Advertising/Public Relations Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Knowledge: Advertising professionals and public relation practitioners demonstrate the ability to work with various audience and client types, evaluating the needs of their organizations and determining the best practices in which to implement integrated and communication marketing plans. Character: Advertising professionals and public relation practitioners prepare to work in these fields that are surrounded with ethical dilemmas and interpersonal

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

constraints, realizing that the integration of faith and learning will be effective in career success. Skills: Advertising professionals and public relation practitioners utilize the qualitative skills of observation and interviewing, knowing that writing, public speaking, and developing original content shows competence in their given fields.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Bachelor of Fine Arts - Digital Arts Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A Digital Arts graduate is knowledgeable of media regulation, ethics, and copyright in relation to communicating through digital means to impact the Church and society globally. Knowledge: A Digital Arts graduate understands proper visual and digital communication strategies, including aesthetic principles, writing for specific mediums, storytelling, audience analysis, and client communications. Skills: A Digital Arts graduate

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

effectively uses the latest tools to produce goal-oriented communication pieces involving websites, video, audio, graphics, and photography.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Bachelor of Fine Arts - Film Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A Film and Broadcasting graduate communicates through video and film as an artist/producer who extends his/her values and faith into the work responsibly in regards to the law, aesthetic principles, and audience best interests. Knowledge: A Film and Broadcasting graduate exhibits knowledge of film and television history with its impact on culture and society, aesthetic principles related to media elements, and techniques used

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

in modern film/video production. Skills: A Film and Broadcasting graduate effectively produces films and video using various creative and production skills, which include writing, directing, performing, photographing, and editing.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Communication Arts Education Communication Department

Chair: Dr. Cameron Pace Spring 2016

Assessment What is Evaluated (Learning Outcomes and Goals)

When administered

Analysis of fairness, consistency and accuracy

Criteria Schedule for Review

Initial Programs-Candidate

The Education Student will:

MoGEA- Missouri General Education Assessment

-Demonstrate academic preparation in the appropriate content area

Entry level. Required for entry into education program; EDUC 225

Instrument reliability and validity insured by Pearson.

Currently set at -1 for EU; panel based cut score of 220 will be implemented upon statewide decision by DESE

Teacher Education Committee-September

MEP- Missouri Educator Profile

-Exhibit appropriate professional dispositions

Entry level Required for entry into education program

Instrument reliability and validity insured by Pearson

No set criteria-used for informational purpose and advising

By advisor- when needed

Clinical Experience (Formative)

-Demonstrate academic preparation in the appropriate content area, -Identify and implement research based pedagogical instructional strategies -Exhibit appropriate

At the completion of each practicum experience. Level I-entry Level II-mid program Level III-pre-student teaching

Reliability and fairness assured by standard use of evaluation rubric by cooperating teacher and university supervisor

Candidates must receive a grade of A or B on all clinical experience evaluations.

Director of Clinical Experience/Course Instructor-each semester Teacher Education Committee-January

professional dispositions -Demonstrate culturally responsive teaching Character: A communication arts educator understands the power of mediated communication and models ethical, legal, accurate communication practices, requiring students to honestly, sensitively and fairly serve audiences’ best interests.

MEES- Missouri Educator Evaluation System (Summative)

-Demonstrate academic preparation in the appropriate content area, -Identify and implement research based pedagogical instructional strategies -Exhibit appropriate professional dispositions -Demonstrate culturally

Exit level-Student Teaching

Instrument reliability and validity assured by DESE

Currently at 1; final criteria still being determined by DESE

Not yet determined-waiting for final forms from DESE

responsive teaching Skills: A communication arts educator demonstrates mastery of communication and media creation and production, principles and technology, leading students in the classroom to achieve proficiency in these skill domains.

MOCA- Missouri Content Assessment

Knowledge: A communication arts educator exhibits knowledge of professional communication practices, theories, content production and regulation in publishing and media and effectively teaches these concepts in the classroom. -Demonstrate academic preparation in the

Exit/Licensure levels

Instrument reliability and validity assured by Pearson

State passing score on appropriate specialty area test.

Teacher Education Committee-April and November

appropriate content area

Assessment What is evaluated

When Administered

Analysis Criteria Schedule for Review

MoPTA-Missouri Preservice Teacher Assessment

Demonstrate academic preparation in the appropriate content area, -Identify and implement research based pedagogical instructional strategies -Exhibit appropriate professional dispositions -Demonstrate culturally responsive teaching

Licensure Level Student teaching

Instrument reliability and validity assured by ETS

Score of 1 on each element-total score of 11: Standard setting scheduled for June 2016

Teacher Education Committee-October

PCP Professional Competency Profile

-Exhibit appropriate professional dispositions

Exit Level Reviewed by faculty

completion Course faculty-upon completion

Initial Programs-Unit

Annual Performance Report (APR)

-Academics -Field and Clinical Experiences -Candidates to Beginning Educators -Operations and Resources

Ongoing Report reliability and validity assured by DESE

Varies by data point

DESE-annually Teacher Education Committee-February

Course/Faculty Evaluations

Faculty/course effectiveness Unit operations

End of semester

Annually reviewed with individual faculty members and Education Dept. Chair. Areas showing an obvious weakness are focus of goal-setting.

