Here’s the big picture in what we’re working to achieve with our majors in the Communication Baccalaureate. The italicized items below are the department’s Program Learning Outcomes, criteria by which our graduating seniors are assessed to measure the efficacy of our program and the competencies of our graduates.
The Program Learning Outcomes help frame the course learning objectives in each class offering in the degree. Not every outcome applies to every class and not all are assessed on the same level.
For example, on a class level there are a number of learning levels that you, the instructor, will want to achieve ranging from simple knowledge, conceptualization, comprehension, and application, to beyond application, as your Class Learning Objectives relate to the Program Learning Outcomes.
Content Creation - Create appropriate and effective messages based on skilled analysis of the audience and situation using mediated and non-mediated presentations with a variety of purposes.
Critical Thinking - Apply good reasoning, critical thinking and problem solving skills in interpersonal, small group, organizational, public, and mass media settings, while incorporating ethical principles of the discipline.
Research - Apply effective skills in researching, organizing, and writing appropriate professional documents, personal communication, and effective communication analysis.
Global Perspective - Demonstrate effective cross-cultural communication knowledge and skills in achieving a global perspective.
Ethics - Exercise ethical principles in all aspects of the communication discipline.
Next, let’s identify the Course Learning Objectives for Interpersonal Communication.
Listening - Apply active listening and its principles in your communication.
Ethics - Explain the nature of trust and be able to define and build that trust.
Self-Disclosure - Distinguish between the risks and advantages in self disclosure.
Conflict - Identify dysfunctional conflict styles and apply strategies for resolving conflict.
Intercultural - Develop a greater sensitivity and skill in intercultural communication.
Assertiveness - Converse with more assertiveness and a higher confidence level.
Shared Meaning - Explain the importance and function of shared meaning.
Relationships - Identify relationship stages and relate them to your own experiences.
Relational Maintenance - Maintain relationships and identify symptoms of trouble within.
Barriers - Identify personal barriers to thinking and communication.
Research - Execute original base-line research in the interpersonal discipline.
Theory
All Objectives
Content Creation
Messages, Listening, Self-Disclosure, Assertiveness, Shared Meaning, Relational Maintenance
Critical Thinking
Messages, Perception, Listening, Conflict, Assertiveness, Shared Meaning, Relationships, Maintenance, Barriers
Research
Self-Disclosure, Assertiveness, Shared Meaning, Relationships, Barriers, Research
Global Perspective
Messages, Perception, Listening, IC Ethics, Intercultural IC, Barriers
The Program Learning Outcomes help frame the course learning objectives in each class offering in the degree. Not every outcome applies to every class and not all are assessed on the same level.
For example, on a class level there are a number of learning levels that you, the instructor, will want to achieve ranging from simple knowledge, conceptualization, comprehension, and application, to beyond application, as your Class Learning Objectives relate to the Program Learning Outcomes.
That’s the purpose here, to understand and design that link between the Program Learning Outcome and the Class Learning Objective.
Let’s define a couple of terms. Outcome is the word we’re using to create assessment criteria on the degree level. Objective is the term that denotes what is evaluated on a class level.
It’s understood that the majority of students enrolled in Interpersonal Communication have done so to complete a requirement and aren’t majors, though they have the potential to become so. Nevertheless, the course is driven by departmental Program Learning Outcomes that frame the Course Learning Objectives.
Program Learning Outcomes identified by theme:
Students who graduate with a Bachelor of Science in Communication will be able to demonstrate competency in:
It’s understood that the majority of students enrolled in Interpersonal Communication have done so to complete a requirement and aren’t majors, though they have the potential to become so. Nevertheless, the course is driven by departmental Program Learning Outcomes that frame the Course Learning Objectives.
Program Learning Outcomes identified by theme:
Students who graduate with a Bachelor of Science in Communication will be able to demonstrate competency in:
Theory - Explain and apply concepts from communication theoretical traditions in small groups, business, interpersonal, mass media, and public settings.
Content Creation - Create appropriate and effective messages based on skilled analysis of the audience and situation using mediated and non-mediated presentations with a variety of purposes.
Critical Thinking - Apply good reasoning, critical thinking and problem solving skills in interpersonal, small group, organizational, public, and mass media settings, while incorporating ethical principles of the discipline.
Research - Apply effective skills in researching, organizing, and writing appropriate professional documents, personal communication, and effective communication analysis.
