The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate students. Data from three cohorts undertaking assessed interviews as part of a final year research project unit are examined. This assessment evaluated students' ability to explain the purposes and findings of their research to a lay audience, to articulate the conceptual basis and methodological background to their approach, and to reflect on their own development during the research process. Analysis of marks and feedback from the assessment suggests it provides a reliable means of evaluating skills that contribute to psychological literacy in a manner that is both educationally acceptable to students and a valid indicator of their general level of course performance.