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

By William G. Christ | Go to book overview
the student? Merely to grade the written work and then complain that "students can't write as well as they used to" is not adequate. The goal is learning.
CLASSROOM ASSESSMENT: SUMMARY
There are at least two things that are important to remember in terms of classroom assessment. The first is that most college teachers have little background in assessment. The second is that they are not likely to take several classes to make up for that deficiency. Until colleges provide more than lip service to the importance of teaching, most instructors will spend their time doing research because that is what gains tenure and promotion at a majority of institutions. However, there are informal procedures that are relatively easy to implement that have proven valuable to classroom teaching. The teachers will then know that they are doing a better job in the classroom and such knowledge can in and of itself provide a boost to their teaching. In order to aid teachers and universities, a referral program has been developed by the Speech Communication Association's Committee on Assessment and Testing (CAT).(For further information call the SCA national office at (703) 750-0533.)
APPENDIX A: COURSE EVALUATION QUESTIONS

Course Planning Procedure
A. What is the plan? (Questions based on Ebel & Frisbie, 1991; Frye, 1989; Grieve, 1989):
1. What are your course objectives? What are your instructional objectives? Do your broad course objectives fit the catalog description?
2. What does a pretest tell you about the level of student achievement and ability coming into the class? Do you know "where the students are" in terms of performance?
3. How do your students learn? What instructional procedures have you developed? What topics need to be covered? What are the goals of the units that develop each topic? Does each goal support at least one course objective?
4. What is your assessment/grading plan? Does your course outline "make sense" in terms of the topics that need to be covered, the broad course objectives, and the catalog description? What are the desired student competencies?
5. Is there a well-established feedback loop?

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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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