Global Perspective - Demonstrate effective cross-cultural communication knowledge and skills in achieving a global perspective.
Ethics - Exercise ethical principles in all aspects of the communication discipline.
Next, let’s identify the Course Learning Objectives for Interpersonal Communication.
Course Learning Objectives identified by theme:
Through regular attendance and active participation you will be able to:
Theory - Identify the essentials of interpersonal communication.
Messages - Evaluate the interplay between verbal and nonverbal communication.
Perception - Identify the strengths and weaknesses of the perceptual process.
Through regular attendance and active participation you will be able to:
Theory - Identify the essentials of interpersonal communication.
Messages - Evaluate the interplay between verbal and nonverbal communication.
Perception - Identify the strengths and weaknesses of the perceptual process.
Listening - Apply active listening and its principles in your communication.
Ethics - Explain the nature of trust and be able to define and build that trust.
Self-Disclosure - Distinguish between the risks and advantages in self disclosure.
Conflict - Identify dysfunctional conflict styles and apply strategies for resolving conflict.
Intercultural - Develop a greater sensitivity and skill in intercultural communication.
Assertiveness - Converse with more assertiveness and a higher confidence level.
Shared Meaning - Explain the importance and function of shared meaning.
Relationships - Identify relationship stages and relate them to your own experiences.
Relational Maintenance - Maintain relationships and identify symptoms of trouble within.
Barriers - Identify personal barriers to thinking and communication.
Research - Execute original base-line research in the interpersonal discipline.
In the hierarchy of the pedagogy of the department as it relates to Interpersonal Communication, framing the objectives based on the outcomes might look something like this.
(Outcomes in Bold)
(Objectives in Italics)
(Outcomes in Bold)
(Objectives in Italics)
Theory
All Objectives
Content Creation
Messages, Listening, Self-Disclosure, Assertiveness, Shared Meaning, Relational Maintenance
Critical Thinking
Messages, Perception, Listening, Conflict, Assertiveness, Shared Meaning, Relationships, Maintenance, Barriers
Research
Self-Disclosure, Assertiveness, Shared Meaning, Relationships, Barriers, Research
Global Perspective
Messages, Perception, Listening, IC Ethics, Intercultural IC, Barriers
Ethics
Messages, Perception, Listening, IC Ethics, Conflict, Relational Maintenance, Barriers
I’ve framed these relationships between Outcomes and Objectives based on two things; desired cognitive levels of learning, and weight or the priority of the objective as I’ve determined as a teacher based on the needs of the students and the class.
Desired Cognitive Levels of Learning
These levels are drawn and interpreted from instructional design theory and from experience in teaching. These levels are simple knowledge, comprehension, application, conceptualization, and beyond application.
Simple Knowledge - Discusses and distinguish ideas
Comprehension - Relates and critique concepts
Application - Implements and practices ideas, concepts and theories
Conceptualization - Creates original thinking and approaches
Beyond Application - Synthesizes and teaches concepts
Again, these are my determined cognitive levels. Yours may be different. The department looks at learning levels from Introduction to Developing to Mastery.
Weight and Priority
In framing objectives and designing curriculum, I take the relationships now created between the outcomes and the objectives, identify my desired cognitive levels of learning I want to reach with my students and then weigh and prioritize those objectives accordingly. To do so I let the main verb of the objective relate to the desired cognitive level and weight given to the objective.
It looks something like this:
What’s the point of all this? Simply to clarify the learning process in evaluating activities, assignments and assessments in your curriculum. These priorities and weights now help me design activity, evaluation and assessment tools in measuring achievement based on the amount of time and evaluation I’ve dedicated to each objective, which then relates to my efficacy in reaching the related Program Learning Objectives.
For Example
One of two major projects I require in my Interpersonal curriculum is a personal contract. This activity has been effective in getting students to identify the role of self-disclosure in understanding the self concept. The rubric for this activity looks like this:
Personal Contract
Outcomes
Point Value: 200
Activity Description
Discover your self-concept; how you see yourself, how you think others might perceive you, and how others might actually perceive you. This requires you to take a personal inventory of your strengths, virtues, weaknesses, vices, values, beliefs, opinions and attitudes (items found in your open and hidden panes of the JoHari Window). You will also need to talk with people close to you and ask how they perceive you based on your inventory.
Read The Four Agreements by don Miguel Ruiz.
Outline agreements you’ve made that you would like to break. Your hidden pane may have agreements that allow you to discount your self worth or your companion’s. Your blind pane may have old habits that can interfere with the way you communicate.
