Assessment of Oral Communication Competencies at Johnson & Wales University. A Pilot Program Assessing Culinary Arts and Pastry Arts Students.

Autor/in	Crossman, Joanne Marciano
Titel	Assessment of Oral Communication Competencies at Johnson & Wales University. A Pilot Program Assessing Culinary Arts and Pastry Arts Students.
Quelle	(1996), (111 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Competence; Competency Based Education; Cooking Instruction; Cooks; Educational Research; Evaluation Methods; Food Service; General Education; Higher Education; Home Economics Education; Home Economics Skills; Speech Communication; Speech Instruction; Speech Skills; Speeches; Student Evaluation + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Köchin; Koch; Bildungsforschung; Pädagogische Forschung; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hauswirtschaftsunterricht; Speech training; Sprechübung; Mündliche Leistung; Sprachfertigkeit; Schulnote; Studentische Bewertung
Abstract	The Oral Communication Competencies Assessment Project was designed to determine student communication competency across the curriculum, transferring skills taught in the communication skills class to authentic classroom performances. The 505 students who were required to make oral presentations across the curriculum during the first term of the 1995-96 academic year were assessed by 17 Johnson & Wales University faculty members. Faculty used the Oral Communication Mastery Document and Rubrics that were designed to be used by faculty from any discipline, novice or expert in assessment. It was expected and confirmed, in each of three presentations, that students demonstrate oral communication competency at an "adequate level," as defined by the rubrics' absolute standard of 3 on a 1-5 scale of performance. In fact, holistic and atomistic ratings found that, in most cases, scores significantly exceeded these expectations. There was no significant difference across academic years. (Appendixes include a 36-item bibliography, the student demographic survey, and instruction memos.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01