This comprehensive review of the assessment of oral communication in the communication discipline is both descriptive and empirical in nature. First, some background on the topic of communication assessment is provided. Following the descriptive background, we present an empirical analysis of academic papers, research studies, and books about assessing communication, all of which were presented or published from 1975 to 2009. The results are outlined of content and thematic analyses of a database of 558 citations from that time period, including 434 national convention presentations, 89 journal articles, and 35 other extant books and publications. Three main themes and eight subthemes are identified in the database, and trends evident in the resulting data are considered. The study concludes with a discussion of the trends and overarching themes gleaned from the research efforts, and the authors' recommendations of best practices for how to conduct oral communication assessment.

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Oral communication competence is essential for career success and for effective participation as a citizen in a democratic society. Unfortunately, many students do not have oral communication competence, and even more unfortunately the success of graduating students rests heavily on their communication skills. Oral communication competence, presentation ability, interpersonal skills, teamwork skills, and leadership are more important in predicting success than a graduate's knowledge of functional disciplines. Some higher learning institutions have awakened to the importance of oral communication. For example, the American Assembly of Collegiate Schools of Business (AACSB) accreditation requirements now include oral communication in the curriculum. Indiana University developed new courses for Fall 1995 in listening and oral and written communications, making certain that presentation assignments and teamwork are infused in classes throughout the curriculum. Other higher learning institutions around the country are taking steps to ensure oral communication requirements. Three of the more popular approaches to help ensure communication competency are:(1) the recommended basic speech communication course; (2) oral communication across the curriculum, using one of two types of courses: communication intensive (CI) or speaking intensive (SI); and (3) use of a laboratory, in most cases in conjunction with the "across the curriculum" approach--also referred to as a multiple approach. One study found that approximately 20 universities have implemented the "across the curriculum" program. The best known university for its implementation of a laboratory is Radford University. (Contains 14 references.) (CR)

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