The first step in developing a communication competency assessment instrument is determining whether there is conceptual support for such an instrument. Funding should also be determined, since speaking skills must be assessed as a person speaks, a procedure that requires more time and money to complete than in the case of machine-scored tests. Next, specific skills must be identified. This means a delineation of skills more complete than the generic "speaking,""listening," and "interpersonal" categories. Once this is accomplished, the search for instruments can begin. It must be kept in mind that the purpose of the instrument, if it is to measure skill attainment, must be to elicit skills for subsequent measurement. Following pilot testing, the instrument is ready for refinement, which with the evaluation process must continue until some assurance is obtained that the instrument is valid and reliable. Follow-up procedures are also essential at this stage of development. Test development can become a futile endeavor if careful consideration is not given to all procedural elements throughout the process. Accountability hinges on the assumption, and ultimate proof, of the consistent nature of purpose, concept, and instrument. (HOD)