SPCH 4 - Group Communication - Stage 4 - Joanne Babin
Assessment
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| Assessment Description | 1. Group analysis papers ask students to compare their roles in the two major groups they participated in. Did they hold a task, maintenance or self orientated role? The paper also asks each student to identify three different group communication concepts such as conflict, gender differences, etc and apply them directly to their small group experience. They must use specific examples such as what the conflict was about and how it got resolved. Students must also identify all roles that each group member took on. My sample of papers to assess came from those who emailed their papers to me rather than provided a hard copy. Exam questions covered the outcomes below. Peer reviews covered the group presentations. Students did anonymous critiques of performances assessing organization, delivery and content of speeches. |
| Learning Outcomes | A. Create and deliver public speeches in a small group format C. Evaluate group communication scenarios and communication acts. E. Gain increased proficiency in communication skills such as listening, conflict management, leadership and decision making. G. Distinguish between various leadership styles. K. Differentiate the various roles members take on while engaging in group communication. |
| Number of Sections | 1 |
| Number of Instructors | 2 |
| Number of Students | 35 |
Data Analysis
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| Data Sharing Methods | Face-to-face meetings |
| Data Summary | 11 out of 35 students received an A range grade on the final exam which tested their knowledge of conflict resolution, leadership styles, presentation outlining and tools for successful persuasion. Almost half missed the question on the proper outline format. Over half of the 35 students earned A range grades on the group analysis papers showing a clear understanding of roles and small group concepts. The largest misunderstanding had to do with the definition of a self orientated role. |
| Analysis Summary | A significant majority of students should be able to answer the questions or provide a strong analysis in their papers. |
| Next Steps Planned | Provide a better explanation of the Monroe's Motivated Sequence. Provide a better explanation about work students should do before they conduct interviews. |
| Learning Outcomes | Refer to previous answers. |
Changes
| Details | I added an individual performance in their group grade based on participation in group meetings and speaking performance. I also put together a new course outline reducing the learning outcomes to five as well as other changes which will go through curriculum in the Fall. |
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| Learning Outcomes | Refer to previous answers. |
Tentative Future Plans
| Term | Spring 2014 |
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| Activities |
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| More Details | Create a third rubric specific to the new individual grading component. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- HARD COPY - In a department filing system (department office)
Additional Highlights
Students liked having a portion of their grade based on their individual contributions to their groups. It really did cut down on the number of absences and motivated most to do better on their portion of the presentations.I personally learned that nothing should be considered common sense! I should not assume students will know everything about how to conduct an interview. I learned almost as much at they did.
Finally, I learned about so many wonderful services that City College has to offer students. Students have to promote a service on campus to the class and this has been by far the most helpful insight for them.