Appendix D: Evaluation Example

Sample 6: Techinical and Professional Communications 12

Topic: Instructions and Manuals

Reading, Viewing, and Listening (Critical Analysis)

It is expected that students will:

• evaluate the effectiveness of their own and other technical and professional presentations using criteria that include the following:
  • plain language (degree to which language is simple, concise, accessible, and free of ambiguity)
  • coherence and organization
  • consistency in the application of usage conventions
  • relevance to argument of supporting evidence and examples
  • appropriateness to intended purpose and audience
  • attention to detail

It is expected that students will:

• create effective technical and professional communications products including:
  • reports (proposals, original research reports, secondary research reports, problem-solving reports, investigative reports, laboratory reports, progress reports)
  • correspondence (applications, memos, letters, résumés)
  • instructions
  • summaries
  • descriptions
• employ visual representation (forms of expression other than writing or speaking) to create or enhance communication output

It is expected that students will:

• proficiently use a variety of technologies to facilitate and enhance writing, including:
  • computer software
  • telecommunications hardware and software
• proficiently use a variety of technologies to facilitate and enhance representation, including:
  • imaging equipment
  • computer software
  • multimedia technology

It is expected that students will:

• use electronic technologies to revise, edit, and format communications
• consistently apply the common conventions of standard written English and monitor for correct:
  • spelling
  • punctuation
  • capitalization
  • diction (choice of vocabulary)
  • formal grammar
  • usage
• correctly use the structural elements associated with particular standard formats for written technical and professional communications

It is expected that students will:

• collaborate and consult effectively with others in completing communications tasks through means that include:
  • interacting confidently
  • assuming responsibility for their roles in teams
  • respecting and promoting respect for the contributions of other team members
  • demonstrating a commitment to the teams and to project goals
  • effective listening and speaking

Students participated in a series of activities and assignments where they evaluated, rewrote, and tested instructions, and then prepared short technical manuals applying what they had learned. Evaluation was based on:

• rewritten instructions
• teamwork
• a technical manual

The teacher conducted a two-part lesson on the topic of instructions. The first part had students evaluate sample instructions and rewrite any poor instructions they found. The second part had students work as a team to test instructions prepared by their classmates and then debrief the exercise and lesson.

• The teacher asked each student to bring to class copies (enough for the class) of two sets of instructions they encountered in their everyday lives. The teacher added copies of several other examples. Each student then ranked the instructions in order of their effectiveness and listed five key factors that made the instructions effective or ineffective. The class compared students' rankings and discussed the factors they had noted. Based on the discussion, the class determined a master list of criteria for effective instructions, which the teacher then recorded. Each student received a copy of the criteria.
• Students worked in groups of three to choose and rewrite an ineffective set of instructions from the samples they had discussed. Each group then evaluated all of the rewritten instructions prepared by other groups.
• Students worked individually to create the following four sets of instructions (in formats specified):
  • how to use the cut-and-paste function of a specific word-processing program (written, point-form text only)
  • how to prepare a title page for a formal report (oral)
  • how to use a specific electronic encyclopedia (graphic representation only)
  • how to download graphic images from World Wide Web sites (graphic representation only)
• The students paired up to try to follow their partners' instructions and then gave feedback on how to revise or edit the instructions for clarity and usability.
• The teacher divided the class into four groups. Each group was assigned one of the four topic areas above. Each group collected (or listened to) the instructions prepared by the students (including themselves), and selected three particularly effective examples to present to the class. Each group then selected a presenter to present the instructions to the class, an evaluator to share the groups' comments and critiques with the class, and a facilitator to encourage questions and discussion.
• The teacher led a discussion about the forms that instructions take, and the role of diagrams and other visuals. Students noted that visuals do not necessarily improve all types of instruction. During the discussion, the teacher reinforced previously learned concepts regarding form, tone, audience, and style.
• In pairs, students applied what they had learned about instructions to develop a short technical manual on a process or piece of equipment. Before they began, they identified a need for such a manual in the school or community and had their choice approved by the teacher. The manuals could provide information on scientific processes, scientific processes and equipment, safety procedures, telecommunications equipment, darkroom equipment, job seeking, or leisure activities including sports and computer games. Students agreed on the following task requirements:
  • 5-10 pages in length
  • must include some graphics
  • addressed to a novice audience (unless otherwise negotiated with teacher)
  • produced using school computer hardware and software (may include some downloaded materials from other sources, if acknowledged and approved)
  • may include a limited amount (maximum 20%) of borrowed material (e.g., graphics), if acknowledged and approved by source; borrowed material must be integrated with original material
  • submitted on a disk and accompanied by hardcopy of the draft and final versions (some students chose to develop interactive manuals and did not submit hardcopy)
  • must include editing comments from at least two other students, along with an indication of whether these were incorporated

Rewritten Instructions

• clear (logical sequence, clear language, title, standard usage)
• precise (language includes specific direct verbs and adverbs)
• accurate (all needed steps and materials are included)
• concise (focussed, efficient in language and content, no unnecessary material)

The teacher focussed on criteria to evaluate students' group work with different kinds of instructions:

• takes responsibility
• contributes to group
• shows respect for other team members
• offers and supports opinions
• commits to group decisions
• listens attentively
• speaks clearly and confidently

• complete (meets all task requirements)
• follows appropriate format and conventions (e.g., uses imperative verb forms; addresses "you"; integrates visual and written formats effectively; where appropriate, includes information about further help)
• clear and precise (logical sequence, clear language, title, standard usage)
• accurate (all needed steps and materials are correctly identified and described)
• efficient (concise; focussed; efficient in language and content; no unnecessary material; organized to allow for selective, easy, and rapid access to information)
• follows usage conventions for standard written English
• presentation is professional and meets high standards for legibility (e.g., effective layout and graphic elements)

Rewritten Instructions

All the groups evaluated the rewritten instructions for clarity, precision, accuracy, and practicality. Each group rated all the other groups' instructions using a scale. Any ratings of 1 or 2 had to include specific recommendations for improvement. Each student received the average rating for their group.

Teamwork

Individual students were assessed using a scale.

Technical Manual

The teacher used a rating scale to evaluate the technical manuals. Each student also submitted a self-evaluation using the same scale. The teacher and students discussed discrepancies before the teacher assigned a final grade.

Rating	Criteria
3	Extremely well written. Instructions are clear, precise, accurate, and efficient. A combination of visual and verbal components help to clarify the steps.
2	Satisfactory. Instructions are clear, precise, and accurate. May be somewhat inefficient.
1	Poorly written instructions are unclear or imprecise.

Rating	Criteria
A	Outstanding. Participates fully in all exercises and activities. Accepts questions and comments openly and works effectively with other group members. Demonstrates thorough knowledge and application of group communication skills.
B	Very Good. Participates in all exercises and activities. Works well with group members. Demonstrates knowledge and application of group communication skills.
C	Satisfactory. Participates in most class activities. Interacts with other group members. Applies basic group skills.
IP/F	Unsatisfactory/Incomplete. Absent or not fully participatory in class activities. Does not interact effectively with other group members. Minimal or no demonstration of group skills.

Criteria	Rating
follows appropriate format and conventions (e.g., uses imperative verb forms; addresses "you"; integrates visual and written formats effectively; where appropriate, includes information about further help	5   4   3   2   1
clear and precise (logical sequence, clear language, title, standard usage)	5   4   3   2   1
accurate (all needed steps and materials are correctly identified and described)	5   4   3   2   1
efficient (concise; focussed; efficient in language and content; no unnecessary material; organized to allow for selective, easy, and rapid access to information)	5   4   3   2   1
follows usage conventions for standard written English	5   4   3   2   1
presentation is professional and meets high standards for legibility (e.g., effective layout and graphic elements)	5   4   3   2   1
Total
Key: 5­outstanding 4­very good 3­satisfactory 2­minimal 1­weak/not demonstrated

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