Teaching Skills Assessment
For Outcomes Assessment
Some Journalism School Experiences
Address concerns in outcomes
assessment – issues.
Address how outcomes assessment
helps – results.
Discuss lessons learned –
Micro Issue – Reporting
Definition: Skill or Art?
Editors, stories vary
Teach multi-skills, simultaneously
What actually is being learned?
What is/are the objective(s)?
Macro Issue – J School Alignment
What’s the school’s mission?
What courses teach what skills?
Where does reporting fit in food
What wheels don’t need
Checking the fit…
The Results – Before . . .
1. COURSE DESCRIPTION AND GOALS: The course develops
news-gathering skills and journalistic values. Specifically, we’ll study
news, how to evaluate it and develop the requisite skills. Our specific
goals for you by course's end:
· Proficiency in searching for and accessing sources.
· Proficiency in interviewing sources and assessing them for story
· Proficiency in journalistically consolidating, organizing and
communicating information gathered from sources.
· Proficiency in critically self-editing your writing and in taking and
using constructive criticism.
. Proficiency in reflective processing and in thinking like a reporter
Results – After!
COURSE DESCRIPTION AND OBJECTIVES: The course develops news-
gathering skills and journalistic values. At the end of the course, students will be
able demonstrate their ability to:
* Obtain pertinent sources and information by providing two-thirds to three-
fourths of such sources/information (as identified by the teaching assistant,
henceforth know as ITA) in each completed story, as well as successful
completion (score of 70% or more) of record-searching assignments.
* Assess source value via appropriate placement (ITA) of such sources in each
* Reflectively process by completing three reporting “concept maps,” each
more complex than its predecessor.
* Behave like a professional reporter (as identified via review by random sources)
and develop additional listening/attendance skills (as measured by class/lab
attendance and class discussion).
* Integrate the above goals via a well-written, stylistically acceptable, well-
reported news story and progress reports that indicate appropriate story
development and interest (both ITA).
* Comprehend reporters’ social roles and responsibilities by verbal and written
discussion of same as outlined in the leading text on the subject.
After completing Story1, please answer each of the following
a. How do you feel about the story you just submitted?
b. What went well about it? What didn't go well and why?
c. What did you learn about reporting and the reporting process?
Post-Story 2 Reflection Report Assignment: Answer the
following questions fully.
a. What did you take away from your Story 2 experience that
was different than what you learned from Story 1?
b. What reporting skill do you still consider to be a weakness,
even after Story 2, and why?
c. What can you add to Story 3 (the smoking ban story) – by
using lateral thinking – that you didn’t use or add to Story 2?
A new utilization for an old tool
Old wine in new bottles
no new “wheel” needed
Benchmarks help you improve
Add meaning to your grading
Better teaching will result
Context added to class
Students can finally see the forest
Curriculum comes alive
You care more beyond your course