ABSTRACT
Despite initial skepticism, aversion, and intimidation some educators may experience toward assessment, research has demonstrated the transformative power of assessment in promoting student success and educational persistence. In addition, due to administrative and legislative demands for measurable learning outcomes, alignment to educational standards, and the need for strong justification for inclusion in general education curricula and manageable class sizes, assessment and accountability have become primary concerns for most public speaking courses. Therefore, this chapter presents a flexible, strengths-based framework for designing and implementing best practices of public speaking assessment. This framework aims to serve as a guide for individuals who are new to assessment or continue to struggle with its design and implementation. The chapter provides an overview of the research and scholarship regarding the value of public speaking assessment when done well, as well as tools and experiences to demystify assessment. These practices can simplify how we demonstrate the continuous improvement desired by many administrators, accrediting bodies, and political stakeholders. Future research directions are offered to guide additional scholarship of teaching and learning in public speaking assessment moving forward and to further enhance the ethic and culture of sharing our assessment methods and findings in the speech education community.
