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Journal articles on the topic 'Communication assessment'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Meyer, John C. "Organizational Communication Assessment." Management Communication Quarterly 15, no. 3 (2002): 472–79. http://dx.doi.org/10.1177/0893318902153010.

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2

FIESTA, JANINE. "Assessment and Communication." Nursing Management (Springhouse) 26, no. 6 (1995): 22???25. http://dx.doi.org/10.1097/00006247-199506000-00005.

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3

Odine, PhD, Maurice. "An Assessment of Communication Challenges during COVID-19." Research in Health Science 6, no. 2 (2021): p22. http://dx.doi.org/10.22158/rhs.v6n2p22.

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Communication for COVID-19 is to educate the public about protecting themselves from infections. Having sprung wildly from Wuhan, China, the virus has spread from the United States and 31 territories. Strazewski (2020) writes, “How Science Communication is failing during Covid-19,” published in the Journal of American Medical Association, regrets prevalent inadequacy of reporting. Organizations such as World Health Origination (WHO) and Centers for Disease Control (CDC) admit communication is important, asserting that trust, transparency, public interest, and planning are crucial in messaging.

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4

Abaraogu, Ukachukwu Okoroafor, Kaosisochukwu Rachael Aguji, Deborah Onyinyechukwu Duru, Udoka Chris Okafor, Antoninus Obinna Ezeukwu, and Sylvester Emeka Igwe. "Physiotherapist–patient communication in entry-level physiotherapy education: A national survey in Nigeria." Hong Kong Physiotherapy Journal 39, no. 01 (2019): 77–87. http://dx.doi.org/10.1142/s1013702519500070.

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Background: Clinical communication impacts on physiotherapy treatment outcome and its competence warrants being assessed during training for physiotherapists given the increasing need to improve patient outcomes.Objective: This study aimed to investigate the assessment of clinical communication in entry-level physiotherapy programs in Nigeria.Methods: In a cross-sectional survey, questionnaires were sent by e-mail or hand-delivered to the heads of physiotherapy programs, asking them to consult with faculty members involved in the assessment of clinical communication in undergraduate education.

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5

Sri, Trisha. "Assessment of risk communication." British Journal of General Practice 64, no. 623 (2014): 276.4–277. http://dx.doi.org/10.3399/bjgp14x680005.

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6

Hartley, Leila. "Assessment of Functional Communication." Seminars in Speech and Language 13, no. 04 (1992): 264–79. http://dx.doi.org/10.1055/s-2008-1064202.

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7

Bobsin, Lori L., and K. Todd Houston. "Communication Assessment and Intervention." Otolaryngologic Clinics of North America 48, no. 6 (2015): 1081–95. http://dx.doi.org/10.1016/j.otc.2015.06.003.

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8

van der Vleuten, Cees, Valerie van den Eertwegh, and Esther Giroldi. "Assessment of communication skills." Patient Education and Counseling 102, no. 11 (2019): 2110–13. http://dx.doi.org/10.1016/j.pec.2019.07.007.

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9

Mottet, Timothy P. "Seminar in communication assessment." Communication Teacher 18, no. 4 (2004): 116–19. http://dx.doi.org/10.1080/1740462042000245711.

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10

Orr, T. "Assessment in Professional Communication." IEEE Transactions on Professional Communication 53, no. 1 (2010): 1–3. http://dx.doi.org/10.1109/tpc.2009.2038731.

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11

Strawser, Michael, and Lindsay Neuberger. "WISER Assessment: A Communication Program Assessment Framework." Journal of Communication Pedagogy 3 (2020): 134–44. http://dx.doi.org/10.31446/jcp.2020.12.

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Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five

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12

Suhairom, Nornazira, Nurul Ain Saipudin, Zainudin Abu Bakar, Halijah Ibrahim, Rohaya Talib, and Nur’ain Balqis Haladin. "Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis." Sains Humanika 16, no. 3 (2024): 37–47. http://dx.doi.org/10.11113/sh.v16n3.2159.