Outline agreements you want to make that can help you reach interpersonal competency and personal freedom.
Draft your personal contract indicating your discoveries and agreements. This document should demonstrate your understanding of agreements, the Self Concept, and the JoHari Window.
Activity Rubric
1. The Personal Contract represents self-discoveries based on the learner’s own inventory, what the writer believed others’ opinions were about their self, and what the writer learned about themselves through the disclosure of others.
Exemplary (30-40)
The learner conceptualizes the three aspects of the self-concept theory with the concepts of the agreements of being impeccable with one's word, taking nothing personally, and assuming nothing interpersonally. The learner includes their personal discoveries via the perception and disclosure of others close to them, the risks involved in asking for such disclosures and contrast them to what they believe about themselves.
Satisfactory (17-29)
The learner writes about their discoveries of the three aspects of the self-concept and relates them to their own self-beliefs. They discuss the risks involved in asking for such disclosure.
The learner responds with a recitation of the three selves or chooses not to respond at all.
2. The Personal Contract reflects the learner’s understanding of Ruiz’s idea of agreements.
Exemplary (30-40)
As with item one on this rubric, the learner synthesizes the three aspects of the self-concept with the first three agreements of Ruiz's The Four Agreements.
Satisfactory (17-29)
The learner adequately defines Ruiz's concepts of agreements through personal agreements they've made on their own that relate back to being impeccable with your word, taking nothing personally, never assuming and always doing their best.
Below Expectation (0-16)
The learner refers to the Four Agreements but makes no relationship between them and their own agreements, or the make no agreements what so ever.
3. The Personal Contract reflects the learner’s understanding of the Self Concept.
Exemplary (30-40)
The learner details the three aspects of the self-concept and contrasts them against the Four Agreements.
Satisfactory (17-29)
The learner adequately defines the three aspects of the self-concept as they apply to their personal contract.
The learner might identify the three aspects of the self-concept or fail to include them in their contract.
4. The Personal Contract reflects the learner’s understanding of the JoHari Window.
Exemplary (30-40)
The learner indicates within their Personal Contract how accepting information previously unknown to them from their Blind Pane, or how they chose to risk moving information from their Hidden to their Open Pane helped their self-perception or broadened their scope of their identity.
Satisfactory (17-29)
5. The Personal Contract reflects the learner’s understanding of vulnerability and the risks of being seen.
Exemplary (30-40)
The learner recognizes the vulnerability in self-disclosure, measures the risks of doing so against the rewards and ties this process into allowing themselves to be seen, being whole-hearted.
Satisfactory (17-29)
The learner recognizes the relationship between the vulnerability and self-disclosure.
Charting Relational Stages
Outcomes
Point Value: 200
Activity Description
Chart a current or past relationship that you have been involved in. If you’re currently involved, invite your significant other to participate to see if your perception of the relationship progress is the same as his or hers.
Activity Rubric
1. The learner justifies their efforts in charting a past or current relationship in which they’ve been involved.
Exemplary (21-30)
The learner charts an interpersonal relationship in which they've been involved.
Satisfactory (11-20)
The learner charts a third-party relationship.
The learner simply lists the relational stages with no relational model.
2. Each stage of the relationship is described in detail relating to the relational theory discussed in class.
Exemplary (21-30)
The learner covers and labels each stage that their relationship went through including Contact, Involvement, Intimacy, Deterioration, and then Dissolution or Repair.
Satisfactory (11-20)
The learner covers each stage that their relationship went through including Contact, Involvement, Intimacy, Deterioration, and then Dissolution or Repair but does not label them.
The learner gets into the chronology of the relationship but does not cover nor label each stage, or the learner gives no stage analysis.
3. Interpersonal perceptions are discussed on both the part of the learner and the companion.
Exemplary (8-10)
The learner describes and labels their perceptual process and perceptual influences in the contact stage and how they may have changed through subsequent stages and includes where possible their companion's parallel perception.
Satisfactory (5-7)
The learner describes their perceptual process in the contact stage and how they may have changed through subsequent stages and includes where possible their companion's parallel perception.
The learner may talk about initial impressions but fails to address perceptual processes.
4. The learner describes how self-disclosure worked as an intensifier in the involvement stage and discusses the communication effects of self-disclosure.
