Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators

By William G. Christ | Go to book overview

experience. Limburg turns to intemships, exit interviews, and advisory boards as important assessment strategies.

Part III stresses context-specific assessment strategies. Under the broad heading of speech education, Backlund writes about the Speech Communication Association's (SCA) oral assessment project. Morreale discusses the background and method of assessing public speaking. Hay suggests the variety of ways that interpersonal communication can be assessed and calls for future research that stresses the "knowledge" component of learning. Beebe and Barge report on a strategy for developing small group communication assessment measures. Shockley-Zalabak and Hulbert-Johnson lay out what we know about assessing organizational communication and present a variety of assessment strategies. In the area of theatre education, Malinauskas and Hunt give detailed information about how to assess theatre programs. In media education, Arnold looks at the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) accreditation guidelines as an assessment tool for individual courses, and Eastman discusses the pros and cons of exit exams for the media major.

Within this book, you will find a variety of perspectives. After Rosenbaum's overview, about half the chapters stress individual student, faculty, or course assessment ( Potter, Tucker, Orlik, Moore, Morreale, Hay, Beebe and Barge, and Malinauskas and Hunt), whereas the others stress program, department, or institutional assessment ( Allison, Christ and Blanchard, Limburg, Shockley-Zalabak and Hulbert-Johnson, Arnold, and Eastman). This diversity of perspectives should provide interesting and useful information to meet many of the broad assessment challenges facing communication faculty and administrators.

Assessment is an integral part of what we do as teachers, researchers, and administrators. It can be formal or informal, systematic or haphazard, harmful or rewarding. At its best, assessment can have a transforming effect on education. At its worst, it can be used as an instrument to punish people and programs. Our hope is that this book will provide media, speech, and theatre faculty and administrators with the background, understanding, and "tools" to build stronger programs and develop better courses and educational experiences for their students.


ACKNOWLEDGMENTS

This book had its genesis in a paper presented by Professor David Eshelman ( Central Missouri State University) at the 1991 Broadcast Education Association (BEA) annual meeting. That paper, along with the BEA's Courses and Curricula Division's perception of a growing need for systematic information about assessment, led the editor to develop a media education assessment panel for the 1992 BEA convention. As the Program Planner for the 1992 BEA convention, Dr. Eshelman was supportive of the panel and

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Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Preface ix
  • Acknowledgments x
  • I - Background 1
  • 1 - Assessment: An Overview 3
  • APPENDIX B: NATIONAL EDUCATION GOAL 5 OBJECTIVES 23
  • References 26
  • 2 - Mission Statements, Outcomes, and the New Liberal Arts 31
  • APPENDIX A: PROGRAM ASSESSMENT AUDIT 49
  • References 53
  • 3 - Regional Accrediting Association Requirements and the Development of Outcomes Statements 57
  • APPENDIX A: GENERAL FRAMEWORK FOR AN ASSESSMENT PROGRAM 83
  • References 85
  • II - Broad Assessment Strategies 87
  • 4 - Teaching Evaluation 89
  • APPENDIX A: EXERCISE 109
  • References 111
  • 5 - Course Evaluation 113
  • APPENDIX A: COURSE EVALUATION QUESTIONS 127
  • References 129
  • 6 - Student Portfolios 131
  • APPENDIX A: ORGANIZATIONAL PACKET AND INSTRUCTIONS 146
  • References 154
  • 7 - The Capstone Course 155
  • APPENDIX A: ELIZABETHTOWN COLLEGE MISSION STATEMENT 171
  • References 178
  • 8 - Internships, Exit Interviews, and Advisory Boards 181
  • APPENDIX A: APPLICATION FOR PROFESSIONAL INTERNSHIP 195
  • References 200
  • III - Context-Specific Assessmento Strategies 201
  • 9 - Oral Communication Assessment: An Overview 203
  • References 216
  • 10 - Public Speaking 219
  • ACKNOWLEDGMENT 235
  • References 235
  • 11 - Interpersonal Communication 237
  • APPENDIX A: ASSESSMENT OVERVIEW 252
  • References 253
  • 12 - Small Group /Communication 257
  • APPENDIX A: SMALL GROUP COMMUNICATION COMPETENCIES 285
  • References 285
  • 13 - Organizational Communication 291
  • References 305
  • 14 - Assessment in Theatre Programs 311
  • APPENDIX A: THEATRE ORGANIZATIONS 327
  • References 332
  • 15 - Using Accreditation for Assessment 333
  • APPENDIX A: DEPARTMENT GOALS 342
  • References 348
  • 16 - Exit Examinations for the Media Major 351
  • References 381
  • Author Index 383
  • Subject Index 391
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