Abstract
This article examines outcomes assessment within undergraduate theatre programs, arguing that accrediting pressures require systematic yet discipline sensitive evaluation. It describes a comprehensive model implemented at a liberal arts institution in which student information cards, videotaped performance projects, junior year faculty interviews, senior capstone presentations, and exit questionnaires generate longitudinal evidence of learning and professional growth. Continuous feedback on acting, directing, design, and teaching practice is combined with written work to document competency while acknowledging that interpersonal skills and work habits also shape success. The approach extends beyond graduation through alumni tracking that informs curricular revision. By demonstrating how subjective artistic judgments can be objectified through structured documentation, iterative advising, and inclusive faculty review, this article offers theatre educators a practical framework for validating student achievement and satisfying external accountability without sacrificing creative integrity.
Recommended Citation
Cole, Susan S.
(1990)
"Outcomes Assessment: The Tip of the Iceberg,"
Association for Communication Administration Bulletin: Vol. 74, Article 6.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/6
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