A printable PDF of this information can be found here.

 

Thank you for participating in the assessment of the MSU Core Quality of "Effective Communicator."  Your assessment will be aggregated with the assessment of student work for other core courses that teach students to be effective communicators. The Core Curriculum Committee will review and discuss these data and summarize their findings of student acquisition of the the learning outcomes associated with being an effective communicator in an assessment report.  The report will be shared with the university community, but will not report on individual instructors, courses or course section.

MSU Graduates are Effective Communicators

Graduates use written, spoken, and visual communication to create meaning, build relationships, foster understanding, and persuade. They express their ideas in manners appropriate for their intended audience and for their intended context. Graduates collaborate with others by openly and constructively giving and receiving feedback, and use that feedback to revise and improve their own communication. They demonstrate facility in analyzing, interpreting, and understanding sources of information and in constructing persuasive arguments in ways that empower and challenge their own and other’s thinking.


Remember: Communication can be written, spoken, or visual.

 

Content Development – Creating meaning and expressing ideas.

  • Uses appropriate, relevant, and compelling content to demonstrate mastery of the subject matter, conveying a sense of understanding of that content throughout the work
  • Uses appropriate and relevant content to develop and explore ideas throughout some of the work
  • Demonstrates minimal evidence of appropriate or relevant content to develop simple ideas in the work
  • Content development is not assessable in student artifact

 

Considers intended audience and context

(Unless noted consider the audience to be the course instructor)

  • Effectively demonstrates consideration of the context, audience, and purpose of the communication
  • Demonstrates awareness of context, audience or purpose, but not all three
  • Demonstrates little to no attention to context, audience, purpose
  • Context, audience and purpose were not relevant for this artifact

 

Engaging and utilizing feedback to improve communication

  • Effectively considers, utilizes, and where appropriate integrates feedback to improve communication
  • Acknowledges and responds to feedback in some manner to improve communication
  • Demonstrates little to no evidence of response to feedback
  • Not clear that student was required to respond to feedback as part of the assignment

 

Genre and Conventions

(Conventions vary for different types of presentations, but include things like appropriate punctuation, grammar, spelling, avoiding long unintentional pauses, ums or ahs, speaking too quickly, mispronouncing words, dressing in a way that distracts from the content of the communication.)

  • Demonstrates attention to and successful execution of a wide range of conventions (organization, content, presentation, style, etc.) particular to the genre and communication strategy (written, oral, visual)
  • Follows conventions (organization, content, presentation, style, etc.) particular to the communication strategy (written, oral, visual)
  • Demonstrates little to no attempt to use a consistent system of conventions
  • Genre and convention are not assessable in this student artifact

 

Sources and Evidence

  • Demonstrates skillful use of high-quality, credible, relevant sources (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, etc) to develop ideas or visual/audio representations that are appropriate for the subject content
  • Evidence of a consistent use of credible, relevant sources (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, etc) to develop ideas or visual/audio representations
  • Demonstrates little to no use of evidence or sources to support ideas or visual/audio representations
  • Sources and evidence were not required in this student artifact