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| Autor/in | Roberts, Elizabeth A. |
|---|---|
| Titel | Departmental Assessment: Productive Endeavor or Painful Encounter. |
| Quelle | (1995), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Programs; Departments; Educational Assessment; Educational Development; Educational Objectives; Educational Planning; Faculty Evaluation; Higher Education; Mass Media; Speech Communication; Theater Arts |
| Abstract | The spring of 1995 brought the onus of assessment to the Department of Communication Arts at Ohio Northern University (ONU). Often seen as a painful process, departmental assessments can become productive endeavors. Although, as a private institution, ONU is not subject to the dictates for assessment from the State Board of Education, assessment procedures have been built into the institutional structure. At ONU, assessment involves the process of self-examination by the college faculties, assisted by the Office of Institutional Research. Assessment of student learning outcomes at ONU is built upon a decentralized approach initiated at the level of the individual major program. All must be consistent with the University and respective college and department mission statements. The highest tier in the University's assessment structure is the University Assessment Committee. Next are the respective college assessment committees. The third level is the Department of Communication Arts, which created a successful and productive assessment plan for the Speech Communication Concentration including a goal statement, learning outcomes with assessment thereof, assessment benchmarks, program evaluation, and a matrix for assessment. The initial onus of assessment as imposition and threat has, indeed, become an opportunity for faculty and students to engage in a productive endeavor. (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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