Abstract
Assessment of learning outcomes is a challenging standard for journalism and mass communication programs accredited by the Accrediting Council on Education in Journalism and Mass Communications, typically accounting for half of all annual noncompliances. This study conducts the first content analysis on assessment plans from accredited programs using categories from a Council-generated guide as a best-practice document. Findings show that while most plans include many recommended components, and that every plan had direct learning measures, plans varied widely in component inclusion and assessment activities.
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