ABSTRACT
This chapter addresses the process of establishing educational goals and learning objectives for courses in media and communication. It also explores the basics of creating assessment devices, including grading rubrics, with thought toward the conceptual and applied dimensions of the communication curriculum. The forms and media of communication are the nervous system that links the components of our national and increasingly global political, economic and social networks. Because of the need to educate students as media professionals and as media consumers, assessment in the mediated communication curriculum must address theoretical and practical dimensions of pedagogy. The individual goals could easily accommodate a multicultural pedagogical standpoint by incorporating course activities and assessments that examine technology as agents of marginalization, liberation, or cultural difference. Designing goals that incorporate material into the courses about technology and globalization enhances their relevance and significance for students.
