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.
General
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