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Created & Adapted by Spitzberg (2005)1
Online Package for Assessment of Communication and Critical
Thinking (Online PACCT)•What: Menu-driven, feedback-
generating questionnaire•When: Proof of concept this Spring•Where: Available on SDSU, and
eventually elsewhere•Who: College freshmen, and potentially
H.S. seniors•Why:
(A) Institutional Advantages(B) Student Advantages
2
ASSESSING THE ASSESSMENT:
•Face/Ecological/Representational•Construct (convergent + discriminant)
validity:• + with + (e.g., skills measures)• - with - (e.g., anxiety measures)• 0 with 0 (e.g., U.S. ethnicity)
•360° Assessment (i.e., network consensus)
•Delta (gain/loss) Scores
•Predictive validity (e.g., speech grades)3
CRITICAL THINKING ASSESSMENTS:• ANALYSIS
• SYNTHESIS
• DEDUCTION
• INDUCTION
• CREATIVE THINKING
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1. How many animals of each species did Moses take upon the ark with him?
Answer:A. 0
The story goes that NOAH was on the ark,
not MOSES. Our minds internalize
cultural narratives and assumptions. We
hear bits of such narratives and “fill in” the rest, even
when it is not there. Therefore, language
often evokes “realities” in our
minds that are not real or accurate.
A. 0B. 1C. 2D. infinite
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2. Count the “F’s” in the following:“FINISHED FILES ARE THE RE-SULT OF YEARS OF SCIENTIF-IC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.”
FINISHED FILES ARE THE RE-SULT OF YEARS OF SCIENTIF-IC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Answer: D. 6
Because we often “speak” the words in our minds as we read them, we don’t “hear” the “F’s” because they don’t “sound” like “F’s”
A. 3B. 4C. 5D. 6
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3. The 9-dot problem: With the mouse and line-drawing tool,
connect all 9 dots with each other with 4 and only 4 completely straight lines.3
1
2
4
To solve this problem, you literally have to think “outside of the
box.” We tend to think in terms of
familiar objects, such as “boxes” or rooms, project the properties
of a container onto these 9 dots, and
then act as if there are “sides” or walls
to the box that constrain our lines.
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4. How many squares are in the figure below?
1 23 4
5 67 89 10
11 12 13 14
15 16 17 18
19 20 21 22
23 24 25 26
27 28
29 30
31
32 33
34
3536 37
38 3940
People often miss the correct answer on this problem due to
lack of motivation to
find all the boxes. Once a large number
has been found, it often “seems good enough.”Answer: 40
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5. Given the following two propositions, what can be deduced?-As communication anxiety increases, speech errors increase.-As speech errors increase, speaker credibility decreases. -Therefore:A. As speech errors increase,
communication anxiety decreasesB. As speaker credibility decreases,
speech errors decreaseC. As communication anxiety increases,
speaker credibility decreases D. As speaker effectiveness decreases,
likelihood of persuading a listener decreases
General semantics seeks a more “scientific”
approach to seeing the world. Understanding how deduction works is a first
step. In deductive reasoning, 1. If A, then B; 2. If B, then C; therefore,
3. If A, then C.
A B
B C
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6. Which of the following diagrams best represents the following proposition: As critical thinking ability increases, G.P.A. increases? HiCriticalThinkingAbility Lo
1.0 4.0 G.P.A.
HiCriticalThinkingAbility Lo
1.0 4.0 G.P.A.
HiCriticalThinkingAbility Lo
1.0 4.0 G.P.A.
HiCriticalThinkingAbility Lo
1.0 4.0 G.P.A.
In pursuing a more scientific
understanding of the world, it is important to recognize both the
types of relations things have to one
another, but how our language about these
relationships represents the
“territory” of those relationships. The form here is: As X
increases, Y increases, or X is
positively related to Y. This is better
reflected on the next slide.
A
B
C
D
10
Hi
CriticalThinkingAbility
Lo1.0 4.0 G.P.A.
Someone who was low in
critical thinking ability (CTA) would
also tend to be lower in G.P.A.
Someone who was moderate in CTA
would also tend to be moderate in G.P.A.
Someone who was higher in CTA would
also tend to be higher in G.P.A.
The line therefore represents graphically what the proposition stated verbally—As critical thinking ability increases, G.P.A. increases. In General Semantics terms, both the verbal and visual maps better
represent the territory.
6. continued…
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7. What is the maximum number of times, without covering any square more than once, that the figure below can fill in the spaces of the puzzle? Spatial rotation
helps to figure out the solution in the same way
that jigsaw puzzles often
operate by shape of the “map”
piece rather than knowledge of the “territory” being
reproduced.