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Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following rese

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13

Gonçalves, Mónica, Nuno Gonçalves, Marina Mendonça-Gonçalves, et al. "Minho Communication Assessment Scale: Development and Validation." Acta Médica Portuguesa 33, no. 5 (2020): 326. http://dx.doi.org/10.20344/amp.12727.

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Introduction: Verbal and non-verbal communication skills are core competencies in medical practice and should be acquired and monitored in medical schools. However, their assessment poses a challenge. The aim of this study is to develop and assess the psychometric properties, validity and reliability of a communication assessment scale.Material and Methods: We developed a communication assessment scale, composed by five dimensions (Structure, Way of Questioning, Behavior and Posture, Clarity of information and Emotional dimension). Two focus groups and a development group, composed by faculty

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14

Francois, José. "Improving Family Medicine Residents’ Written Communication." Canadian Medical Education Journal 3, no. 1 (2012): e64-e68. http://dx.doi.org/10.36834/cmej.36569.

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Background: Although competency in written communication is a core skill, written communication is seldom the focus of formal instruction in medical education. The objective of this intervention was to implement a self-assessment strategy to assist learners in improving their letter writing skills and then to evaluate its feasibility, reliability and potential educational value. Methods: Eight first-year family medicine residents from two teaching sites completing a six month family medicine rotation used a self-assessment process which included a self-study module and an assessment tool for l

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15

Brown, Angela Khristin. "Classroom Assessment [A Short Communication]." Advances in Language and Literary Studies 5, no. 1 (2014): 21. http://dx.doi.org/10.7575/aiac.alls.v.5n.1p.21.

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16

Oetting, Janna B. "Assessment of Communication and Language." American Journal on Mental Retardation 102, no. 6 (1997): 627. http://dx.doi.org/10.1352/0895-8017(1998)102<0627:b>2.0.co;2.

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17

Genova, Juliana, and Jackie Bender. "Communication AssessmenT Checklist in Health." International Journal of User-Driven Healthcare 6, no. 2 (2016): 1–20. http://dx.doi.org/10.4018/ijudh.2016070101.

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There is no comprehensive and standardized tool for evaluating the communication quality of web resources for patients. The purpose of this study was to assess prostate cancer websites using the Communication AssessmenT Checklist in Health (CATCH) and to compare the results with those of the Consumer and Patient Health Information Section of the MLA (CAPHIS). CATCH is a theory-based tool consisting of 50 elements nested in 12 concepts. Two raters independently applied it to 35 HON certified websites containing information on prostate cancer treatment. The CATCH summary scores for these website

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18

Allen, Gwynne. "Book reviews : Affective communication assessment." Child Language Teaching and Therapy 3, no. 1 (1987): 121–22. http://dx.doi.org/10.1177/026565908700300116.

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19

Peterson, Pete. "Assessment of Communication and Language." Topics in Early Childhood Special Education 18, no. 1 (1998): 59–61. http://dx.doi.org/10.1177/027112149801800110.

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20

Kirkwood, David H. "Of cartels and communication assessment." Hearing Journal 60, no. 9 (2007): 4. http://dx.doi.org/10.1097/01.hj.0000295751.85892.03.

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21

Spoor, Alicia D. D. "Functional and Communication Needs Assessment." Hearing Journal 74, no. 1 (2020): 30,31. http://dx.doi.org/10.1097/01.hj.0000725084.71032.21.

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22

Boon, Heather, and Moira Stewart. "Patient-physician communication assessment instruments:." Patient Education and Counseling 35, no. 3 (1998): 161–76. http://dx.doi.org/10.1016/s0738-3991(98)00063-9.

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23

Webley, Paul. "Environmental policy, assessment and communication." Journal of Economic Psychology 11, no. 2 (1990): 297. http://dx.doi.org/10.1016/0167-4870(90)90011-w.

