Abstract
This article examines the assessment movement in United States higher education and its consequences for speech communication departments. It traces legislative and accreditation pressures for accountability, outlines definitions of outcomes assessment, and reviews standardized examinations, institution specific methods, portfolios, capstone courses, and performance testing as tools for measuring student learning and institutional effectiveness. The discussion analyzes issues of goal specificity, resource constraints, faculty ownership, and the appropriate use of results, distinguishing between assessment of individual competence and program evaluation. Drawing on examples from statewide initiatives and exemplar campuses, this article offers practical guidance for administrators and faculty, emphasizing the need for explicit mission statements, discipline grounded performance measures, and constructive engagement with policy makers. It concludes that proactive assessment can enhance curricular coherence, improve instruction, and demonstrate the value of communication education.
Recommended Citation
Backlund, Phil; Hay, Ellen A.; Harper, Sandra; and Williams, David
(1990)
"Assessing the Outcomes of College: Implications for Speech Communication,"
Association for Communication Administration Bulletin: Vol. 72, Article 3.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/3
