Abstract
This article examines whether speech communication skills acquired in the college classroom can be effectively measured and how such assessment supports accountability in higher education. Carpenter argues that public demand for demonstrable educational outcomes requires communication programs to adopt rigorous, standardized methods of evaluating student achievement. While faculty may resist external measures, he contends that effective instruments already exist, including the Communication Competency Assessment Instrument (CCAI) and the ACT Speaking Skills Assessment, which focus on observable speaking and listening behaviors. The paper highlights the importance of faculty-defined performance criteria, consistent evaluation practices, and feedback systems for continuous program improvement. Drawing on examples from U.S. states and British testing traditions, Carpenter concludes that speech communication skills can indeed be measured reliably, and doing so is essential for program credibility and for preparing students to compete in broader academic and professional contexts.
Recommended Citation
Carpenter, Edwin C.
(1987)
"Measuring Speech Communication Skills,"
Association for Communication Administration Bulletin: Vol. 60, Article 15.
Available at:
https://stars.library.ucf.edu/aca/vol60/iss1/15
