SELF-ASSESSMENT SCALES FOR CHAPTER 8 Person-to-Person: Relationships in Context
1. I am aware of how accurately I am able to “read” and express feelings.
No 1 2 3 4 5 Yes
2. I can explain uncertainty reduction theory.
No 1 2 3 4 5 Yes
3. I can identify the physical sensations and facial expressions that accompany particular emotions.
No 1 2 3 4 5 Yes
4. I can explain how attraction, proximity, reinforcement, similarity, and complementary function as
determiners of relationships.
No 1 2 3 4 5 Yes
5. I can explain how suppression and disclosure of feelings can affect the development of a relationship.
No 1 2 3 4 5 Yes
6. I can compare and contrast rules for men and women regarding emotional display.
No 1 2 3 4 5 Yes
7. I can explain how assertiveness, non-assertiveness, and aggressiveness differ from one another.
No 1 2 3 4 5 Yes
8. I can identify behaviors that foster and impede the development of a relationship based on
assertiveness.
No 1 2 3 4 5 Yes
9. I can draw and explain Rawlin’s Six Stage Model of Friendship.
No 1 2 3 4 5 Yes
10. I can draw and explain the abuse cycle.
No 1 2 3 4 5 Yes
11. I can explain how people can protect their emotional rights in the relationships they share.
No 1 2 3 4 5 Yes
12. I can handle feelings that arise during conflicts.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 9 Groups and Teams
1. I can define group.
No 1 2 3 4 5 Yes
2. I can explain the role groups play in my life.
No 1 2 3 4 5 Yes
3. I can identify occasions when it is appropriate to have a group, rather than an individual, try to solve a
problem.
No 1 2 3 4 5 Yes
4. I can define and distinguish among task, maintenance, and self-serving group roles.
No 1 2 3 4 5 Yes
5. I can explain and provide examples of how cooperation versus competition affects interactions of group
members.
No 1 2 3 4 5 Yes
6. I can compare and contrast a variety of decision-making methods.
No 1 2 3 4 5 Yes
7. I can read and interpret the decision-making grid.
No 1 2 3 4 5 Yes
8. I can use the reflective-thinking framework.
No 1 2 3 4 5 Yes
9. I can use the technique of brainstorming.
No 1 2 3 4 5 Yes
10. I can explain how gender, diversity, and technology affect group interaction.
No 1 2 3 4 5 Yes
11. I can define group role.
No 1 2 3 4 5 Yes
12. I can compare and contrast task, maintenance, and self-serving roles.
No 1 2 3 4 5 Yes
13. I can explain how to improve communication among the members of a group.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 10 Leading Others and Resolving
Conflict
1. I can define leadership and distinguish among leadership styles.
No 1 2 3 4 5 Yes
2. I can describe how train theory, situational theory, functional theory and transformational
leadership contribute to our understanding of leadership.
No 1 2 3 4 5 Yes
3. I can define conflict.
No 1 2 3 4 5 Yes
4. I can define groupthink and explain its consequences.
No 1 2 3 4 5 Yes
5. I can distinguish between competitive and cooperative conflict orientations.
No 1 2 3 4 5 Yes
6. I can explain how to use the conflict grid.
No 1 2 3 4 5 Yes
7. I can identify behaviors that can be used to resolve conflicts effectively.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 11 The Speaker and the Audience: The
Occasion and the Subject
1. I can identify the characteristics of effective public speakers.
No 1 2 3 4 5 Yes
2. I can enumerate the steps to be taken in approaching public speaking systematically.
No 1 2 3 4 5 Yes
3. I can conduct a thorough self analysis.
No 1 2 3 4 5 Yes
4. I can assess my speech anxiety.
No 1 2 3 4 5 Yes
5. I can use deep-muscle relaxation, thought stopping, visualization, and other techniques to
reduce speech anxiety.
6. I can conduct a thorough audience analysis.
No 1 2 3 4 5 Yes
7. I can explain how the attitudes of audience members can affect the way they respond to a
presentation.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 12 Researching, Supporting, and
Organizing your Speech
1. I can identify and use the various research resources available to me.
No 1 2 3 4 5 Yes
2. I can provide examples of how personal observations can be integrated into a presentation.
No 1 2 3 4 5 Yes
3. I can conduct an informal survey.
No 1 2 3 4 5 Yes
4. I can conduct a personal interview.
No 1 2 3 4 5 Yes
5. I can identify various types of supporting material, including definitions, statistics, examples,
illustrations, and testimonials.
