APPENDIX II
Sample Presentations
This section includes a variety of critique forms that cover a range of uses: instructor evaluations,
peer evaluations, self-evaluations, and evaluations of students by professionals. Please use these
forms as a starting point. Mix and match the forms to suit your own purposes, and adapt them to
fit your own content and teaching style.
Instructor evaluation forms are a valuable tool for providing feedback to students when you return
their graded assignments. These forms allow the students to see concrete reasons for the grade
they earned. It is helpful to distribute the forms when you assign the project so students will be
aware of the criteria they will be graded on.
The strategy of asking peers to evaluate one another offers several advantages. Students learn a
lot in the process of evaluating others. Students usually pay better attention to classmates’
presentations when they are held responsible for completing an evaluation. Students sometimes
give more credibility to classmates’ suggestions than to the instructors’ remarks. Moreover, if you
read each of the peer evaluations, you will gain additional viewpoints of the presenting students’
performances, which may enable you to write a richer and more impartial assessment. Some
students, however, are uncomfortable with the process of critiquing themselves or others. To help
prepare students to participate in the evaluation process, you may wish to distribute the first page
of this section, titled “Critiquing Your Classmates”, early in the term. This page is designed to
help students express their observations of their classmates constructively.
Self-evaluations are a third pedagogical tool. You can ask students to evaluate their own
assignments in the early stages of preparation and/or after they have presented (or submitted)
them. For oral presentations, you can instruct students to videotape their dress rehearsal and
critique the video. Group members can work individually or collectively to evaluate their own
group processes.
A final aspect of critique relevant to this class is feedback from professionals with whom students
interact. Included here are two variations of an evaluation form that can be used if you assign
students to interview a professional outside class.
Ideas for using critique forms:
1. Hand out forms to students well before their presentations, even with the assignment. In
most cases, the quality of assignments improves measurably when students can see the
criteria from the start. Awareness of the exact criteria they will be graded on motivates
students to create a better product. It reduces wasted time and stress, as they gain some
sense of control over their grade.
2. Encourage students to videotape themselves as a trial run, and to use the critique sheet to
critique themselves before presenting to the class. This helps them see themselves as you
will see them. In addition, it may ease communication apprehension and promote better
class presentations.
3. Provide workshop time for students to present to one another in small groups and
exchange helpful feedback for improving their presentations.
whole or part.
4. On presentation day, assign two students to evaluate each presentation, and rotate so
every student gets two opportunities to evaluate. For group presentations, assign each
group one other group to evaluate.
5. Elicit critiques of the critique forms. Ask students if any important elements of this
presentation are not adequately addressed on the forms or whether there are any elements
that seem not to apply. Again, by responding and modifying according to student input
(as you deem appropriate), you acknowledge the uniqueness of this context (classroom)
and audience, and you stress the importance of adapting to the situation at hand.
Prompting student input for modification of the critique forms reinforces the notions that
communication is dynamic and communication competence is related to the whole
context: place, time, persons, and culture.
6. To encourage an atmosphere of honest upward communication, you may wish to elicit
periodic evaluations of your own teaching and course content throughout the term.
List of Critique Forms
Critiquing Your Classmates
Continuous Feedback Form
Written Assignment Feedback
General Interview Critique: Interviewer
General Interview Critique: Interviewee
Career Research Interview Evaluation Form
Interviewer Feedback Form
Interview Evaluation Questionnaire
Group Presentation Self-Critique
Group Process Evaluation Form
Working as a Team – Observation
Group Presentation Evaluation
Team Participation Evaluation
Rating of Other Group Members
Group Report: Peer Assessment
Team Member Evaluation Form
Critique for Speech Outlines
Self-Critique
Feedback for Classmates
Informative Presentation Peer Critique
Oral Presentation Evaluation Form
Instructor Evaluation of Speech
Oral Presentation Feedback
Informative Speech with PowerPoint: Instructor Evaluation
Informative Speech with PowerPoint: Peer Evaluation
Informative Briefing: Critique Sheet
Outside Speaker Observation/ Critique
Persuasive Presentation Critique
Persuasive Presentation Evaluation
CRITIQUING YOUR CLASSMATES
Sometimes students feel discomfort when asked to critique their classmates, perhaps because the
term “critic” has a negative connotation associated only with criticism. This sheet is intended to
clarify your role as an observer/critic.
Throughout this term, you will be asked to critique your peers in terms of specific criteria set
forth by the instructor. The most honest feedback you can give a classmate is descriptive, not
evaluative. You can describe what you saw and heard and the impact the speaker had on you. As
you have learned from the communication model presented in the first chapter of your text, it is
not possible for you to accurately judge the intention of the presenter. Let the following precepts
guide you.
Describe your reactions, the impact the speaker had on you:
“I had difficulty hearing you,” rather than “You weren’t loud enough.”
“I felt attacked when you said, ‘Hispanics don’t understand’ . . .’” rather than “You were unfair to
Hispanics.”
“I felt confused,” rather than “You were confusing,” or “You confused me.”
