An Instrument for Assessing Scientists’ Written Skills in Public Communication of Science

Ayelet Baram‐Tsabari · Bruce V. Lewenstein

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Academic Writing and Publishing Science Education and Pedagogy Student Assessment and Feedback

Abstract

This article describes the development of the first tool for measuring scientists’ written skills in public communication of science. It includes the rationale for establishing learning goals in seven areas: clarity and language, content, knowledge organization, style, analogy, narrative, and dialogue, as well as the questions designed to assess these goals. The skills testing is primarily designed for assessing written communication skills and can be used in many science communication training contexts. It can serve as a baseline survey, as a formative assessment, or in summative pretest/posttest evaluations. The article provides detailed criteria for analyzing the results of the instrument as well as findings from baseline data collected from science graduate and undergraduate students.

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References

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2015Bridging science education and science communication research 2015Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education 2016Qualitative Interviews With Science Communication Trainers About Communication Objectives and Goals 2014What do scientists think about the public and does it matter to their online engagement?2013Measuring mumbo jumbo: A preliminary quantification of the use of jargon in science communication

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