Abstract
This article addresses whether speech communication instructors can be effectively trained to develop “value-added” skills in their students—measurable improvements in oral communication across the undergraduate experience. The discussion situates value-added testing within broader debates about accountability in higher education, noting legislative pressures and institutional experiments with longitudinal assessment. Dick argues that such testing can provide evidence of teaching effectiveness and reinforce the discipline’s claims about skill development. The paper explores advantages, including greater public confidence and faculty-driven assessment, as well as concerns about punitive misuse, oversimplification, and standardized teaching pressures. Examples of assessment instruments, such as the Communication Competency Assessment Instrument (CCAI), illustrate practical applications for measuring oral and listening skills. Ultimately, the article contends that with proper safeguards and faculty involvement, instructors can be trained to integrate value-added assessment to enhance both pedagogy and accountability in communication education.
Recommended Citation
Dick, Robert C.
(1987)
"How Effectively Can Speech Communication Instructors Be Trained to Develop Value-Added Skills in Their Students?,"
Association for Communication Administration Bulletin: Vol. 60, Article 14.
Available at:
https://stars.library.ucf.edu/aca/vol60/iss1/14