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3 4
5
Answer: 5
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[Illustrative] Lessons: 1. Our senses are fallible—”seeing”
should definitely NOT always be believing: With a ruler and calculator, you could solve some of these problems, but we tend not to scientifically “test” our everyday experiences with such care.
2. Our common sense (i.e., inference) is fallible: For example, 9 dots look like squares we have encountered throughout our lives, and because most squares represent boundaries or walls, we infer that these 9 dots are “limits” in some sense to our lines.
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SELF- (& OTHER) REPORT ASSESSMENTS:• INTERPERSONAL COMMUNICATION COMPETENCE
• SMALL GROUP DECISION-MAKING & LEADERSHIP COMPETENCE
• COMPUTER-MEDIATED COMMUNICATION COMPETENCE
• PUBLIC SPEAKING COMPETENCE
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SCALING:
People differ quite a bit in terms of how skilled they are at communicating. For the following statements, we would like you to estimate, compared to typical conversationalists you encounter, how skilled you are …
COMPARED TO TYPICAL CONVERSATIONALISTS YOU ENCOUNTER, I AM…1 = EXTREMELY BELOW AVERAGE SKILL in my …2 = MODERATELY BELOW AVERAGE SKILL in my…3 = SLIGHTLY BELOW AVERAGE SKILL in my…4 = AVERAGE SKILL in my…5 = SLIGHTLY ABOVE AVERAGE SKILL in my…6 = MODERATELY ABOVE AVERAGE SKILL in my…7 = EXTREMELY ABOVE AVERAGE SKILL in my…
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INTERPERSONAL COMMUNICATION COMPETENCE:
Sample Items:
1. Speaking rate (i.e., neither too slow nor too fast)
2. Use of eye contact 3. Use of gestures to emphasize what was
being said 4. Use of humor and/or stories 5. Expression of personal opinions (i.e.,
neither too passive or aggressive)
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COMPUTER-MEDIATED COMMUNICATION COMPETENCE:
SKILLS:COORDINATION__19. I know when and how to close down a
topic of conversation in CMC dialogues.
ATTENTIVENESS__23. I ask questions of the other person in my
CMC.
EXPRESSIVENESS__27. I am very articulate and vivid in my CMC
messages.
COMPOSURE__31. I display a lot of certainty in the way I
write my CMC messages.17
GROUP & LEADERSHIP COMPETENCE:
1. When communicating as a member of a group, …
2. I am able to help the group define the problem, or what it needs to accomplish.
3. I am able to help the group analyze the causes and effects of the problem to be solved.
4. I am able to come up with ways of evaluating what solutions would work and which would not.
5. I am able to come up with creative ideas for potential solutions or alternatives.
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PUBLIC SPEAKING COMPETENCE:
MOTIVATION:
1. Speaking in public makes me nervous.
2. I can confidently get up and speak spontaneously to a group of people.
3. I am anxious speaking to an audience.
19
PUBLIC SPEAKING COMPETENCE:
SKILLS: When giving a speech to an audience, …
1. I use some creative way of introducing the speech to get their attention.
2. I provide a clear statement of purpose.3. I am able to come up with a logical way
of organizing my ideas in a speech.4. I am able to develop sound arguments
for my point(s) of view.5. I am able to back up my arguments with
solid evidence in the speech.
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SYSTEM CAPABILITIES:
•Online Access•Delta Scores•Random Item Selection •Participatory Animation•Random Item Interspersing•Data Management•Measurement Add-Ons•Personal Profiles•360° Assessment
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EXEMPLARY PROFILES:
Students will be able to download and print at least 3 types of assessment profiles of how their self assessments compare to…
• POPULATION: all students who have responded
• NETWORK: acquaintances’ views of the student
• CHANGE: their time-1 vs. time-2 assessments
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FOR EXAMPLE…
NETWORK-BASEDEXAMPLE PROFILE:
Reason-ing
100%
0%
= Your self-rating= Averaged network rating
% = Percentile of S population
InterpersonalSkills
CMCSkills
GroupSkills
PublicSpeaking
Skills-4% -9% -6% -12% +3%% Diff.
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POPULATION-BASEDEXAMPLE PROFILE:100%
0%Interpersonal
SkillsCMCSkills
GroupSkills
+1% -3% -9% -6% +7%% Diff.
24= Your self-rating= Averaged course self-rating
% = Percentile of S population
Reason-ing
PublicSpeaking
Skills
CHANGEEXAMPLE PROFILE:
100%
0%Interpersonal
SkillsCMCSkills
GroupSkills
+4% +3% +1 +3% +10%% Diff.
25= Your Time 1 self-rating= Your Time 2 self-rating
% = Percentile of S population
Reason-ing
PublicSpeaking
Skills
