Running Head Part 11 File 12 Topic: Interpersonal And Commun ✓ Solved

Running Head Part 11file 12topic Interpersonal And Communication S

Topic: Interpersonal and Communication Skills.

Explain the Curriculum area and purpose of the test.

List 3-4 learning objectives.

Type low-level test questions, high-level test questions:

  • True–false
  • Multiple-choice (2)
  • Matching (1)
  • Short answer/fill-in-the-blank (2)
  • Multiple-response (2)
  • Essay (2)
  • Context dependent (2)
  • Alternate format (2)
  • Multiple-choice questions within clinical practice framework (2)
  • Items of your choice (2)

Paper For Above Instructions

Interpersonal and communication skills are essential competencies in both personal and professional settings. These skills encompass a range of abilities necessary for effective interaction that contributes to the overall success of individuals and organizations. This paper outlines the curriculum area and purpose of an assessment test focused on these skills, while also detailing specific learning objectives alongside various test item types that will evaluate different levels of understanding.

Curriculum Area and Purpose of the Test

The curriculum area encapsulated in this test focuses on interpersonal and communication skills development. The purpose of the test is to assess the learners' understanding and proficiency in these competencies, which are pivotal across various domains, including healthcare, education, business, and social interactions. Effective interpersonal communication fosters collaboration, enhances relationships, and facilitates a supportive environment that is conducive to achieving common goals.

Learning Objectives

To ensure the test is comprehensive, the following learning objectives are proposed:

  1. Identify and explain key concepts of interpersonal communication.
  2. Demonstrate effective communication techniques in various scenarios.
  3. Analyze factors that influence effective communication.
  4. Evaluate personal interpersonal skills and identify areas for improvement.

Test Item Types

The assessment will utilize a variety of item types to gauge different levels of cognitive understanding regarding interpersonal and communication skills. The following are proposed test item types:

Low-Level Test Questions

  • True-False Questions: These questions will test the basic understanding of interpersonal concepts.
  • Multiple-Choice Questions: These will assess knowledge on definitions and basic principles, with two items focused on scenarios illustrating communication breakdowns.
  • Matching Questions: One matching question where learners associate terms with their correct definitions.

High-Level Test Questions

  • Short Answer/Fill-in-the-Blank: Two questions requiring learners to recall specific terms or concepts related to effective communication.
  • Multiple-Response Questions: Two items where students identify multiple appropriate responses to communication challenges.
  • Essay Questions: Two essay prompts that encourage learners to explore complex interpersonal communication topics, enabling them to express their analytical skills.
  • Context Dependent Questions: Two items that place learners in real-life communication scenarios, asking them to apply their knowledge.
  • Alternate Format Questions: Two questions that challenge students through different formats, such as case studies or role-plays.
  • Clinical Practice Framework Questions: Two multiple-choice questions within designed clinical practice situations.
  • Items of Individual Choice: Two test items selected by learners that reflect their personal experiences or interests in communication.

Conclusion

The assessment of interpersonal and communication skills is vital in enhancing individual competency in professional environments. By articulating clear learning objectives and employing a diverse range of questions addressing both low and high-level cognition, this test aims to comprehensively evaluate the learners' understanding and application of effective communication principles. This approach not only facilitates the development of essential skills but also prepares learners for future interpersonal challenges in various settings.

References

  • Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.
  • Adler, R. B., & Proctor, R. F. (2016). Looking Out, Looking In. Cengage Learning.
  • Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2016). Communication Principles for a Lifetime. Pearson.
  • Gupta, R., & Jha, A. (2017). Interpersonal skills training in healthcare. Health Sciences Review, 1(2), 34-40.
  • DeVito, J. A. (2016). Effective Communication. Pearson.
  • McCornack, S. (2018). Reflect & Relate: An Introduction to Interpersonal Communication. Bedford/St. Martin's.
  • Woolfolk, A. (2016). Educational Psychology. Pearson.
  • Hargie, O. (2011). Skilled Interpersonal Communication: Research, Theory and Practice. Psychology Press.
  • Keyton, J. (2015). Communication in Organizations. Anker Publishing Company.
  • Floyd, K. (2017). Interpersonal Communication: The Role of Technology. McGraw-Hill Education.

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