Abstract
Technological literacy-both at the skills level and at the conceptual/critical level-is a crucial part of technical communication pedagogy. A pilot study examining self-assessment of word processing (Microsoft Word) and presentation application (Microsoft PowerPoint) skills was performed in a graduate course in technical communication. Study population comprised 13 students who completed an online survey of perceptions of proficiency in word processing and presentation software, followed by online examination using a commercial evaluation and remediation package (Skills Assessment Manager [SAM] and Training Online Manager [TOM] by Thomson Learning). SAM exams simulated PowerPoint and Word operations, and were adapted from Microsoft Office User Specialist (MOUS) preparation instruments, based on skills objectives for Microsoft certification. Participants accessed the TOM online tutorial, and performed a second set of equivalent exams, 62% accurately self-assessed skill level in PowerPoint, while 38% overestimated skill. 23% accurately self-assessed skill level in Word, while 11% overestimated skill. Mean difference between pre and post-training PowerPoint scores was 14.38%, statistically significant (p < .001). Mean difference between pre and post-training Word combined scores was 10.46%, statistically significant (p < .001), Participants expressed appreciation for attention to foundational technical tools skills. A long term, refined study will follow.
Published Version
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