Accreditation Focus on Assessment

ACEJMC has established the following schedule for the development of assessment systems:

Beginning of September 2003:
Plans in place for assessment of education outcomes

Begins academic year 2003-2004:
Collection of information

Begins September 2004:
Application of findings to improve curriculum, instruction, etc.

During the 2003-2004 academic year, schools should be able to report progress in collection of information. During the 2004-2005 academic year, schools will report on their application of findings.

ACEJMC PRINCIPLES OF ACCREDITATION
Professional values and competencies
adopted Sept. 16, 2000

Individual professions in journalism and mass communication may require certain specialized values and competencies. Irrespective of their particular specialization, all graduates should be aware of certain core values and competencies and be able to:

understand and apply First Amendment principles and the law appropriate to professional practice;
demonstrate an understanding of the history and role of professionals and institutions in shaping communications;
demonstrate an understanding of the diversity of groups in a global society in relationship to communications;
understand concepts and apply theories in the use and presentation of images and information;
work ethically in pursuit of truth, accuracy, fairness and diversity;
think critically, creatively and independently;
conduct research and evaluate information by methods appropriate to the communications professions in which they work;
write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;
critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;
apply basic numerical and statistical concepts;
apply tools and technologies appropriate for the communications professions in which they work.

Assessment of student learning

The Council seeks to promote student learning and encourages experimentation and innovation.

The Council evaluates curricula and instruction in the light of evidence and expects programs seeking accreditation to assess students' attainment of professional values and competencies.
Assessment is a system of evaluation of student learning at the course or unit level (as opposed to grading at the individual level). Three criteria should guide assessment of student learning:

Awareness: familiarity with specific information, including facts, concepts, theories, laws and regulations, processes and effects.

Understanding: assimilation and comprehension of information, concepts, theories and ideas.

Application: competence in relating and applying skills, information, concepts, theories and ideas to the accomplishment of tasks.

Student learning is evaluated to:

develop curriculum, improve teaching, and enhance student learning;
document what students have learned;
and provide accountability.

Evaluation of student learning also enables the Council and its representatives to make fairer and more consistent judgments across units and programs.

Indirect Measures
1. Compilation of existing data on student retention
and graduation; probation and dismissal;
placement; transcript analysis
2. Aggregation of course evaluation data
3. External reviewers
4. Student surveys and exit interviews
5. Internship supervisor surveys
6. Alumni surveys
7. Employer surveys
8. Curriculum and syllabus analysis
9. Student performance in local, regional or national contests

Direct Measures:
1. Capstone course evaluation
2. Course-embedded assessment
3. Tests and examinations
4. Portfolio evaluation
5. Pre-test/post-test evaluation
6. Performance evaluation

Overcoming faculty resistance
a. this is programmatic assessment, not assessment of individual faculty performance – data will not be used in P&T or salary decisions

b. involve all faculty in the process of developing the objectives and deciding on the measures that will be used

c. provide an incentive – release time, extra TA for assessment "guru," etc.

d. enlist resources on campus so the effort is seen to have institutional support

e. have close and frequent communication between all parties to avoid confusion and mistrust

Plan will eventually include:
--unit mission statement
--program learning goals
--description of your process of developing the plan
--assessment matrix data
--syllabus inventory with course learning objectives clearly outlined
--direct measures
--indirect measures
--a process for analyzing the findings, applying them to change and improve the curriculum, instruction and student learning, and documenting these changes and results

How to develop the plan:
a. Start by reviewing Mission Statement for School or Department -- does it address student learning?

b. Write or revise learning goals for your program as a whole

c. Create an assessment matrix for all courses in curriculum

d. Review (or create) course learning objectives for every course

e. Identify and describe what types of assessment you are already doing

f. Determine what else you need to develop and start doing

g. Describe how the data will be used -- include timetable
(one timetable is already spelled out by ACEJMC)

Return to Teaching Committee Assessment Practices