102 students, but it has been successful for even the most reluctant participants. Area I Assessment Contact Person Phone number Name