Media education assessment handbook
Author(s)
Bibliographic Information
Media education assessment handbook
(LEA's communication series)
L. Erlbaum, 1997
Available at 13 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
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Prefectural University of Hiroshima Library and Academic Information Center
361.45||C85T1021673*
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
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.
Table of Contents
Contents: Preface. Part I: Programmatic Assessment.W.G. Christ, Defining Media Education. W.G. Christ, J.M. McCall, L. Rakow, R.O. Blanchard, Integrated Communication Programs. P. Orlik, R. Donald, Telecommunications Programs. J. VanSlyke Turk, Journalism and Mass Communications Programs. K.A. Krendl, R. Warren, K.A. Reid, Distance Learning. Part II: Knowledge, Skills, and Attitude Assessment.S. Wulff, Media Literacy. H. Ruminski, W. Hanks, Critical Thinking. S. Finn, Media Writing. A.M. Rubin, R.B. Rubin, Information Gathering. M.J. Haefner, Ethics. S.H. Williams, N.J. Medoff, Production. B.L. Sherman, Management. T. Dickson, Reporting and Editing. D. Kruckeberg, Public Relations. E. Applegate, Advertising.
by "Nielsen BookData"