Abstract
Responding to escalating accreditation scrutiny, this article describes a faculty directed outcomes assessment model for undergraduate theatre education that foregrounds program ownership and continuous improvement. Guided by Bloom’s taxonomy, cognitive pre and post examinations anchor a multidimensional evidence stream that integrates portfolio compilation, videotaped performances, reflective journals, a comprehensive capstone directing project, structured interviews, and planned alumni surveys. The framework captures knowledge acquisition, artistic growth, and transferable competencies, allowing longitudinal comparisons that illuminate value added by the curriculum. Data inform curricular revision, demonstrate accountability to legislators and regional accrediting bodies, and empower students to become self assessing practitioners. By aligning authentic performance evaluation with systematically gathered quantitative and qualitative indicators, this article offers a replicable approach for theatre programs seeking rigorous, mission driven assessment without reliance on generic standardized tests.
Recommended Citation
Malinauskas, Mark J.
(1990)
""Get What You Like" an Assessment Scheme,"
Association for Communication Administration Bulletin: Vol. 72, Article 13.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/13
