Performance‐based assessment of high school speech instruction

Abstract

In this study, we examine the role of standardized, performance‐based assessment measures in the high school context. In addition, we report validity and reliability information on the Communication Competency Assessment Instrument—High School Edition (CCAI‐HS), which was used to assess student speaking performance and to gauge the level of improvement as a result of instruction. We suggest further uses of the CCAI‐HS and future needs for assessment at the high school level.