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24

Palamuthusingam, Dharmenaan, Karthik Nath, Reza Reyaldeen, and Dev Jegatheesan. "Perioperative Risk Assessment and Communication." American Journal of Kidney Diseases 75, no. 6 (2020): 968. http://dx.doi.org/10.1053/j.ajkd.2019.12.015.

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25

Yanz, Jerry L., Jane E. Carlstrorn, and Linda M. Thibodeau. "Self-Assessment of Communication Skills." Ear and Hearing 6, no. 4 (1985): 211–15. http://dx.doi.org/10.1097/00003446-198507000-00008.

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26

Dayan, Anthony D. "Risk assessment and risk communication." Journal of Toxicology: Cutaneous and Ocular Toxicology 21, no. 1-2 (2002): 51–65. http://dx.doi.org/10.1081/cus-120004326.

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27

Albone, Kenneth R. "Interpersonal Communication: Assessment of Exercises." Assessment Update 29, no. 5 (2017): 5–12. http://dx.doi.org/10.1002/au.30107.

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28

Aitken, Joan E., and Michael Neer. "Multiphase assessment of communication studies." Assessment Update 5, no. 2 (1993): 8–9. http://dx.doi.org/10.1002/au.3650050206.

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29

Kim, Kyung-Rahn. "Optimizing Peer Assessment: Communication Strategies in L2 Presentation Feedback." Korea English Language Testing Association 20, no. 1 (2025): 35–64. https://doi.org/10.37244/ela.2025.20.1.35.

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30

Yao, Dongning, Liang Jiang, Yuankai Huang, Lei Chen, Yitao Wang, and Xiaoyu Xi. "Assessment of Factors Influencing Communication in Clinical Pharmacy." Evaluation & the Health Professions 42, no. 4 (2018): 422–49. http://dx.doi.org/10.1177/0163278717751028.

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This study aimed to identify and assess the factors that influence communication quality between clinical pharmacists and patients using a structural equation model based on the predisposing, reinforcing, and enabling constructs in educational/environmental diagnosis and evaluation–policy, regulatory, and organizational constructs in educational and ecological development model to identify the most effective path to increase their communication quality. A survey was conducted at 253 Class-A tertiary hospitals in China from March to December 2016. During on-site observations, verbal communicati

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31

Zhang, Nai Ping, Li Liu, and Shu Zhou. "Review of the Methods to Reliability Assessment of Electric Power Communication." Applied Mechanics and Materials 711 (December 2014): 261–67. http://dx.doi.org/10.4028/www.scientific.net/amm.711.261.

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With the development of the smart grid, the security and reliability of power communication are directly related to the safe reliable operation of power system. Not only are enough power communication communications capabilities required in power system production operation sector, but also high reliability. The richness of communication reliability research methods will help improve the reliability of electric power communication management. This paper summarizes the power communication reliability research methods and analyzes their advantages and disadvantages, which is benefit for the guid

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32

Leger, I. "Communication Regime of the Republic of Moldova: Assessment of Manageability." Russia & World: Sc. Dialogue, no. 4 (December 23, 2022): 86–109. http://dx.doi.org/10.53658/rw2022-2-4(6)-86-109.

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The article presents the results of a study of the controllability of the communication regime of the Republic of Moldova, carried out on the basis of a special methodology for comparative studies of country communication regimes. The main components of the communication mode, indicators of controllability, the location of the decision-making center, the degree of conventionality are analyzed. The peculiarities of the normative regulation of the communication regime, the system of its actors, the centers of influence on the communication regime of Moldova are examined. The problems of the comm

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33

You, Jang Shyong, and Chieh Lun Gu. "The Assessment of Communication Problem and Effect for Product Form." Advanced Materials Research 287-290 (July 2011): 2856–62. http://dx.doi.org/10.4028/www.scientific.net/amr.287-290.2856.

