Abstract
Assessment of student learning outcomes has become a preoccupation of higher education in all disciplines, including journalism and mass communication. A number of good assessment measures exist, but most seem to be indirect rather than reliable direct measures of learning. This article describes a case study of how one program accredited through the Accrediting Council on Education in Journalism and Mass Communications has attempted to meet this need partially through an entry/exit examination administered to incoming and graduating students. The exam has reflected learning along the dedicated learning outcomes and provided a reliable direct measure to be used in combination with other direct and indirect measures.
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