This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were…

Assessment refers to the perceived need to measure and evaluate the degree to which the learning objectives are met in either a single class or a whole instructional program during the instructional process or after its completion. To make assessment beneficial, it must be visible to all involved. The instructor must be able to obtain or create…

Identifies four steps that students should employ in using objectives to study textual material and outlines the strategy intended to teach students these steps. (MH)

Emphasizes the need in communication education to balance the teaching of specific terminal behaviors with the teaching of cognitive learning. Suggests teaching methods for implementing cognitive goals in the classroom. (MH)