Exemplary (21-30)
The learner relates how encouraging self-disclosure on the companion’s part, may have resulted in empathy, risking rejection or loss, increasing knowledge and understanding, leading to intensifying the relationship.
Satisfactory (11-20)
5. The learner evaluates the quality of listening in the relationship as it progressed through the stages.
6. The learner assesses dysfunctional conflict communication and/or causes of relational deterioration that have applied to their own personal relationship.
Exemplary (21-30)
The learner discusses conflict communication includes decreased openness, deception, increased criticism, decreased compliments and reinforcement, the silent treatment, and humiliation.
They also discuss relational deterioration factors including unrealistic beliefs, excessive intimacy claims, third-party relationships, relationship changes, undefined expectations, sex-related problems, and work-related problems.
(Theoretically, every relationship goes through the deterioration stage. The above symptoms are the most often occurring in most relationships. The learner may indicate other symptoms, or reasons, perhaps, why they opted for the back door.)
Satisfactory (11-20)
The learner discusses conflict communication and/or deterioration factors without getting into specific labels of each.
The learner fails to address conflict communication and deterioration factors.
7. The learner identifies and defines perceptual or personal barriers that may have entered the relationship during the deterioration stage.
Exemplary (30-40)
The learner labels and describes perceptual barriers that may include attribution, the implicit personality theory, primacy- recency, the self-fulfilling prophecy, and stereotyping.
They also label and describe personal barriers that may include polarization, intensional orientation, fact-inference confusion, allness, static evaluation, indiscrimination, and disconfirmation.
Satisfactory (17-29)
The learner discusses perceptual and/or personal barriers without labeling them.
Below Expectation (0-16)
The learner fails to identify any perceptual and/or personal barriers.
Messages, Perception, Listening, IC Ethics, Conflict, Relational Maintenance, Barriers
I’ve framed these relationships between Outcomes and Objectives based on two things; desired cognitive levels of learning, and weight or the priority of the objective as I’ve determined as a teacher based on the needs of the students and the class.
Desired Cognitive Levels of Learning
These levels are drawn and interpreted from instructional design theory and from experience in teaching. These levels are simple knowledge, comprehension, application, conceptualization, and beyond application.
Simple Knowledge - Discusses and distinguish ideas
Comprehension - Relates and critique concepts
Application - Implements and practices ideas, concepts and theories
Conceptualization - Creates original thinking and approaches
Beyond Application - Synthesizes and teaches concepts
Again, these are my determined cognitive levels. Yours may be different. The department looks at learning levels from Introduction to Developing to Mastery.
Weight and Priority
In framing objectives and designing curriculum, I take the relationships now created between the outcomes and the objectives, identify my desired cognitive levels of learning I want to reach with my students and then weigh and prioritize those objectives accordingly. To do so I let the main verb of the objective relate to the desired cognitive level and weight given to the objective.
It looks something like this:
Theory - Identify
|
Simple Knowledge
|
1
|
10%
|
Messages - Evaluate
|
Beyond Application
|
2
|
9%
|
Perception - Identify
|
Simple Knowledge
|
1
|
10%
|
Listening - Apply
|
Application
|
2
|
9%
|
Ethics - Explain
|
Comprehension
|
4
|
2%
|
Self-Disclosure - Distinguish
|
Conceptualization
|
3
|
6%
|
Conflict - Identify
|
Beyond Application
|
3
|
6%
|
Intercultural - Develop
|
Comprehension
|
4
|
2%
|
Assertiveness - Converse
|
Application
|
3
|
6%
|
Shared Meaning - Explain
|
Comprehension
|
3
|
6%
|
Relationships - Identify, relate
|
Conceptualization
|
3
|
6%
|
Maintenance - Maintain
|
Beyond Application
|
2
|
9%
|
Barriers - Identify
|
Beyond Application
|
1
|
10%
|
Research - Execute
|
Application
|
2
|
9%
|
What’s the point of all this? Simply to clarify the learning process in evaluating activities, assignments and assessments in your curriculum. These priorities and weights now help me design activity, evaluation and assessment tools in measuring achievement based on the amount of time and evaluation I’ve dedicated to each objective, which then relates to my efficacy in reaching the related Program Learning Objectives.
For Example
One of two major projects I require in my Interpersonal curriculum is a personal contract. This activity has been effective in getting students to identify the role of self-disclosure in understanding the self concept. The rubric for this activity looks like this:
Personal Contract
Outcomes
- Understand the axioms of interpersonal communication and the principles of the self.
