Abstract
Communication departments are expected to conduct program level assessment, as well as assessment of communication in general education. Although the expectation for data-driven student learning assessment is growing, relatively few examples exist for doing so effectively. This article serves as a model to help faculty conduct effective assessment of communication in general education. Its three objectives are to: (1) report on a completed study of oral communication assessment within general education at both lower and upper-division course levels; (2) provide a pragmatic guide for departments beginning assessment programs; and (3) address foreseeable challenges and benefits.
Acknowledgements
The author would like to recognize and thank Dr. Ruth Guzley and Ms. Vivi McEuen for their expertise and assistance in the writing of this article.