Creating & Using rubrics To Evaluate & Assess Multimodal

Communication Projects

Faculty Fellows @ UKDr. Deanna Sellnow

1. What is multimodal communication?

2. What did students get in C&C UKCore courses?

3. Rubrics• Definition• Rationale• Utility• Guidelines for Creating

Good Rubrics

What is Multimodal Communication?• Integrated:

– Oral (sounds, speaking, listening), – Written (words, writing, reading), & – Visual (nonverbal cues, images, seeing)

• Conveyed:– Flat print (research papers/essays, journals, newsletters),– Face-to-face (interpersonal, small group, public), – Digital (Internet--smart phones/computers--, TV, Radio)

UKCore CIS/WRD 110&111or CIS/WRD 112

• Formal & Informal Writing • Interpersonal, Group, &

Public Oral Communication• Flat print, Face-to-face,

Digital Channels• Critical Thinking &

Information Literacy

MCXC Assignments & Rubrics

• When you think about assigning a formal multimodal communication project (may include formal writing, speaking, visuals), what worries you and why?

Definition A means by which to make

transparent: EXPECTATIONS of quality & CONSISTENT CRITERIA for

measuring quality.

Rationale Reduce subjectivity Increase potential for

student success Can be used for both

evaluation & assessment

UTILITYAssessment ≠ Evaluation

• What do the students (on the whole) know (& not know)?

• What are students able to do (& not do)?

• Why? To adapt teaching and learning practices appropriately– Pre-assessment– Formative-assessment– Summative-assessment

• To what degree does each student know/perform and

• What value do I as a teacher place on each concept/skill?

Assignment Descriptions & Rubrics:1 Goal and Rationale (what & why)2 Specific Criteria (to meet expected standards)3 Specific numerical or descriptive grading

rubrics to measure quality4 Be explicit, simple, & easily understood.

What criteria should be included to evaluate and assess multimodal communication projects?

CREATING RUBRICS: Start with Criteria• What are your expectations for a quality

product?– Content– Structure– Delivery– Other?

Content• Disciplinary Specific Elements• MCXC Elements

– Analysis/Reasoning:• Appropriate focus/purpose? • Adapted to rhetorical situation (audience/context)? • Supporting points (appropriate, thematic, rhetorical appeals,

breadth, depth, and listener relevance)? • Reasoning (Claim/Support/Warrant)?• Time constraint/Word count?

– Supporting Material• Relevant? Varied? Type? Credible? Clear? • Distributed throughout?• Properly credited?

structure• Macrostructure:

– Introduction– Body (thematic)– Conclusion– Transitions

• Microstructure: – Language (appropriate, clear,

accurate, vivid)?– Style (rhetorical figures/structures,

novelty, connectives)? – Technical jargon/Slang? – Distractions (e.g., vocalized pauses,

irrelevant examples)

Delivery

Speeches• Use of Voice

Intelligibility Conversational Style Emotional Expression

• Use of Body Attire & Poise (no distracting

cues) Eye contact Facial expressions Gestures & Motivated

movement Initial & Terminal Ethos

Papers• Mechanics/

ConventionsFormatVoiceStyleSyntaxSentence StructureGrammarSpelling

Delivery: Visuals (as Communication)

As Aids (e.g., speeches, posters newsletters, websites)

• Construction• Layout/Design• Integration

As Stand Alone

• Construction• Layout/Design• Reflective Analysis

Assigning Values

For each Outcome & Element in the assignment• Content • Structure • Delivery• Other?

For the Assignment in Relation to the Course

Grading

Overall & Individual Criteria

Criteria and Individual Growth

Verbal Critique Comments

Questions/Comments?

http://www.uky.edu/presentationu