- Identify the strengths and weaknesses of the perceptual process of communication.
- Distinguish between the risks and advantages involved in increasing self-disclosure.
Point Value: 200
Activity Description
Discover your self-concept; how you see yourself, how you think others might perceive you, and how others might actually perceive you. This requires you to take a personal inventory of your strengths, virtues, weaknesses, vices, values, beliefs, opinions and attitudes (items found in your open and hidden panes of the JoHari Window). You will also need to talk with people close to you and ask how they perceive you based on your inventory.
Read The Four Agreements by don Miguel Ruiz.
Outline agreements you’ve made that you would like to break. Your hidden pane may have agreements that allow you to discount your self worth or your companion’s. Your blind pane may have old habits that can interfere with the way you communicate.
Outline agreements you want to make that can help you reach interpersonal competency and personal freedom.
Draft your personal contract indicating your discoveries and agreements. This document should demonstrate your understanding of agreements, the Self Concept, and the JoHari Window.
Activity Rubric
1. The Personal Contract represents self-discoveries based on the learner’s own inventory, what the writer believed others’ opinions were about their self, and what the writer learned about themselves through the disclosure of others.
Exemplary (30-40)
The learner conceptualizes the three aspects of the self-concept theory with the concepts of the agreements of being impeccable with one's word, taking nothing personally, and assuming nothing interpersonally. The learner includes their personal discoveries via the perception and disclosure of others close to them, the risks involved in asking for such disclosures and contrast them to what they believe about themselves.
Satisfactory (17-29)
The learner writes about their discoveries of the three aspects of the self-concept and relates them to their own self-beliefs. They discuss the risks involved in asking for such disclosure.
Below Expectation (0-16)
2. The Personal Contract reflects the learner’s understanding of Ruiz’s idea of agreements.
Exemplary (30-40)
As with item one on this rubric, the learner synthesizes the three aspects of the self-concept with the first three agreements of Ruiz's The Four Agreements.
Satisfactory (17-29)
The learner adequately defines Ruiz's concepts of agreements through personal agreements they've made on their own that relate back to being impeccable with your word, taking nothing personally, never assuming and always doing their best.
Below Expectation (0-16)
The learner refers to the Four Agreements but makes no relationship between them and their own agreements, or the make no agreements what so ever.
Exemplary (30-40)
The learner details the three aspects of the self-concept and contrasts them against the Four Agreements.
Satisfactory (17-29)
The learner adequately defines the three aspects of the self-concept as they apply to their personal contract.
Below Expectation (0-16)
4. The Personal Contract reflects the learner’s understanding of the JoHari Window.
Exemplary (30-40)
The learner indicates within their Personal Contract how accepting information previously unknown to them from their Blind Pane, or how they chose to risk moving information from their Hidden to their Open Pane helped their self-perception or broadened their scope of their identity.
Satisfactory (17-29)
The learner identifies disclosure within this process in JoHari Window terms.
Below Expectation (0-16)
The learner makes no mention of disclosure from Blind or Hidden Panes.
5. The Personal Contract reflects the learner’s understanding of vulnerability and the risks of being seen.
Exemplary (30-40)
The learner recognizes the vulnerability in self-disclosure, measures the risks of doing so against the rewards and ties this process into allowing themselves to be seen, being whole-hearted.
Satisfactory (17-29)
The learner recognizes the relationship between the vulnerability and self-disclosure.
Below Expectation (0-16)
The learner makes no attempt to understand the relationship between self-disclosure, vulnerability and being seen.
Notice how the rubric speaks to the objectives of the course (included in the rubric) and how since I've placed equal value on each rubric item, they are all weighed the same.
Below is the rubric for another activity, an analysis of the learner's relational stages. Within it you'll see rubric items weighed differently in point totals, reflecting their priority in my curriculum.
Below is the rubric for another activity, an analysis of the learner's relational stages. Within it you'll see rubric items weighed differently in point totals, reflecting their priority in my curriculum.
Charting Relational Stages
Outcomes
- Identify the strengths and weaknesses of the perceptual process of communication.
- Apply active listening and its principles in your communication.
- Distinguish between the risks and advantages involved in increasing self-disclosure.
- Identify relationship stages and relate them to your own experiences.
- Maintain relationships and identify symptoms of trouble within.
- Identify personal barriers to thinking and communication.
- Execute original base-line research in the interpersonal discipline.
