A review and critique of procedures for assessing speaking and listening skills among preschool through grade twelve students

Publisher Website
Google Scholar
Abstract
Current trends in public education create a demand for speaking and listening assessment procedures. Properly conceived and managed assessment programs may exert desirable effects on communication education. Currently available assessment instruments were surveyed with respect to content domains, response and scoring procedures, administrative feasibility, target populations, and potential sources of test bias. This review of test instruments supports the identification of several priorities for further research and development. Needs are discussed with respect to delineating the content domain, establishing criterion measures of communication quality, enhancing the reliability of instruments, identifying the sources of test bias, innovating measurement techniques, and appraising the utility of communication assessment.