Discusses outcomes assessment. Describes the Boise State Project, a comprehensive outcomes assessment study of alumni of the Department of Communication spanning a 20-year period, 1970-1989. Discusses conceptualization and design, methodology, analysis of data, general survey findings, and conclusions. (SR)

Discusses the significant differences between the former process of evaluation and the new assessment movement as they define the communication discipline. Suggests the articles in this special issue will contribute to an understanding of the assessment process and will provide strategies and direction for implementing or adapting methods for…

Focuses on some basic questions regarding assessment in higher education that may be useful to administrators in speech communication facing pressures to develop an assessment program. (KEH)

Discusses two assessment alternatives applicable to departments of communication: oral communication across the curriculum and assessment centers. Argues the efficacy of integrating assessment and learning. (KEH)

Offers guidelines for conducting outcomes assessment research, particularly communication alumni surveys. Recommends what to do before starting, suggests some step-by-step guidelines, and notes the aftermath and conclusions of the 1991 Boise State University Outcomes Assessment Project. (SR)

Describes what one school is doing in its theater faculty to seize the opportunity of "owning" an assessment program. (KEH)

Offers both the questionnaire and the subject calling card from the 1991 Boise State University (BSU) alumni outcomes assessment survey, as a general model for assessing communication alumni. Makes suggestions regarding the design of an effective survey instrument based on the BSU experience. (SR)

Discusses departmental program reviews and evaluations in terms of the growing body of information on quality assessment application. Suggests five essential operational and substantive characteristics for inclusion in a departmental handbook. (KEH)

Encourages development of a communication assessment program designed primarily for a nontraditional, older and more diverse student population. Concludes that the prior learning assessment philosophy is a sophisticated and suitable methodology for assessing communication competency. (KEH)

Presents a broad overview of the assessment movement. Reviews several approaches to assessment including basic skills, general education, major, and student development. Considers the nature of assessment in the communication field. (KEH)

Provides background on the general issues of performance assessment and suggests intervention strategies for department chairs. (KEH)

Describes the creation of a set of outcome assessment guidelines recently developed for college and university theater programs. Categorizes outcomes in three ways: knowledge, skills, and attitudes. (KEH)

Examines Kean College's approaches to establishing principles, policies, and procedures which have led to a faculty-supported assessment program. Summarizes how faculty concerns were considered and policies were reviewed and established. Describes the faculty-centered organizational structure. (KEH)