|Learning Outcome||Exceeds Expectations||Meets Expectations||Approaches Expectations||Does Not Meet Expectations|
|For normalized learning gains (Hake gains 1, 2) following pre/post- test assessment||High normalized learning gain.
g > 0.5
|Medium normalized learning gain.
0.3 < g < 0.5
|No significant gain nor loss.
0 < g < 0.3
|Any significant normalized loss.
g < 0
|1) Students will examine messages from print, electronic, and/or visual sources. Students will interpret meaning and credibility of the message.||Examination of message is insightful. Interpretation of meaning and credibility correlates to a high level of understanding regarding subtleties or nuances.||Examination of message is acceptable. The interpretation of meaning and credibility includes some subtleties or nuances.||Examination of message lacks insight. The interpretation of meaning reveals a basic understanding that misses subtlety or nuances.||Examination of message is incorrect or misinterpreted. Interpretation of the message reveals a lack of understanding.|
|2) Students will use effective verbal or written delivery techniques. These include the appropriate use of structure, content, language, execution, technology, and non-verbal cues.||All delivery techniques display structure, content, and language. The techniques include a clear and comprehensive delivery.||Delivery techniques include an acceptable or relatively good display of structure, content, language, execution, technology, and non-verbal techniques.||Delivery techniques display an uneven use of structure, content, language, execution, technology or nonverbal cues. One or more of the elements are missing and/or poorly presented.||Delivery techniques are ineffective or fail to display structure, content, language, execution, technology, and/or non-verbal techniques.|
|3) Students will develop and express a thesis through an appropriate use of evidence/ logic/data.||Presentation of thesis is especially clear and well developed. Thesis is fully supported by multiple lines of evidence/logic/data.||Presentation of thesis is clear and developed. Thesis is appropriately supported by an adequate amount of evidence/logic/data.||Presentation of thesis is vague or partially developed. Message is not fully supported by evidence/ logic/data.||Presentation of thesis did not take place or is confusing. No support for thesis is provided.|
|4) Students will display appropriate listening behaviors. This includes the attention to messages, the clarification of shared meaning, and the nonverbal confirmation of comprehension.||Student displays a fully-integrated listening behavior. The student is attentive, seeks clarification during the message exchange, and provides clear nonverbal signals of comprehension.||Student displays most of the appropriate listening behaviors, but may show signs of distraction. At least one listening behavior requires more development or attention.||Student displays a limited number of appropriate listening behaviors. Student fails to show attentiveness, clarification behaviors, or nonverbal confirmations. Student shows signs of distraction or inattentiveness.||Student displays distracted behavior, fails to clarify the message, and/or fails to display nonverbal confirmation. Student may also fail to establish and/or maintain eye contact.|
|5) Students will utilize audience analysis in the development of the communication message.||Student’s message is expertly designed to communicate with the audience. It displays remarkable use of vocabulary, purpose, and audience engagement.||Student’s message communicates with the audience. Message displays proper application of vocabulary, purpose, and audience engagement.||Student’s message is moderately effective. Vocabulary, purpose, and/or audience engagement lack sophistication or full understanding.||Student’s message is ineffective due to the poor use of vocabulary, a vague purpose, or a lack of audience engagement techniques.|
|6) Students will display effective group participation through the application of group discussion, group interaction, and/or public group presentation.||Shares own skills/ knowledge with the group substantially, and uses others’ attributes to the betterment of the group. Shares power and recognizes, respects, and celebrates differences in the group. Intentionally meets the needs of others. Contributes high quality work and effectively facilitates conflicts to ensure a successful project result.||Intentional effort and clear understanding of inter-personal communications and the role within the group. Understands the group vision. Recognizes and respects other’s differences and needs in the group. Identifies a role within the group and actively takes initiative.||Moderate effort in taking initiative as an active group member. Displays effort and a growing degree in skill in communication with others. Begins to understand and respect others’ differences and needs. Can describe effective communication techniques and identify at least one concept of group dynamics.||Minimal understanding of interpersonal communication, concepts or roles within the group. Displays minimal communication with others and is, at times, ineffective in communicating. Minimal awareness or respect of others’ needs or differences. Minimal understanding of concept and/or practice of group dynamics.|