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

By William G. Christ | Go to book overview

12
Small Group /Communication

Steven A. Beebe Southwest Texas State University J. Kevin Barge Baylor University

Pedagogy and research document the importance of small group communication skills. Yet, despite the unchallenged importance of learning small group communication skills there have been few systematic efforts to identify and develop a valid and reliable measure of group competencies. This chapter identifies advantages of assessing group competencies and the issues that need to be addressed in order to develop a comprehensive group assessment tool. A review of research and small group assessment tools are presented. The first step in developing a group assessment instrument is to identify the purpose of the instrument. Small group competencies need to be identified and criteria for assessing the competencies should be formulated. Finally, the instrument should be developed and tested.


INTRODUCTION

Communicating in small groups has long been valued as an important skill. In ancient Greece, Socrates used the dialectical skill of using questions to search for truth, a systematic process that served as the foundation for today's courses in small group communication. We continue to teach students how to seek answers to questions, solve problems, and make decisions in small groups. Group communication skills are increasingly held in high esteem as corporate quality improvement programs, employee involvement efforts, and teamwork all hinge on individuals effectively communicating in small groups ( Scholtes, 1988). The ubiquitous group meeting remains one of the most popular formats for making decisions and solving problems ( Mosvick & Nelson, 1987). Yet, despite the unchallenged

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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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