Oral communication competency for teachers :

Abstract

What constitutes oral communication competency for teachers and how teachers should be assessed are often confusing issues. Therefore, the study presents a construct of oral communication competency and its implications for assessment. The study also applies, as a case study, the construct to describe the status of assessment procedures in the state of Oklahoma.

In Oklahoma, assessment at the level of entry into a program includes both knowledge and performance, is conducted in natural settings, is the responsibility of the speech communication department, utilizes third party observers and interactants (but not self), and competency is reported as present or absent. Assessment at the entry into the profession level also includes both knowledge and performance, is conducted in natural settings, utilizes exclusively third party observers, and competency is reported as present or absent and/or on a continuum reflecting levels.

The construct proposes that the criteria for assessment should include both a demonstration of knowledge and performance of skill. Assessment should be conducted in naturally occurring communication settings and situations. The speech department (or equivalent) should be responsible for assessment. Further, the assessment should include a combination of third party observers and interactants in the communication situation (including self). The assessment results should reflect varying degrees or levels of competence.