To suggest future research directions in the assessment area, a review was conducted of literature concerning teachers' classroom communication. Focusing first on the large body of research identifying behaviors or skills that lead to perceptions of teaching effectiveness and increased learning, the review then examined a smaller group of studies that describe measurement devices of communication skills of teachers and potential teachers. Results indicated that methods of identifying skills include job analysis, expert consensus, and correlation studies. In addition, the review showed that research examining teachers' daily activities consistently produces lists of behaviors, that the ideal but least practical method of assessment is naturalistic observation over long periods, and that research could address accounting for interpersonal skills and affective style, among other concerns. Assessment instruments identified in the review were self-evaluation forms, written exams in various subject areas, evaluations of teaching performance by students and superiors, and assessment of communication performance by means independent of methods classes or student teaching situations. The findings suggest that assessment instruments are in the developmental stage, and that some of the areas future research could focus on include standardizing assessment criteria of student teachers, the validity of student assessment of teachers, and the availability of valid and reliable performance assessment techniques. (CRH)