Abstract
This article presents findings from a national survey of standardized assessment procedures in oral communication across postsecondary institutions. Focusing on large scale, uniform testing practices, the study identifies trends in how colleges and universities evaluate student competencies in public speaking, listening, interpersonal communication, and voice and articulation. Assessment purposes include course exemption, placement, in class evaluation, and teacher certification, with public speaking emerging as the most frequently tested skill. Although few institutions use commercially available instruments, many report locally developed tools designed for consistency across sections. The article compares findings to an earlier study, noting modest growth in exemption and placement testing and increased attention to listening assessment. It concludes that while most programs remain campus specific, interest in developing valid and reliable communication testing instruments continues to rise. The report contributes to ongoing discourse in communication education, curriculum development, and academic assessment, highlighting both innovation and persistent challenges in measuring oral competence.
Recommended Citation
Willmington, S. Clay
(1989)
"Oral Communication Assessment Procedures and Instrument Development,"
Association for Communication Administration Bulletin: Vol. 69, Article 14.
Available at:
https://stars.library.ucf.edu/aca/vol69/iss1/14
