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

By William G. Christ | Go to book overview

9
Oral Communication Assessment: An Overview

Philip Backlund Central Washington University

Since the early 1980s, the Speech Communication Association and its Committee on Assessment and Testing have attempted to clarify the issues surrounding development of effective techniques for assessing oral communication. The chapter summarizes many of those efforts.

To that end, the chapter is organized into five parts: (a) background to oral communication assessment; (b) the need for clear objectives; (c) criteria commonly used to select an assessment instrument or procedure; (d) issues of reliability, validity, and bias; and (e) general procedures of assessing oral communication. The goal of this chapter is to supply a working knowledge of assessment methods and procedures in oral communication and identify resources for further information.


BACKGROUND TO ORAL COMMUNICATION ASSESSMENT

The point of any assessment program is student learning. To put this point into question form, how do we know whether students know (or can do) what we want them to know (or do)? When students are engaged in a program of instruction, whether it is television production or public speaking, teachers need to know a number of things about the effect of instruction. Teachers need to know: (a) whether the instruction has had any effect, (b) how the skills and knowledge levels of their students compare with predetermined optimum levels, (c) whether their students are learning some aspects of the curriculum faster than they are learning others, and (d) how their students compare in ability to other students in similar classes.

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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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