1 / 26

IMPACCT

Online package for assessing communication and critical thinking skills, providing feedback and generating questionnaires. Available for college freshmen and potentially high school seniors.

hummer
Download Presentation

IMPACCT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. IMPACCT Interactive Package for the Assessment of Communication & Critical Thinknig Created & Adapted by Spitzberg (2005) 1

  2. Online Package for Assessment of Communication and Critical Thinking (Online PACCT) • What: Menu-driven, feedback-generating questionnaire • When: Proof of concept this Spring • Where: Available on SDSU, and eventually elsewhere • Who: College freshmen, and potentially H.S. seniors • Why: • (A) Institutional Advantages • (B) Student Advantages 2

  3. ASSESSING THE ASSESSMENT: • Face/Ecological/Representational • Construct (convergent + discriminant) validity: • + with + (e.g., skills measures) • - with - (e.g., anxiety measures) • 0 with 0 (e.g., U.S. ethnicity) • 360° Assessment (i.e., network consensus) • Delta (gain/loss) Scores • Predictive validity (e.g., speech grades) 3

  4. CRITICAL THINKING ASSESSMENTS: • ANALYSIS • SYNTHESIS • DEDUCTION • INDUCTION • CREATIVE THINKING 4

  5. 1. How many animals of each species did Moses take upon the ark with him? The story goes that NOAH was on the ark, not MOSES. Our minds internalize cultural narratives and assumptions. We hear bits of such narratives and “fill in” the rest, even when it is not there. Therefore, language often evokes “realities” in our minds that are not real or accurate. • 0 • 1 • 2 • infinite Answer: A. 0 5

  6. 2. Count the “F’s” in the following: “FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.” • 3 • 4 • 5 • 6 Because we often “speak” the words in our minds as we read them, we don’t “hear” the “F’s” because they don’t “sound” like “F’s” D. 6 Answer: FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE OF YEARS. 6

  7. 1 3 4 2 3. The 9-dot problem:With the mouse and line-drawing tool, connect all 9 dots with each other with 4 and only 4 completely straight lines. To solve this problem, you literally have to think “outside of the box.” We tend to think in terms of familiar objects, such as “boxes” or rooms, project the properties of a container onto these 9 dots, and then act as if there are “sides” or walls to the box that constrain our lines. 7

  8. 4. How many squares are in the figure below? 27 36 40 11 31 37 12 28 13 14 People often miss the correct answer on this problem due to lack of motivation to find all the boxes. Once a large number has been found, it often “seems good enough.” 32 38 15 39 35 16 17 33 18 9 1 2 5 10 6 29 19 3 34 4 20 21 30 7 22 8 Answer: 40 23 24 25 26 8

  9. A B B C 5. Given the following two propositions, what can be deduced? -As communication anxiety increases, speech errors increase. -As speech errors increase, speaker credibility decreases. -Therefore: General semantics seeks a more “scientific” approach to seeing the world. Understanding how deduction works is a first step. In deductive reasoning, 1. If A, then B; 2. If B, then C; therefore, 3. If A, then C. • As speech errors increase, communication anxiety decreases • As speaker credibility decreases, speech errors decrease • As communication anxiety increases, speaker credibility decreases • As speaker effectiveness decreases, likelihood of persuading a listener decreases 9

  10. Hi Critical Thinking Ability Lo Hi Critical Thinking Ability Lo Hi Critical Thinking Ability Lo Hi Critical Thinking Ability Lo 1.0 4.0 G.P.A. 1.0 4.0 G.P.A. 1.0 4.0 G.P.A. 1.0 4.0 G.P.A. 6. Which of the following diagrams best represents the following proposition: As critical thinking ability increases, G.P.A. increases? In pursuing a more scientific understanding of the world, it is important to recognize both the types of relations things have to one another, but how our language about these relationships represents the “territory” of those relationships. The form here is: As X increases, Y increases, or X is positively related to Y. This is better reflected on the next slide. A C D B 10

  11. 6. continued… Hi Critical Thinking Ability Lo Someone who was higher in CTA would also tend to be higher in G.P.A. Someone who was moderate in CTA would also tend to be moderate in G.P.A. 1.0 4.0 G.P.A. The line therefore represents graphically what the proposition stated verbally—As critical thinking ability increases, G.P.A. increases. In General Semantics terms, both the verbal and visual maps better represent the territory. Someone who was low in critical thinking ability (CTA) would also tend to be lower in G.P.A. 11

  12. 4 5 1 2 3 7. What is the maximum number of times, without covering any square more than once, that the figure below can fill in the spaces of the puzzle? Spatial rotation helps to figure out the solution in the same way that jigsaw puzzles often operate by shape of the “map” piece rather than knowledge of the “territory” being reproduced. 5 Answer: 12

