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.
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