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

By William G. Christ | Go to book overview

CONCLUSION

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.


REFERENCES

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.

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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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