ERIC Number: ED373376
Record Type: RIE
Publication Date: 1994-Aug-6
Reference Count: N/A
Assessment in Specific Programs: Employment, Program, and Course Student Portfolios in Communication Studies.
Aitken, Joan E.
Although portfolio evaluation is the key issue with which the Department of Communication Studies at the University of Missouri, Kansas City, currently struggles, the department has yet to develop a reliable quantitative method of assessing the portfolios. The department found itself ill-prepared to have the state immediately thrust it into new forms of assessment. The department's organizational communication course requires students to complete an employment portfolio project that emphasizes preparation of a professional portfolio. Students also have a professional in the field evaluate their portfolio. To aid in program evaluation, the department has students prepare program portfolios consisting of a minimum of three examples of their written work at various stages of the program, including the time of graduation. The department seeks evidence of student competence in such program objectives as writing skills, critical thinking skills, interpersonal communication, leadership skills, reading skills, research skills, cultural appreciation, knowledge of the field, and ethics. A few students are asked to provide a portfolio of all the work they do for all their courses during one semester. The department is developing a Cassette Disk Read Only Memory (CD ROM) computer mediated assessment for use in the Fall of 1995. Portfolios may not be the only answer to assessment, but they can be an excellent answer. (Contains 32 references. Appendixes present a petition to waive graduation requirement of a nationally normed test, and instructions and evaluation forms for the intercultural communication course portfolio assignment and the student program portfolio.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Educational Issues; University of Missouri Kansas City
Note: Paper presented at the Speech Communication Summer Conference (Alexandria, VA, August 6, 1994).