Assessing media education is a formidable task because both
assessment and media education are complex and controversial
concepts. Assessment, which can take place at the individual
student, class, sequence, program, department or unit, and
university levels, is questioned in terms of reliability, validity,
relevance, and cost. Media education, which has been challenged at
a number of schools, finds faculty and administrators in the midst
of soul-searching about how to clearly articulate its missions and
purposes to a broader audience.
Departments are under increasing national, state, and
institutional pressure to get assessment procedures carried out
quickly, but there is an obvious danger in rushing to implement
assessment strategies before establishing what is essential in
media education. In communication education in general, the "what"
of assessment is often discussed in terms of skills, attitudes,
affect, values, and knowledge. People assess students to determine
what they know, think, feel, value, and can do. Here it is
suggested that one of the places to start defining what students
should learn from their media education is by identifying outcomes.
Outcomes can be assessed in a variety of ways, but first they need
to be developed and clearly articulated.
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