Meeting expectations of university dean and department chair.

Faculty and Department Chair-during annual performance review

Senior Exit Survey

Student satisfaction with university experience-disaggregated by major

Annually-spring

Data sent to department chair

NA TBD

Graduate Survey DESE

Post-graduation level

Instrument reliability and validity assured by DESE

Still being determined by DESE

Teacher Education Committee-March

Employer Survey DESE

Post-Graduation level

Instrument reliability and validity assured by DESE

Still being determined by DESE

Teacher Education Committee-March

Communication Studies Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A Communication Studies graduate communicates effectively, through a variety of means from speaking and writing to the use of various types of media, with consideration to the audience, message, ethics, and results as being integral to the process. Knowledge: A Communication Studies graduate exhibits knowledge of the field as an informed generalist who understands the strategies, methods, and purposes of communication while using the most effective means to reach

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

a specified audience. Skills: A Communication Studies graduate demonstrates a mastery of interpersonal and media-related communication skills, such as speaking, writing, and producing of media, with the purpose of effectively and strategically communicating to an audience.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Digital Arts Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A Digital Arts graduate is knowledgeable of media regulation, ethics, and copyright in relation to communicating through digital means to impact the Church and society globally. Knowledge: A Digital Arts graduate understands proper visual and digital communication strategies, including aesthetic principles, writing for specific mediums, storytelling, audience analysis, and client communications. Skills: A Digital Arts graduate

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

effectively uses the latest tools to produce goal-oriented communication pieces involving websites, video, audio, graphics, and photography.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Film and Broadcasting Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A Film and Broadcasting graduate communicates through video and film as an artist/producer who extends his/her values and faith into the work responsibly in regards to the law, aesthetic principles, and audience best interests. Knowledge: A Film and Broadcasting graduate exhibits knowledge of film and television history with its impact on culture and society, aesthetic principles related to media elements, and techniques used

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

in modern film/video production. Skills: A Film and Broadcasting graduate effectively produces films and video using various creative and production skills, which include writing, directing, performing, photographing, and editing.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.

Multimedia Journalism Program Assessment Plan Communication Department

Chair: Dr. Cameron Pace Spring 2016

Learning Outcomes

Assessment Administered Criteria Plan for Review (Timeline &

Person Responsible)

Character: A multimedia journalist uses the power of the media to serve the best interests of audiences; demonstrates sensitivity to sources and audiences; does not manipulate, coerce or exploit; is committed to ethical, legal and accurate storytelling; and avoids real or perceived conflicts of interests. Knowledge: A multimedia journalist is an informed generalist, exhibiting knowledge of diverse media and content, demonstrating adaptability in a variety of

Senior Seminar Portfolio

Senior Capstone

Project

End of Program: End of either fall or spring senior semester with presentation

given to faculty committee

Criteria will be determined

after first administration

of newly developed

rubrics

Develop Rubric to use for

Capstone May 2016 and Portfolio

December 2016

reporting contexts and staying informed on topics on which the journalist regularly reports. Skills: A multimedia journalist masters reporting, writing and editing using appropriate tools and technology to stay relevant to media professions and media audiences.

Communication Senior Capstone Project Assessment

Student Name:

4 – Exceeds expectations 3 – Fulfilled minimum expectations 2 – Approaching standard 1 – Below Standard

____ Preparation – Student met goals in a timely manner, met advisor on a regular basis, and showed initiative in the process of the Capstone project.

____ Demonstrated Core Learned Skills – Student’s project demonstrated skills and theory learned in their core Communication classes.

____ Demonstrated Learned Skills in their Major – Student’s project demonstrated skills learned in their Major classes. The completed Capstone project is representative of their field of study.

____ Demonstrated Learned Theory – Student’s project demonstrated theory learned in their previous classes. The completed Capstone project is representative of the theoretical principles supporting their field of study.

____ Professional Level of Project – Student’s project is of the quality of similar works in the professional field.

____ Presentation – Student’s Capstone presentation was professional, informative, creative, and demonstrated preparedness.

Communication Senior Seminar Portfolio Assessment

Rubric for assessment:

1. The portfolio includes materials that show the

students strengths, abilities and skills.

2. The materials presented in the portfolio are

indicative of the range of coursework

accomplished by the student.

3. The portfolio includes both resume’ and

appropriate captions with materials that list and

explain their experience and related knowledge.

4. The portfolio is organized and tailored to

effectively communicate to the audience desired

by the student as they seek employment after

graduation.

5. The portfolio has a professional look and

demonstrates the variety of accomplishments

generated through their learning of

communication at Evangel.

6. The portfolio demonstrates proficiency and

learning in the area of expertise relating to the

student’s program of study.

The rubric will have four levels based the how well the finished project meets the objectives and statements of the rubric: exemplary, proficient, developing, and unacceptable or incomplete.