No 1 2 3 4 5 Yes
6. I can use comparison and contrast, repetition, and restatement.
No 1 2 3 4 5 Yes
7. I can explain how the principle of redundancy affects communication.
No 1 2 3 4 5 Yes
8. I can describe the basic framework for any speech.
No 1 2 3 4 5 Yes
9. I can identify main and subordinate ideas.
No 1 2 3 4 5 Yes
10. I can create a complete sentence outline.
No 1 2 3 4 5 Yes
11. I can identify five methods of ordering my ideas.
No 1 2 3 4 5 Yes
12. I can use internal summaries and transitions effectively.
No 1 2 3 4 5 Yes
13. I can develop an effective introduction.
No 1 2 3 4 5 Yes
14. I can develop an effective conclusion.
No 1 2 3 4 5 Yes
15. I can use a checklist to refine a speech.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 13 Presentation Aids and Delivering
Your Speech
1. I can discuss four types of delivery: manuscript, memorized, impromptu, and
extemporaneous speeches.
No 1 2 3 4 5 Yes
2. I can demonstrate how appropriate nonverbal behaviors can enhance the effectiveness of
a presentation.
No 1 2 3 4 5 Yes
3. I can develop effective power point slides.
No 1 2 3 4 5 Yes
4. I can avoid wordiness in my slides.
No 1 2 3 4 5 Yes
5. I can develop an effective rehearsal schedule.
No 1 2 3 4 5 Yes
6. I can analyze a speechmaker’s performance (including my own) by referring to content,
organization, language, and delivery.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 14 Informative Speaking
1. I can define informative speaking.
No 1 2 3 4 5 Yes
2. I can explain why it is important to develop an ability to send and receive informative
messages.
No 1 2 3 4 5 Yes
3. I can distinguish among three types of informative discourse.
No 1 2 3 4 5 Yes
4. I can explain how to create “information hunger” and increase listeners’ comprehension.
No 1 2 3 4 5 Yes
5. I can develop and present an informative speech.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR CHAPTER 15 Persuasive Speaking
1. I can define persuasive speaking
No 1 2 3 4 5 Yes
2. I can explain how my perceptions of my goal and my audience influence my effectiveness as a
persuader.
No 1 2 3 4 5 Yes
3. I can define and distinguish between attitudes and beliefs.
No 1 2 3 4 5 Yes
4. I can explain the concept of credibility.
No 1 2 3 4 5 Yes
5. I can develop and present a persuasive speech.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES FOR THE APPENDIX: INTERVIEWING
1. I can define interview.
No 1 2 3 4 5 Yes
2. I can explain how an interview differs from a casual conversation.
No 1 2 3 4 5 Yes
3. I can identify the types of information to be shared by interviewer and interviewee.
No 1 2 3 4 5 Yes
4. I understand the fears interviewer and interviewee may experience during an interview.
No 1 2 3 4 5 Yes
5. I have determined my own level of interview anxiety.
No 1 2 3 4 5 Yes
6. I can describe the stages of an interview.
No 1 2 3 4 5 Yes
7. I can explain the role of questions in an interview.
No 1 2 3 4 5 Yes
8. I can formulate closed, open, primary, and secondary questions.
No 1 2 3 4 5 Yes
9. I can compare and contrast the roles and responsibilities of interviewer and interviewee.
No 1 2 3 4 5 Yes
10. I can identify behaviors that help an interviewer and an interviewee create a favorable
impression.
No 1 2 3 4 5 Yes
11. I can describe steps I can take to enhance my effectiveness as an interviewer.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on:
SELF-ASSESSMENT SCALES A WRAP-UP FOR THE COURSE
1. I can explain why developing communication skills is a lifelong task.
No 1 2 3 4 5 Yes
2. I can use a number of strategies to make my present and future communication more effective.
No 1 2 3 4 5 Yes
3. I can explain why acknowledging change is important.
No 1 2 3 4 5 Yes
4. I can provide examples of important “communication passages” I have made or expect to
make in life.
No 1 2 3 4 5 Yes
5. I can analyze case studies and apply them to my life.
No 1 2 3 4 5 Yes
6. I can define frozen evaluations and discuss the dangers inherent in them.
No 1 2 3 4 5 Yes
7. I can identify typical excuses for failing to change.
No 1 2 3 4 5 Yes
8. I can assess my application of the principles discussed in this text to my own life.
No 1 2 3 4 5 Yes
9. I can use “check-backs” to help maintain and improve my communication skills.
No 1 2 3 4 5 Yes
10. I can continue developing communication skills on my own.
No 1 2 3 4 5 Yes
At this point, I believe I have mastered:
At this point, I believe I still need to work on: