1. Faculty Fellows @ UK Dr. Deanna Sellnow
Creating & Using rubrics To Evaluate & Assess Multimodal Communication Projects
Faculty UK
Dr. Deanna Sellnow

2. What is multimodal communication?
What did students get in C&C UKCore courses?
Rubrics
Definition
Rationale
Utility
Guidelines for Creating Good Rubrics

3. 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)

4. UKCore C&C I & II(CIS/WRD 110&111) The Big Picture
Formal & Informal Writing
Interpersonal, Group, & Public Oral Communication
Flat print, Face-to-face, Digital Channels
Critical Thinking & Information Literacy

5. C&CI: Understanding Ourselves, Others, and Our Roles in the World Around Us
Fundamentals of public speaking, writing, visuals, & information literacy
Interpersonal Communication
Writing Fundamentals
Public Speaking Fundamentals
Visual Communication Fundamentals (in photo essays and as presentational aids)
Intercultural Communication (Participant and non-participant observations, interviews)
Information Literacy (primary and secondary research)

6. Composing Identities: Interpersonal Communication
Self-Concept
Perception-Checking
1500 word essay
Embedded photos
4-6 minute speech
3-4 PPT slides

7. Composing Community: Intercultural Communication
2500 word essay
APA or MLA style
3 or more hyperlinks
3 or more images
Observation and interview data
References
5-7 minute speech
15-20 self-forwarding slides
At least 4 credible sources
Quotations from interview
Q & A session
Sample Formal SpeechOutline

8. Composition & Communication II
+ Rhetoric & Argument (Persuasion)
+ Small Group Communication
Working & Speaking in Groups(Leadership, Ethics, Conflict)
Writing (Rhetorical Analysis, Proposal, Op Ed)
Public Speaking (Persuasive Symposium)
Visual Communication (Digital/Online)
Information Literacy
Civic Engagement

9. Skills and Products Leadership and Responsibilities in Groups
Group Contract
Group Member Evaluations
“This I Believe” Speech
Position Paper
Actuation Persuasive Symposium Speech
Group Dynamics Paper
Critical (Rhetorical) Analysis Paper
Digital Project

10. MCXC Assignments & Rubrics
When you think about assigning a formal multimodal communication project (may include formal writing, speaking, visuals), what worries you and why?

12. Definition Rationale A means by which to make transparent:
EXPECTATIONS of quality &
CONSISTENT CRITERIA for measuring quality.
Reduce subjectivity
Increase potential for student success
Can be used for both evaluation & assessment

13. UTILITY Assessment ≠ 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?

15. What to Include: Purpose/Goal and rationale.
Specific criteria students must show proficiency in to meet expected standards.
Specific quality standards (numerical or descriptive) for grading quality.
Be explicit, simple, & easily understood.

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

17. CREATING RUBRICS: Start with Criteria
What are your expectations for a quality product?
Content
Structure
Delivery

18. Content Analysis/Reasoning: Supporting Material:
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?
Credible?
Clear?
Distributed throughout?
Properly Credited?
Number?
Type?

19. structure Macrostructure: Microstructure: 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)

20. Delivery Speeches Papers Format Voice Style Syntax Sentence Structure
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?
Format
Voice
Style
Syntax
Sentence Structure
Grammar
Spelling

21. Delivery: Visuals As Aids As Stand Alone In Speeches:
Construction
Layout/Design
Integration
In Posters, Papers, Newsletters, Websites:
Construction
Layout/Design

22. Assigning Values For each Outcome and Element in the assignment
For the Assignment in Relation to the Course
Content
Structure
Delivery

23. Examples (point system)

29. Writing an assignment description
Goal & Description
Rationale
Grading Criteria
Grading Forms/Rubrics

30. Grading Overall & Individual Criteria Criteria and Individual Growth
Verbal Critique Comments

31. Questions/Comments?