This article offers a communicative foundation for viewing the act of educational assessment as an opportunity for dialogue with a larger public in the U.S. There are three main areas which comprise an invitation for dialogue with the public: the politics of assessment, foundation for dialogue about the communication discipline and the proposal for a dialogic communication with the public as a way to create shared meaning about the process of communication. Invitation to dialogue envisions communication as socially constructed. Both self and other are central to the emergence of truth. The wise communicator is careful, but in the midst of all the documentation and struggles in the assessment effort there is a hope fueled by the praxis of dialogue. If opposing voices can work together on the campus with the public, perhaps the entrance into the twenty-first century will be enhanced from the praxis of cautious dialogue-dialogue that invites the highest quality of education that a community of discourse can envision.
Arnett, R. C., & Arneson, P. (1997). Educational Assessment as Invitation for Dialogue. Journal of the Association for Communication Administration, 26(2), 81–94.