Overview
For this Performance Task Assessment, you will gather your results from the following soft skills assessments:
- Communication Skills Assessment
- Emotional Intelligence Assessment
- Interpersonal Skills Assessment
- Conflict Styles Assessment
Then, analyze your results and create an improvement plan on at least two interpersonal communication skills.
Submission Length: 1–2 pages.
MY SCORES FROM THE ASSESSMENTS
COMMUNICATION SCORE 45%- CAPABLE COMMUNCATE
EMOTIONAL SCORE 45%- LEVEL OK
INTERPERSONAL SCORE 50%- AVERAGE
50% LISTENING
45% EMOTIONAL
52% VERBAL
51% COMMUNICATING
CONFLICT STYLES 64% COMPROMISE
58% AVOIDER
50% COMPETER
43% ACCOMMODATOR
36% PROBLEM SOLVER
Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons.
|_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check.
|_| Using punctuation appropriately Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately Note: See examples of citing and referencing resources in a paper.
|_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page, margins, and font Note: See APA overview and APA template from the Writing Center.
Comments:
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IQ1005: Becoming a More Effective Communicator: Improve your communication skills by exploring the role soft
skills plays in interpersonal communication.
Assessment Rubric
Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
Part 1: Soft Skills Self-Assessments
Describe each of your self- assessment results for the following communication areas: Communication Skills, Emotional Intelligence, Interpersonal Skills and Conflict Styles
LO 1.1: Describe all four of your communication self-assessment results
Response is not present. Description of all four of your communication self- assessment results is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of all four of your communication self- assessment results.
List your overall assessment score, characteristics, or style. LO 1.2: List the overall assessment score, characteristics, or style for all four assessment.
Response is not present. The list the overall assessment score, characteristics, or style for all four assessment is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete list of the overall assessment score, characteristics, or style for all four assessment.
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Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
Describe the assessment feedback you received.
LO 1.3: Describe the assessment feedback received
Response is not present. Description of the assessment feedback received is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of the assessment feedback received.
Based on the feedback provided to you in the assessment, explain how you will use the recommendations to improve your workplace interpersonal communication skills. LO 1.4: Explain how you will use the recommendations to improve your workplace interpersonal communication skills
Response is not present. Explanation of how you will use the recommendations to improve your workplace interpersonal communication skills is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation of how you will use the recommendations to improve your workplace interpersonal communication skills.
Assess your overall strengths and areas for improvement. LO 1.5: Assess your overall strengths and areas for
Assessment of your overall strengths and areas for improvement based on your self-assessments is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete assessment of your overall strengths and areas for improvement based on your self-assessments.
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Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
improvement based on your self-assessments.
Part 2: Soft Skills Strengths
Describe two soft skills that are strengths for you.
LO 2.1: Describe two soft skills that are strengths for you.
Response is not present. Description of two soft skills that are strengths for you is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description of two soft skills that are strengths for you.
Evaluate how you will apply each of these soft skills in either your personal or professional life.
LO 2.2: Evaluate how you will apply each of these soft skills in either your personal or professional life.
Response is not present. Evaluation of how you will apply each of these soft skills in either your personal or professional life is vague, inaccurate, and/or incomplete.
Report provides a clear, accurate, and complete evaluation of how you will apply each of these soft skills in either your personal or professional life.
Part 3: Soft Skill Development Plan
Identify two interpersonal communication skills that are areas for development.
Response is not present. Identification of two interpersonal communication skills that
Response provides a clear, accurate, and complete identification of two
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Rubric Criteria 0
Not Present 1
Needs Improvement 2
Meets Expectations
LO 3.1: Identify two interpersonal communication skills that are areas for development.
are areas for development is vague, inaccurate, and/or incomplete.
interpersonal communication skills that are areas for development.
Create an improvement plan for each one, with these steps clearly indicated:
• Name of interpersonal skill
• Rationale for development
• Steps for development
• Goal or result of development
• Application of enhanced skill in your personal or professional life
LO1.3.2: Develop an interpersonal communication improvement plan
Response is not present. Development of an interpersonal communication improvement plan is vague, inaccurate, and/or incomplete.
Development of an interpersonal communication improvement plan is clear, accurate, and complete.
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Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication,
Information Literacy, Engaging Multiple Social and Cultural Perspectives and Inquiry and Analysis. These skills count
toward your achievement of the Competency and the Professional Skills.
Professional Skills
Assessment
0
Not Present
1
Needs Improvement
2
Meets Expectations
Written Communication: Write with clarity, coherence, and purpose.
LO1: Construct complete and
correct sentences (AWE 2;
Sentence-Level Skills)
Sentences are incoherent
and impede the reader’s
access to ideas.
Sentences are incomplete
and/or include fragments and
run-on sentences, limiting
the reader’s access to
ideas.
Sentence structure
effectively conveys meaning
to the reader.
LO2: Demonstrate the effective
use of grammar and
mechanics (AWE 2; Sentence-
Level Skills)
Multiple inaccuracies in
grammar and mechanics
impede the reader’s access
to ideas.
Some inaccuracies in
grammar and mechanics
limit the reader’s access to
ideas.
Use of grammar and
mechanics is straightforward
and effectively conveys
meaning to the reader.
LO3: Create cohesive
paragraphs with a clear central
idea (AWE 2; Paragraph-Level
Skills)
Paragraphs, or lack of
paragraphs, impede the
reader’s access to ideas.
Construction of main idea
and/or supporting
paragraphs limit the reader’s
access to ideas.
Main idea and/or supporting
paragraphs effectively
convey meaning to the
reader.
LO4: Use supporting material
to support a claim (AWE 2; Use
of Evidence)
Supporting materials are not
present.
Supporting material is used
inconsistently or
inappropriately.
Supporting material is used
to enhance meaning. Writing
is appropriately paraphrased
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and uses direct quotes as
applicable.
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion (AWE 2; Essay Level Skills)
Ideas are disorganized with no/poor transitions.
Ideas are loosely organized with unclear paragraphing and transitions.
Ideas are organized with cohesive transitions.
LO6: Identify sources (AWE 2;
Credit to source)
Sources are missing. Writing inconsistently
identifies or misrepresents
sources.
Writing clearly identifies the
source of nonoriginal
material and/or ideas.
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make
decisions.
LO1: Identify and locate
credible sources
No sources or non-credible
sources are present.
Sources are inconsistently
credible, appropriate, and
relevant to the topic and/or
assessment.
Sources are mostly credible,
appropriate, and relevant to
the topic and/or
assessment.
LO2: Analyze information
sources
Analysis is not present. Analysis superficially applies
aspects of sources that are
most relevant to the topic
and/or assessment, and/or
analysis is unclear.
Analysis thoroughly and
clearly applies aspects of
sources that are most
relevant to the topic and/or
assessment.
Inquiry & Analysis: Apply strategies to identify, frame, and evaluate problems.
LO1: Identify a problem or
question in a selected area of
study
No problem or question is
presented.
The problem or question is
vague or inappropriate to the
selected field of study.
The problem or question is
clearly stated in a form
appropriate to the selected
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field of study.
LO2: Use a logical organizing
principle to identify the key
parts or elements of a problem
or question in a selected field
of study
Elements or parts of the
problem or question are not
presented.
Elements or parts of the
problem or question are
presented in a disorganized
manner.
Elements or parts of the
problem or question are
presented in an organized
manner.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the
additional expectation indicated in the Mastery Rubric.
Mastery Rubric No Yes
Exceeds Expectations: Reflection and Self-Assessment: Demonstrates a developing sense of self as a learner, building on
prior experiences to respond to new and challenging contexts Articulates strengths and challenges within interpersonal communications to increase effectiveness in personal or professional life
Responses do not articulate strengths and challenges within interpersonal communications to increase effectiveness in personal or professional life.
Responses include highly relevant and well-
developed examples hat articulate strengths
and challenges within interpersonal
communications to increase effectiveness in
personal or professional life.