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Speaking across the curriculum programs are a readily accessible venue for the assessment of oral communication competence and in some instances are already being used for such purposes. While so far the implementation of simple holistic judgments for quality assurance purposes has emerged as one practical procedure, further exploration should locate forms of evidence which may be addressed to individual, programmatic, institutional, or public constituencies. In practice, many institutions ask that a portion of the grade in a course be granted on the basis of oral performance. In others, the departments in which the courses are offered are required to certify that students have met appropriate standards. Faculty development workshops have an important function in familiarizing faculty from many disciplines with oral communication opportunities and standards in their classes, and no overwhelming evidence exists that faculty members should not be given the responsibility to make assessment judgments. Institutions should have some form of assessment and advising system to indicate for the student that some further instruction would be desirable and should provide adequate instructional opportunities for students to improve. DePauw University has many such opportunities in place. Merits of such alternative assessment procedures in across the curriculum programs include the natural setting and context, flexibility, and relative unobtrusiveness. Limitations include: the difficulty of standardizing assessment outcomes; putting the results of the assessment into productive pedagogical form; and the limited professional resources of expertise in oral communication. (Contains 12 references.) (RS)

Descriptors: Alternative Assessment, Communication Skills, Evaluation Methods, Higher Education, Speech Communication, Student Evaluation, Undergraduate Students

Autor: Weiss, Robert O.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11161&id=ED368026

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