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ERIC Number: ED402635
Record Type: RIE
Publication Date: 1995-Nov
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Student Learning Outcomes in Teaching Organizational Communication.
Crawford, C. B.; Brungardt, Curt
As administrators, students, and the political machinery make higher education more accountable, assessment has become a relevant and timely topic. Recent interest in assessment and evaluation have brought significant changes in the way that educators in the field of organizational communication judge their students' work. The lecture method is the most preferred approach to teaching the course, but several secondary methods include: alternative media, case studies, simulation games, role playing, videotapes, films, and transparencies. Self-directed teams and internships are also used. Various innovative methods of assessment have emerged--among these a combination of objective and subjective evaluations like formal and/or informal evaluation by the supervisor; self-evaluation; informal evaluation by the faculty; evaluation of a daily log kept by students; and evaluation of students' work or portfolio. While there is a distinction between student assessment and evaluation and curriculum assessment and evaluation, each has an impact on the other. To best evaluate the role the learning environment plays in the development of the organizational communication student, faculty should use four traditional methods: reaction, knowledge, behavior, and results. (Contains 2 tables of data, 1 figure, and 13 references.) (CR)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (81st, San Antonio, TX, November 18-21, 1995).