Do not misunderstand. I am not opposed to assessment. Indeed, we assess students all the time and should do it more efficiently and effectively. I am opposed to objective tests that foster a misapprehension about what education is and is not. I have a great horror of giving in to those legislators, trustees, higher education officials, and even colleagues who want to reduce education to something simple, an in-out process. For me, education is an ongoing process of growth and expansion, fostering the abilities of learning how to learn, responding creatively to one's environment, thinking, and imagining. Especially at the undergraduate level, we must resist the narrow idea that our job is to prepare students for the job market. What that job market will be tomorrow is unknown, and what the rest of our students' lives will be is unknowable.
Allison, T. M. ( 1993, April). Regional accrediting association requirements: Developing outcomes statements. Paper presented to the Broadcast Education Association, Las Vegas, NV.
American Association of University Professors.( 1990). "Mandated assessment of educational outcomes: A report of Committee C on College and University Teaching, Research, and Publication". Academe, 76( 6), 34-40.
Baker, E. L. ( 1986, October 25). Critical validity issues in the methodology of higher education assessment. Paper presented to the Education Testing Service Invitational Conference, New York.
Baldwin, T. F., & Surlin, S. H. ( 1970). "A tool for graduate student advising". Journal of Broadcasting, 14( 4), 449-454.
Banta, T. W., & Schneider, J. A. ( 1986, April). Using locally developed comprehensive exams for majors to assess and improve academic program quality. Paper presented at the American Educational Research Association, San Francisco.
Benjamin, E. ( 1990, July 5). "The movement to assess students' learning will institutionalize mediocrity in colleges". Chronicle of Higher Education, pp. B1-B2.
Blanchard, R. O., & Christ, W. G. ( 1993). Media education and the liberal arts: A blueprint for a new professionalism. Hillsdale, NJ: Lawrence Erlbaum Associates.
Boyer, C. M., Ewell, P. T., Finney, J. E., & Mingle, J. R. ( 1987). "Assessment and outcomes measurement: A view from the states". AAHE Bulletin, 40( 4), 14.
Carroll, R. ( 1987). "No middle ground: Professional broadcast education is liberal education". Feedback, 28( 2), 10-11.
Chase, W. M. ( 1990, November-December). "The real challenge of multiculturalism (is yet to come)". Academe, 76( 6), 20-23.
Dates, J. L. ( 1990). "The study of theory should guide the curriculum". Feedback, 31( 3), 10-11.
Eastman, S. T. ( 1985). "Directions for telecommunications". Feedback, 27( 3), 23-27.
Eastman, S. T. ( 1987). "A model for telecommunications education". Feedback, 28( 2), 21-25.
Electronic media career preparation study. ( 1987, December). New York: Roper Organization.
Ervin, R. F. ( 1988, October). "Outcomes assessment: The rationale and implementation". ASJMC Insights, 19-23.
Eshelman, D. ( 1990, December). Outcomes assessment and discipline specific accreditation in mass communication: An analysis. Paper presented at the Administrator's Workshop of the Association of Schools of Journalism and Mass Communication, New Orleans, LA.
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Assessing Communication Education:A Handbook for Media, Speech, and Theatre Educators. Contributors: William G. Christ - Editor. Publisher: Lawrence Erlbaum Associates. Place of publication: Hillsdale, NJ. Publication year: 1994. Page number: 381.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.