An Educators’ Toolkit for Teaching-Learning Assessment in Journalism and Mass Communication Education
Abstract
This article objective is to promote an understanding and the power of formative assessment and its impact in strengthening student learning outcomes and the instructional process, and also share some formative techniques voluntarily compliant to journalism and mass communication settings. This article discussed key components of classroom assessment techniques, summative and formative assessment and the distinction between formative and summative assessment. The article discussed formative assessment strategies used to evaluate student learning in classroom, assessment of learning outcomes standard required for institutions or units seeking accreditation from ACEJMC, assessment of faculty teaching, teaching-learning assessment in journalism and mass communication. The article encourage educators to use formative assessment in teaching-learning and presents an argument on student teaching evaluation and peer review evaluation. In conclusion, the author recommended and emphasized the significance of fashioning a culture of assessment to develop student’s ability to achieve the course outcomes and educator’s ability to become an effective educator in journalism and mass communication classroom.