The challenge of teaching communication skills outlined in Goal 4 of the "APA Guidelines for the Undergraduate Psychology Major" is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose a curricular-level solution to assessing the development of communication skill, including multiple assessment opportunities in both course and curriculum with progressively higher standards. We discuss how different forms of rubrics can be used to assess communication and created a "common" rubric that can be adapted and used to assess communication across many different contexts. Finally, since social media have increased the frequency of exposure to often engaging, but misleading or inaccurate communication, we discuss the value of being able to judge the validity of received communications and the importance of teaching students how to evaluate messages critically.