Three sets of goals useful for assessing student competencies in speaking and listening are reviewed in this paper. The first instrument examined, derived from a report of that Speech Communication Association's National Project on Speech Communication Competencies for all grades, lists (1) five assumptions concerning the nature of communication competence, (2) four principal features that control the actual performance of language in a social context, and (3) five categories of communication functions: controlling, feeling, informing, ritualizing, and imagining, with possible activities listed in all categories. The second instrument described--the Michigan State Department of Education's plan for measuring minimum speaking and listening skills in the fourth, seventh, and tenth grades--has objectives grouped under the categories of basic principles of conversation, group discussions, creative activities, public speaking, and critical listening. The third system described, designed by the Speech Communication Association's Task Force on Defining Speech Communication Competencies for High School Graduates, lists 22 competencies in the categories of communication codes, oral message evaluation, basic oral skills, and human relations. (MKM)