ERIC Number: ED218681
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
Assessment Strategies for Student Interpersonal Communication Journals: A Comparison.
Rolls, Judith A.
A phenomenological approach was used in a study of three assessment strategies for the evaluation of journals written by speech communication students: (1) analytic assessment strategy; (2) primary trait assessment strategy; and (3) holistic assessment strategy. Completed question-and-answer packets, consisting of 8 to 12 diaries each, written by 30 randomly chosen students in an introductory speech communication course were qualitatively evaluated in the cognitive, affective, and behavioral areas. In the analytical assessment strategy, the journals were scored according to a checklist of individual traits. The primary trait strategy focused on a specific characteristic, self-disclosure. The holistic strategy rated the overall impression of the document. Although the analytic and holistic approaches produced similar results, the analytic approach was superior because it was most efficient to implement, it tapped criteria considered important by other journal raters, and it covered a broad range of traits. The primary trait approach was the most difficult to use, and the holistic approach, although easiest to implement, provided no guidelines for the rater. Although the results of this study may be of limited applicability, it would seem that the analytic approach with an element of self-disclosure added could be used to great advantage by trained raters. (Appendixes include forms used for each approach.) (JL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Analytic Scoring; Primary Trait Scoring; Student Journals
Note: Paper presented at the Meeting of the Canadian Speech Association Conference (Toronto, Canada, August 1981).