tive external program reviews can be utilized to strengthen course development, provide direction for resources, and provide input to institutional reports. Again, external reviews are more likely to become a constructive part of curricula assessment if a theoretical framework supported by specific program goals is utilized for the review.
The methodologies described in this chapter are not the only methodologies that have potential for organizational communication curricula assessment. They are, however, among the most likely methods to support multiple goals and levels of assessment. Many departments and organizational communication faculty select methodologies that best support the goals of particular programs. Other faculties and departments continue to resist assessment requirements, often with important and valid arguments about the misuse of assessment. This latter group, however, faces a future where others external to the discipline may select the methods by which the organizational communication course or program will be evaluated.
If an instructor is teaching an organizational communication class and is either required or feels compelled to develop an assessment strategy, based on our previous discussion, we would recommend the following. First, establish course objectives based either on a competency framework or a clear articulation of the goals of a particular course. Second, identify the levels of assessment appropriate for the course. We recommend at a minimum that students are provided assessment feedback and that the assessment strategy selected guide future development of the course. Third, select assessment methodologies appropriate for both course objectives and levels of assessment. Finally, determine how the assessment strategies selected will contribute to the broad assessment and accountability processes of the department and institution.
In sum, this chapter described the general lack of a theoretical framework for organizational communication competency assessment. A framework for competency assessment -- knowledge, sensitivity, skills, and values -- was proposed and methodologies appropriate for assessment described. Regardless of the theoretical perspective taken or specific methodologies, the recommendation is made for multiple goals, levels, and methods for assessment. As such, assessment is most appropriately understood as an integral part of the process of developing excellence in organizational communication curricula.
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