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In dealing with communications problems, this paper found through industry interviews that different form communication tools are used during the form phase in accordance with different product types and that external communication is more difficult than internal communication. In practice, communication tools of sketch and 3D computer graphics are most commonly used. While sketch can be used to quickly make a proposal, client understanding is somewhat inadequate. On the other hand, while 3D computer graphics can be used for clear expression, they require more work time on the part of designer

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34

Goch, Abraham M., Raj Karia, David Taormina, et al. "A Comparison of Assessment Tools: Is Direct Observation an Improvement Over Objective Structured Clinical Examinations for Communications Skills Evaluation?" Journal of Graduate Medical Education 10, no. 2 (2018): 219–22. http://dx.doi.org/10.4300/jgme-d-17-00587.1.

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ABSTRACT Background Evaluation of resident physicians' communications skills is a challenging task and is increasingly accomplished with standardized examinations. There exists a need to identify the effective, efficient methods for assessment of communications skills. Objective We compared objective structured clinical examination (OSCE) and direct observation as approaches for assessing resident communications skills. Methods We conducted a retrospective cohort analysis of orthopaedic surgery resident physicians at a single tertiary care academic institution, using the Institute for Healthca

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35

Yang, Qingyan, Virginia Sisiopiku, Jim A. Arnold, Paul Pisano, and Gary G. Nelson. "Assessment of Rural Intelligent Transportation System Wireless Communications Solutions." Transportation Research Record: Journal of the Transportation Research Board 1739, no. 1 (2000): 51–58. http://dx.doi.org/10.3141/1739-07.

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Rural transportation systems have different features and needs than their urban counterparts. To address safety and efficiency concerns in rural environments, advanced rural transportation systems (ARTS) test and deploy appropriate intelligent transportation systems (ITS) technologies, many of which require communication support. However, wireless communication systems that currently serve urban areas often are not available or suitable in rural environments. Thus, a need exists to identify communication solutions that are likely to address successfully the needs and features of ARTS applicati

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36

Zhou, Hongzhi, Gan Yu, and Linguo Li. "Cloud Communication based Ship Communication Network Security Risk Assessment Model." Journal of Coastal Research 95, sp1 (2020): 991. http://dx.doi.org/10.2112/si95-193.1.

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37

Wilkins, Kerrie G., Bianca L. Bernstein, and Jennifer M. Bekki. "Measuring Communication Skills: The STEM Interpersonal Communication Skills Assessment Battery." Journal of Engineering Education 104, no. 4 (2015): 433–53. http://dx.doi.org/10.1002/jee.20100.

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38

Pasquaré Mariotto, Federico, Kyriaki Drymoni, Fabio L. Bonali, Alessandro Tibaldi, Noemi Corti, and Paolo Oppizzi. "Geosite Assessment and Communication: A Review." Resources 12, no. 2 (2023): 29. http://dx.doi.org/10.3390/resources12020029.

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This work is aimed at reviewing the current state of the art in geosite selection, assessment, and communication. We first highlight the main papers that have defined paramount concepts such as geodiversity, geoheritage, and geosites. We then delve into the theoretical principles and guidelines that have been proposed over the last twenty years by researchers who have thoroughly illustrated how to individuate and assess geosites. In doing so, we illustrate notable field examples of applications of qualitative and quantitative assessments of geosites in places such as Serbia, India, Iceland, Ec

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39

Lockwood, Jane. "THE ENGLISH IMMERSION PROGRAM: MEASURING THE COMMUNICATION OUTCOMES." Indonesian EFL Journal 1, no. 1 (2017): 98. http://dx.doi.org/10.25134/ieflj.v1i1.619.

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This paper explores how language assessment is typically used to measure language gain as a result of the Immersion experience abroad. It also explores ways in which this might be improved. This study explores a recent experience where Australian immersion providers, participants and funders all report significant intercultural awareness raising and improved confidence in understanding and speaking in English as a result of the sojourn. However, it transpires that the immersion providers used traditional proficiency focused language assessment tools on entry and exit to measure communication o

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40

N Ansari, Shagufta, Pramod Kumar, Vipin Jain, and Guroo Narayan Singh. "Communication Skills among University Students." World Journal of English Language 12, no. 3 (2022): 103. http://dx.doi.org/10.5430/wjel.v12n3p103.

