Self-assessment allows learners to observe, analyze, and evaluate their own performances. Self-reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self-assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self-evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1-credit seminar course were videotaped while presenting 30-min oral presentations to the class. Students viewed their presentations and assessed their work using either a scoring rubric or a reflection assignment. Peer and instructor evaluations were also completed. Average scores by students and instructor were similar for rubric and reflection assessment methods. Oral evaluation scores by peer assessment were higher than by self-and instructor-assessment. Students were able to accurately describe the strengths and weaknesses of their presentations; however, comments from the reflection format were more thoughtful and provided more personal information in comparison to the scoring rubric. This study demonstrated the importance of reflective material such as student thoughts and feelings. Skills in reflective self-evaluation and documentation of their progress in oral communication will help students position themselves to develop their own academic and professional goals, provide feedback to instructors, and compile a record for future employers.

Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self‐evaluations, course evaluations, final grades, and the instructors' observations were used to evaluate the effectiveness of the communication activities. Students learned professional language and practiced professional behaviors. These types of practice opportunities are critical to students' development and important for the food science profession.

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Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice.