Abstract
This article presents discipline specific guidelines for outcomes assessment in higher education theatre programs, developed by a national task force convened by the Association for Theatre in Higher Education. It defines assessment as a formative process that traces student growth in knowledge, skills, and attitudes, and distinguishes it from summative evaluation. The text categorizes desired learning outcomes, ranging from historical and critical knowledge to creative imagination, professional discipline, and collaborative competence. It then outlines multiple assessment sources and instruments, including performance juries, portfolios, comparative video taping, exit interviews, and alumni surveys, advocating a multi method approach that respects program mission and faculty ownership. By framing assessment as faculty driven, student centered, and context sensitive, this article offers a flexible blueprint for curricular improvement, accountability, and evidence informed decision making in theatre education.
Recommended Citation
Svmons, James M.
(1990)
"Assessment Guidelines for Theatre Programs in Higher Education,"
Association for Communication Administration Bulletin: Vol. 72, Article 6.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/6
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