Franklin, Jasmin-Week 7-Bench Assessment-11-22-2023
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Grand Canyon University *
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515
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Arts Humanities
Date
Jan 9, 2024
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Benchmark Assessments
Jasmin Franklin
Grand Canyon University/ College of Humanities and Social Services
COM 515: Training, Learning and Pedagogy
Professor Valerie Benard
November 22, 2023
Introduction
Assessments play a pivotal role in education, serving as compasses that guide both learners and educators. Their multifaceted purpose extends beyond merely measuring knowledge; they illuminate understanding, identify areas for growth, shape instructional strategies, and provide a feedback loop crucial for continuous improvement. By serving as beacons of progress and understanding, assessments fundamentally aid in the pursuit of optimized learning experiences for individuals and the collective advancement of educational goals. What is the domain of learning of my lesson plan?
The purpose of the lesson plan that encompasses effective communication, listening, speaking, and interpreting typically falls under the domain of Language and Communication. I am assessing how students effectively communicate and their ability to compose business letters.
It requires speaking clearly, being able to communicate effectively through email, being an active
listener, and being able to receive feedback. This will allow students to apply these skills to real-
world situations and use interpersonal communication skills. The following objectives serve as guidance that allows students to be successful with the content being presented and challenge their way of thinking when it comes to interpersonal communication skills.
Students will be able to promote templates and examples of business letters.
Students will be able to promote listening skills and strong communication skills.
What is the appropriate assessment for my lesson plan?
Students will demonstrate their knowledge of successful communication by composing a business letter and reenacting the types of communication used in a business
setting. Students will be challenged to effectively communicate, being active listeners, and composing a well-thought-out business letter. To assist will the development of the types of communication used in a professional setting, each student will use examples from the previous content that was taught. Students must work together and communicate
in order to be successful and demonstrate their understanding of the course material. Each
person will present a one-page paper, along with their business letter. The report must include:
Who is the target audience for this letter?
Is the message clear and easy to understand? Did you avoid jargon or industry-specific language that might be unclear to recipient?
Does the tone of the letter align with the purpose and the relationship with the recipient? Is it professional, polite, and respectful?
Did you include all relevant information without unnecessary details? Is the information accurate and up to date?
Due to this being a collaborative project, there may be some similarities within the report, but because each student’s learning style is different, each student is expected to interpret the information differently. As stated by McKeachie & Svinicki (2014), “it is important that you use effective instructional practices for fostering the development and use of both general learning strategies and content specific learning strategies” (p. 292). This assessment will be measured in a few different areas, collaboration, communication (both oral and written), and presentation.
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Assessment: Presenting like a Professional Activity
Three students will be assigned to a group. The group will consist of a “high, medium, and low” student. Students will work together to plan the reenactment in a professional, business setting. Each student will play the role of either the boss, human resources, or an employee. Each role is to compose a message communicating to the other in a professional manner. The scenario at hand that students are trying to resolve will be how to communicate effectively within the workplace and how conflict can be resolved in the process of communicating. The argument should be compelling and demonstrate how the three work together to come up with a solution, because each role is
different, each paper should be presented from the experience of that particular person and their role. The following rubric will be used to score student’s one-page report, group presentation, and each business letter. Approaching
Basic-1
Basic-2
Mastery-3
Advanced-4
Effective delivery techniques
Demonstrates limited comprehension of ideas stated explicitly and/ or inferentially by providing a minimally accurate analysis.
Demonstrates basic comprehension
of ideas stated explicitly and/or inferentially by
providing a generally accurate analysis. Demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate
analysis.
Demonstrates full comprehension or ideas stated explicitly and inferentially by providing an accurate analysis
Interacts Effectively with Others
Shows minimal knowledge of their role. More than 5 verbal mistakes.
Shows general knowledge of role. More than
3 verbal mistakes.
Show mostly accurate knowledge pf their role. Less than 2 verbal mistakes.
Shows full knowledge of the role. No verbal mistakes.
Paper Construction and formatting
Limited organization and
coherence. Style
is minimally effective.
Some organization with somewhat
coherent writing. Style is somewhat effective.
Is organized with mostly clear and coherent writing. Establishes and
maintains a mostly effective style.
Is effectively organized with clear and coherent writing. Establishes and maintains an effective style.
References
McKeachie, W., & Svinicki, M. (2014). McKeachie’s teaching tips (14 ed.). Boston, MA:
Cengage. ISBN-13: 9781133836794
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