Abstract
This article traces the rise of outcomes assessment in communication programs, positioning assessment as an instrument for student focused appraisal of educational value. It delineates contrasts between traditional evaluation and contemporary assessment, notably the shift from individual proficiency indicators to program accountability, multi measure evaluation, comprehensive skill appraisal, and value added comparisons. The discussion surveys national trends in accreditation, curriculum revision, and institutional planning, while highlighting strategies such as capstone courses, competency testing, and speaking across the curriculum. By mapping these practices, the article formulates an agenda that urges departments to define disciplinary competencies, engage proactively in test development, and integrate research, creative activity, and service assessment into holistic program review. Ultimately, the article frames assessment as a durable feature of higher education that offers communication scholars opportunities to enhance curricular coherence and demonstrate accountability.
Recommended Citation
Smith, Robert M. and Hunt, Gary T.
(1990)
"Defining the Discipline: Outcome Assessment and the Prospects for Communication Programs,"
Association for Communication Administration Bulletin: Vol. 72, Article 1.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/1
