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More about the JCAA The JCAA was first officially introduced to its membership representation and charges in September 2001. Its charges are to: 1) Help representatives of academic programs increase their knowledge of outcomes assessment and student evaluation methods in complementary ways by focusing on formative evaluation/assessment, 2) Develop an action plan and designation of roles among committee members to educate program directors and faculty members in academe about formative assessment, and 3) Establish an agreement on specific terminology to be used in communication from the accrediting groups (CAA and CFCC) and the members of the Joint Committee regarding outcomes and specific assessment issues. CSD educators’ needs for help in addressing assessment tasks related to new standards in programmatic outcomes assessment (such as those addressed in program accreditation standards) and the assessment of individuals skills, knowledge and competencies (as addressed in new certification standards in audiology and speech-language pathology) was considered as a key concern of the constituent organizations. Given that most, if not all, CSD programs are engaged in efforts to make programmatic outcome assessments complement the assessment of individual graduates, and vice versa, the JCAA ideally offers guidance and helps save duplicative efforts in these and other assessment efforts. |
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Last modified: 08/01/03 |