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Communication skills may be defined as sharing views, emotions, feelings, etc. with others. Communicating abilities are among the general talents that are required of college learners. Participants would have been subjected to circumstances, both within and outdoors of the auditoriums, where they would have had to apply their communicating abilities, such as groups discussion and class performances, throughout their undergrad days. As a result, the purpose of this study is to look at the degree of communicative abilities amongst college graduates. A self-administered assessment was used to eva

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41

Poll, Gerard H., Caitlyn Maskalunas, Lauren Walls, Samantha Durbin, Haley Hunken, and Janis Petru. "Measurement Properties of Social Communication Assessments for Transition-Age Adolescents: A Systematic Review." Language, Speech, and Hearing Services in Schools 52, no. 3 (2021): 917–36. http://dx.doi.org/10.1044/2021_lshss-20-00141.

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Purpose An important role of social communication assessment is to support intervention planning as adolescents with disabilities transition to workplaces and other adult settings. Adoption of evidence-based assessment practices would align professionals with legal and ethical mandates for schools and other settings. There is, however, limited adoption of evidence-based assessment selection. The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) provide a structured approach to identifying assessments with sufficient validity and reliability backed by strong

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42

Riddle, Heather. "Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs." Georgia Journal of Literacy 45, no. 2 (2023): 66–72. http://dx.doi.org/10.56887/galiteracy.121.

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Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs. Multiple modes of assessment presentation and response formats, augmentative and alternative communication approaches, and assistive technology may help students engage more equitably in literacy assessment activities. The Nonverbal Literacy Assessment (NVLA) is an example of a tool used to assess the language and literacy skills of students with disabilities in various formats. Augmentative and Alternative Communication (AAC), eye-gazing,

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43

Oh, Jihye. "Narrative based assessment for intercultural Communication." Journal of the International Network for Korean Language and Culture 16, no. 2 (2019): 171–97. http://dx.doi.org/10.15652/ink.2019.16.2.171.

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44

Rogers, Dorcas. "Skin assessment: improving communication and recording." Paediatric Nursing 15, no. 10 (2003): 20–23. http://dx.doi.org/10.7748/paed.15.10.20.s18.

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45

&NA;. "Workshop on risk assessment and communication." Reactions Weekly &NA;, no. 562 (1995): 2. http://dx.doi.org/10.2165/00128415-199505620-00001.

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46

Rogers, Dorcas. "Skin assessment: improving communication and recording." Paediatric Care 15, no. 10 (2003): 20–23. http://dx.doi.org/10.7748/paed2003.12.15.10.20.c826.

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47

Melo, Carolina, and Sandro Cabral. "Pandemics and communication: an experimental assessment." Revista de Administração Pública 54, no. 4 (2020): 735–57. http://dx.doi.org/10.1590/0034-761220200137x.

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Abstract Communication is a key factor in containing a pandemic. Fragmented information may affect people’s perceptions and behaviors, especially in times of governmental miscommunication, potentially jeopardizing efforts aimed at containing the spread of the disease. To test whether and how people have been sensitive to broken information during the COVID-19 pandemic in Brazil, we performed a randomized survey experiment on a sample of 571 respondents. We found that more pessimistic or more optimistic fragmented messages about the pandemic have no overall significant average effect on percept

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48

MACDIARMID, S. C., and H. J. PHARO. "Risk analysis: assessment, management and communication." Revue Scientifique et Technique de l'OIE 22, no. 2 (2003): 397–408. http://dx.doi.org/10.20506/rst.22.2.1408.

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49

&NA;. "Workshop on risk assessment and communication." Inpharma Weekly &NA;, no. 998 (1995): 20. http://dx.doi.org/10.2165/00128413-199509980-00046.

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50

Abkarian, G. G. "Television-Assisted Assessment of Communication Skills." Journal of Childhool Communication Disorders 12, no. 2 (1989): 167–70. http://dx.doi.org/10.1177/152574018901200206.

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