Abstract
This article examines innovative assessment strategies in higher education designed to satisfy accreditation mandates for demonstrable oral communication proficiency while fostering learning outcomes. It details oral communication across the curriculum, in which faculty embed speaking tasks and feedback mechanisms within diverse disciplinary courses, supported by systematic training, student resources, and administrative oversight. It then analyzes the assessment center model, adapted from industrial practice, where students engage in simulated organizational scenarios, submit written and oral artifacts, receive multi rater evaluations, and reflect through self assessment. By comparing these approaches, this article emphasizes the reciprocal relationship between assessment and pedagogy, underscores the need for institutional commitment to data informed evaluation, and illustrates how simulation, feedback, and performance records cultivate transferable communicative competence.
Recommended Citation
Hay, Ellen A.
(1990)
"Nontraditional Approaches to Assessment,"
Association for Communication Administration Bulletin: Vol. 72, Article 12.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/12
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