  13. [Illustrative] Lessons: • Our senses are fallible—”seeing” should definitely NOT always be believing: With a ruler and calculator, you could solve some of these problems, but we tend not to scientifically “test” our everyday experiences with such care. • Our common sense (i.e., inference) is fallible: For example, 9 dots look like squares we have encountered throughout our lives, and because most squares represent boundaries or walls, we infer that these 9 dots are “limits” in some sense to our lines. 13

  14. SELF- (& OTHER) REPORT ASSESSMENTS: • INTERPERSONAL COMMUNICATION COMPETENCE • SMALL GROUP DECISION-MAKING & LEADERSHIP COMPETENCE • COMPUTER-MEDIATED COMMUNICATION COMPETENCE • PUBLIC SPEAKING COMPETENCE 14

  15. SCALING: People differ quite a bit in terms of how skilled they are at communicating. For the following statements, we would like you to estimate, compared to typical conversationalists you encounter, how skilled you are … COMPARED TO TYPICAL CONVERSATIONALISTS YOU ENCOUNTER, I AM… 1 = EXTREMELY BELOW AVERAGE SKILL in my … 2 = MODERATELY BELOW AVERAGE SKILL in my… 3 = SLIGHTLY BELOW AVERAGE SKILL in my… 4 = AVERAGE SKILL in my… 5 = SLIGHTLY ABOVE AVERAGE SKILL in my… 6 = MODERATELY ABOVE AVERAGE SKILL in my… 7 = EXTREMELY ABOVE AVERAGE SKILL in my… 15

  16. INTERPERSONAL COMMUNICATION COMPETENCE: • Sample Items: • Speaking rate (i.e., neither too slow nor too fast) • Use of eye contact • Use of gestures to emphasize what was being said • Use of humor and/or stories • Expression of personal opinions (i.e., neither too passive or aggressive) 16

  17. COMPUTER-MEDIATED COMMUNICATION COMPETENCE: SKILLS: COORDINATION __19. I know when and how to close down a topic of conversation in CMC dialogues. ATTENTIVENESS __23. I ask questions of the other person in my CMC. EXPRESSIVENESS __27. I am very articulate and vivid in my CMC messages. COMPOSURE __31. I display a lot of certainty in the way I write my CMC messages. 17

  18. GROUP & LEADERSHIP COMPETENCE: • When communicating as a member of a group, … • I am able to help the group define the problem, or what it needs to accomplish. • I am able to help the group analyze the causes and effects of the problem to be solved. • I am able to come up with ways of evaluating what solutions would work and which would not. • I am able to come up with creative ideas for potential solutions or alternatives. 18

  19. PUBLIC SPEAKING COMPETENCE: • MOTIVATION: • Speaking in public makes me nervous. • I can confidently get up and speak spontaneously to a group of people. • I am anxious speaking to an audience. 19

  20. PUBLIC SPEAKING COMPETENCE: • SKILLS: When giving a speech to an audience, … • I use some creative way of introducing the speech to get their attention. • I provide a clear statement of purpose. • I am able to come up with a logical way of organizing my ideas in a speech. • I am able to develop sound arguments for my point(s) of view. • I am able to back up my arguments with solid evidence in the speech. 20

  21. SYSTEM CAPABILITIES: • Online Access • Delta Scores • Random Item Selection • Participatory Animation • Random Item Interspersing • Data Management • Measurement Add-Ons • Personal Profiles • 360° Assessment 21

  22. EXEMPLARY PROFILES: • Students will be able to download and print at least 3 types of assessment profiles of how their self assessments compare to… • POPULATION: all students who have responded • NETWORK: acquaintances’ views of the student • CHANGE: their time-1 vs. time-2 assessments FOR EXAMPLE… 22

  23. 23 = Your self-rating NETWORK-BASED EXAMPLE PROFILE: = Averaged network rating % = Percentile of S population 100% 0% Reason- ing Interpersonal Skills CMC Skills Group Skills Public Speaking Skills % Diff. -4% -9% -6% -12% +3%

  24. 24 = Your self-rating POPULATION-BASED EXAMPLE PROFILE: = Averaged course self-rating % = Percentile of S population 100% 0% Reason- ing Interpersonal Skills CMC Skills Group Skills Public Speaking Skills % Diff. +1% -3% -9% -6% +7%

  25. 25 = Your Time 1 self-rating CHANGE EXAMPLE PROFILE: = Your Time 2 self-rating % = Percentile of S population 100% 0% Reason- ing Interpersonal Skills CMC Skills Group Skills Public Speaking Skills % Diff. +4% +3% +1 +3% +10%

  26. 26 For information, contact: Brian H. Spitzberg, Ph.D. Spitz@mail.sdsu.edu @

More Related