ABSTRACT
The primary purpose of this chapter is to examine how classroom assessment might best be accomplished by the communication professor. Classroom assessment can be viewed on three different levels: formal procedures, informal procedures, and classroom research. This chapter gives examples of all three and how they can be used in specific communication classes. A secondary purpose of this chapter is to show the actual need for such procedures. Good classroom assessment should be the base of the assessment pyramid, not merely an afterthought.
