IQ1003
Porcha
IQ1003_WRAssessment_Final_Build.docx
IQ1003: Listening, Perception, & Communication Climate: Analyze microaggressions, listening and perception in interpersonal interactions.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
First, in order to help you learn how to identify, and respond to, microaggressions, watch this video:
· Laureate Education (Producer). (2016). Is it a microaggression? [Interactive media]. Baltimore, MD: Author. Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Walden/EDDD/8102/CH/mm/agression/index.html
Next, consider your own experiences or those you have observed with microaggressions. Choose one to write about in your assessment. Finally, write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
· Describe the experience you have chosen and include the following elements:
· Listening Process - three elements. (1-2 paragraphs)
· Perception Process - all three elements, selection, organization, and interpretation. (1-2 paragraphs)
· How Pronoun Preferences may (or may not) have played a role. (1-2 paragraphs)
· Describe the role stereotypes did or did not play a role in the interaction? (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 2: Listening and Perception |
|||
|
Listening Process
LO 2.1.1: Describe the experience you have chosen including the Listening Process |
Response is not present. |
Description of the experience you have chosen including the Listening Process is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the experience you have chosen including the Listening Process. |
|
Perception Process
LO 2.1.2: Describe the experience you have chosen including the Perception Process |
Response is not present. |
Description of the experience you have chosen including the Perception Process is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the experience you have chosen including the Perception Process. |
|
Module 3: The Self, Personal Pronoun Preferences and Perceptions |
|||
|
Pronoun Preferences
LO 3.1.1: Describe the experience you have chosen including how Pronoun Preferences may (or may not) have played a role. |
Response is not present. |
Description of the experience you have chosen including how Pronoun Preferences may (or may not) have played a role is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the experience you have chosen including how Pronoun Preferences may (or may not) have played a role. |
|
Stereotypes
LO 3.1.2: Describe the role stereotypes did or did not play a role in the interaction |
Response is not present. |
Description of the role stereotypes did or did not play a role in the interaction is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the role stereotypes did or did not play a role in the interaction. |
Item 2
· Describe the specific interaction including the following elements: (1-2 paragraphs)
· Who were the participants?
· What was said or expressed?
· Where did it take place?
· When did it occur?
· Why did it happen (in your estimate)?
· How was it resolved?
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 4: Supportive vs. Defensive Communication Climate |
|||
|
Describe the specific interaction including who, what, where, when, why and how.
LO 4.2.1: Describe the specific interaction including who, what, where, when, why and how. |
Response is not present. |
Description of the specific interaction including who, what, where, when, why and how is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the specific interaction including who, what, where, when, why and how. |
Item 3
· Describe the communication climate between the two people at the time of the interaction. What are some factors that were present? (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 4: Supportive vs. Defensive Communication Climate |
|||
|
Describe the communication climate between the two people at the time of the interaction
LO 4.3.1: Describe the communication climate between the two people at the time of the interaction |
Response is not present. |
Description of the communication climate between the two people at the time of the interaction is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of the communication climate between the two people at the time of the interaction. |
|
Identify two factors that were present
LO 4.3.2: Identify two factors that were present in the communication climate
|
Response is not present. |
Identification of two factors that were present in the communication climate is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of two factors that were present in the communication climate. |
Item 4
· Describe how listening is a factor in the interaction. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 2: Listening and Perception |
|||
|
Describe how listening is a factor in the interaction
LO 2.4.1: Describe how listening is a factor in the interaction |
Response is not present. |
Description of how listening is a factor in the interaction is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of how listening is a factor in the interaction. |
Item 5
· Describe how perception(s) are a factor in the interaction. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 2: Listening and Perception |
|||
|
Describe how perception(s) are a factor in the interaction
LO 2.5.1: Describe how perception(s) are a factor in the interaction |
Response is not present. |
Description of how perception(s) are a factor in the interaction is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of how perception(s) are a factor in the interaction. |
Item 6
· Identify what changes to the communication could have improved the interaction and explain why. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 1: The Listening Process/Strategies for Effective Listening |
|||
|
Identify what changes to the communication could have improved the interaction and explain why
LO 1.6.1: Explain what changes to the communication could have improved the interaction |
Response is not present. |
Explanation of what changes to the communication could have improved the interaction is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete explanation of what changes to the communication could have improved the interaction. |
Item 7
· Identify some tips you would give to help avoid these types of scenarios in the future. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Module 1: The Listening Process/Strategies for Effective Listening |
|||
|
Identify some tips you would give to help avoid these types of scenarios in the future
LO 1.7.1: Identify some tips you would give to help avoid these types of scenarios in the future |
Response is not present. |
Identification of some tips you would give to help avoid these types of scenarios in the future is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of some tips you would give to help avoid these types of scenarios in the future. |
References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
Saylor Academy. (2012). 16.3 Interpersonal needs. In Business communication for success. https://saylordotorg.github.io/text_business-communication-for-success/s20-03-interpersonal-needs.html
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 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. |
|
|
Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives. |
|||
|
|
LO1: Recognize the value of one’s own and others’ social and cultural perspectives |
Recognition is not present.
|
Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives. |
Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives. |
|
|
LO2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society |
Recognition is not present.
|
Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues. |
Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues. |
|
|
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 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: Connections to Experience: Connects relevant experience and academic knowledge
|
||
|
Compares relevant experience and academic knowledge to the description of a communication interaction including the climate, listening, perception, and personal pronoun preferences. |
Responses do not include highly relevant and well-developed examples to highlight a communication interaction including the climate, listening, perception, and personal pronoun preferences. |
Responses include highly relevant and well-developed examples to highlight a communication interaction including the climate, listening, perception, and personal pronoun preferences. |
©2021 Walden University 2
