Abstract
This article reports on the design, implementation, and analysis of an indirect assessment instrument developed to measure communication competence among graduating seniors at a public urban university. Developed to support diagnostic placement and curricular review, the assessment includes components in public speaking, communication theory, mass communication, and media writing, emphasizing cognitive understanding rather than observed performance. Results indicate moderate reliability across test components and reveal that academic performance, internship experience, employment status, and time to degree completion mediate assessment outcomes. Grade point average alone was not a consistent predictor of performance, suggesting that behavioral application and contextual engagement play significant roles in learning retention. The article discusses implications for advising, curriculum sequencing, and program design, especially at nontraditional institutions serving transfer and working students. It concludes that indirect testing, used alongside direct measures, can support effective placement and instructional planning in communication education.
Recommended Citation
Neer, Michael R.
(1989)
"The Role of Indirect Tests in Assessing Communication Competence,"
Association for Communication Administration Bulletin: Vol. 69, Article 13.
Available at:
https://stars.library.ucf.edu/aca/vol69/iss1/13