Point Value: 200
Activity Description
Chart a current or past relationship that you have been involved in. If you’re currently involved, invite your significant other to participate to see if your perception of the relationship progress is the same as his or hers.
- As you write about each stage of the relationship be sure to address each element of that stage.
- What was involved in your perceptual contact? How did your companion perceive you?
- Did self-disclosure intensify the relationship in the involvement stage or did it open up the back door?
- Was your listening more direct and active during the contact or the involvement stage than it was during the intimacy stage?
- What happened during the intimacy stage that may have moved the relationship into deterioration?
- Which perceptual or personal barriers became more intense during the deterioration stage?
Activity Rubric
1. The learner justifies their efforts in charting a past or current relationship in which they’ve been involved.
Exemplary (21-30)
The learner charts an interpersonal relationship in which they've been involved.
Satisfactory (11-20)
The learner charts a third-party relationship.
Below Expectation (0-10)
2. Each stage of the relationship is described in detail relating to the relational theory discussed in class.
Exemplary (21-30)
The learner covers and labels each stage that their relationship went through including Contact, Involvement, Intimacy, Deterioration, and then Dissolution or Repair.
Satisfactory (11-20)
The learner covers each stage that their relationship went through including Contact, Involvement, Intimacy, Deterioration, and then Dissolution or Repair but does not label them.
Below Expectation (0-10)
3. Interpersonal perceptions are discussed on both the part of the learner and the companion.
Exemplary (8-10)
The learner describes and labels their perceptual process and perceptual influences in the contact stage and how they may have changed through subsequent stages and includes where possible their companion's parallel perception.
Satisfactory (5-7)
The learner describes their perceptual process in the contact stage and how they may have changed through subsequent stages and includes where possible their companion's parallel perception.
Below Expectation (0-4)
4. The learner describes how self-disclosure worked as an intensifier in the involvement stage and discusses the communication effects of self-disclosure.
Exemplary (21-30)
The learner relates how encouraging self-disclosure on the companion’s part, may have resulted in empathy, risking rejection or loss, increasing knowledge and understanding, leading to intensifying the relationship.
Satisfactory (11-20)
The learner relates how encouraging self-disclosure intensifies the relationship without describing relational communicative effects.
Below Expectation (0-10)
The learner makes little or no connection between self-disclosure and relational intensification.
5. The learner evaluates the quality of listening in the relationship as it progressed through the stages.
Exemplary (21-30)
The learner addresses the listening process and active and passive listening approaches throughout the stages.
Satisfactory (11-20)
The learner discusses the listening process over the course of the relational stages.
Below Expectation (0-10)
The learner fails to address the quality of listening in the relationship.
6. The learner assesses dysfunctional conflict communication and/or causes of relational deterioration that have applied to their own personal relationship.
Exemplary (21-30)
The learner discusses conflict communication includes decreased openness, deception, increased criticism, decreased compliments and reinforcement, the silent treatment, and humiliation.
They also discuss relational deterioration factors including unrealistic beliefs, excessive intimacy claims, third-party relationships, relationship changes, undefined expectations, sex-related problems, and work-related problems.
(Theoretically, every relationship goes through the deterioration stage. The above symptoms are the most often occurring in most relationships. The learner may indicate other symptoms, or reasons, perhaps, why they opted for the back door.)
Satisfactory (11-20)
The learner discusses conflict communication and/or deterioration factors without getting into specific labels of each.
Below Expectation (0-10)
7. The learner identifies and defines perceptual or personal barriers that may have entered the relationship during the deterioration stage.
Exemplary (30-40)
The learner labels and describes perceptual barriers that may include attribution, the implicit personality theory, primacy- recency, the self-fulfilling prophecy, and stereotyping.
They also label and describe personal barriers that may include polarization, intensional orientation, fact-inference confusion, allness, static evaluation, indiscrimination, and disconfirmation.
Satisfactory (17-29)
The learner discusses perceptual and/or personal barriers without labeling them.
Below Expectation (0-16)
The learner fails to identify any perceptual and/or personal barriers.
Yes, this is a lot of work. This is how I prep every class I teach. In the long run, meaning subsequent semesters, it provides me assessment data, hard numbers on what works and on what doesn't, not just in terms of student achievement, but in terms of my own teaching efficacy as well. Once your course work is clarified on this level, it can inherently work to your advantage in showing evidence of your teaching effectiveness and increasing confidence in your classroom.