Possible sentence starters:
I felt It seemed to me
From my point of view My reaction was
I couldn’t see, hear, understand, etc. I got the impression
Give specific examples:
Describe exactly what you saw and heard so the speaker has a clear idea of what you are referring
to. Don’t evaluate or judge without describing; sometimes description is all that is needed for
feedback.
Descriptive & specific: Your left foot was in motion during most of the speech.
Judgmental & ambiguous: You were too bouncy.
Descriptive & specific: Your rate of speaking did not slow down when you presented
difficult concepts. I had trouble understanding some ideas because you were
speaking quickly.
Judgmental & ambiguous: You weren’t very interesting.
Speak for yourself. Don’t speak for the whole class. Avoid global generalizations:
Avoid: “None of us understood. . .,” “No one thought that was funny. . .,”
“We didn’t like your remarks about. . .”
Avoid comments on factors over which the speaker has no control.
You weren’t tall enough to see over the lectern.
Your cheeks turned so red.
You have a lisp.
Note the positive, not just the negative (but be honest, not obsequious):
I liked the way you . . .
whole or part.
IM APP 2-4
I believe your strengths as a speaker are. . .
You seemed at ease and comfortable as you began.
Your conclusion seemed so strong and logical to me.
The material from your references was very effective in helping me understand your
point.
Please omit meaningless babble:
Awesome, dude.
You’re cool.
Great job.
Wish I were as good as you are.
Nice.
Not very good.
Continuous Feedback Form (from student to instructor)
Date / / .
Today’s Class Seemed to Me:
Interesting
1
2
3
4
5
6
7
Uninteresting
Useful to Me
1
2
3
4
5
6
7
Not Useful to Me
Applicable to My Study/Life
1
2
3
4
5
6
7
Not Applicable to My Study/Life
Lively
1
2
3
4
5
6
7
Dull
Competently Taught
1
2
3
4
5
6
7
Not Competently Taught
Organized
1
2
3
4
5
6
7
Unorganized
Effective
1
2
3
4
5
6
7
Ineffective
One thing I learned today . . .
One thing that is unclear . . .
Write any additional comments on the back.
whole or part.
IM APP 2-6
WRITTEN ASSIGNMENT FEEDBACK*
Date: ______________________
Assignment:
Content/Development – 50 points
Organization – 20 points
Style/Mechanics – 30 points
Comments/Grade:
whole or part.
IM APP 2-7
GENERAL INTERVIEW CRITIQUE: INTERVIEWER
Student Name:
Observer/Evaluator:
Use the following scale in evaluating the interviewer: 1=weak to 5=excellent. Add
explanatory comments as appropriate.
Preparation of Questions
Appropriateness of Questions
Listening Skills
Follow-Up Questions
Communication Attitude
Structure of the Interview
Opening the Interview
Closing the Interview
Communication Skills
Overall Effectiveness
Comments:
Grade:
whole or part.
IM APP 2-8
GENERAL INTERVIEW CRITIQUE: INTERVIEWEE
Student Name:
Observer/Evaluator
Use the following scale in evaluating the interviewee on each of the criteria:
1=weak to 5=excellent. Add explanatory comments as appropriate.
Preparation of Responses
Organization of Responses
Appropriateness of Responses
Thoroughness of Responses
Communication Attitude
Establishing a Grace Period
Preparation of Questions
Appropriateness of Questions
Verbal Communication Skills
Nonverbal Communication Skills
Overall Effectiveness
Comments:
Grade:
whole or part.
IM APP 2-9
CAREER RESEARCH INTERVIEW EVALUATION FORM*
Name _________________________
(15)
1. Interviewee’s name, title, organization, address, phone, e-mail address.
(15)
2. Clear statement of career goals and how they led you to choose your
interviewee.
(15)
3. Quality of research findings on interviewee, his/her organization, and the field
you are exploring.
Insights gained about
• Importance of pre-interview research
• Strategies for locating information before the interview
(15)
4. Method of contacting interviewee.
• Used effective contact strategy.
• Includes copy of contact and thank-you letters (proper business format,
as illustrated in text) and pre-interview list of questions for interviewee.
• Lessons learned about contacting strangers for informational interviews.
(15)
5. Goals for interview.
• Overall goal (“big question”) defined clearly.
• Topic areas defined to seek information on goal.
(15)
6. Interview questions designed and presented effectively.
• List of planned questions included, organized by topic area.
• Questions designed to achieve interview goals. (“How can I succeed
at…” instead of “How did you succeed at…”
• Description of how questions in interview differed from ones planned.
• Lessons learned about questioning strategies.
(15)
7. Description of effective and ineffective communication during
• Opening phase: Ice breaking, explaining your goals, previewing topics
• Body of interview: time management, keeping control, dealing with
interviewee’s style, etc.
• Closing: Thank you, sharing lessons learned, explaining feedback form,
discussing future contacts.
• Lessons learned about structuring the interview: managing time,
controlling the conversation, creating a professional image, etc.
(15)
8. Results of the interview.
• Success of interview in accomplishing your goal. (How much of the
results were due to interviewee, and how much to your skill?)
• Value of future relationship with interviewee. (How can you maintain it?)
• Names, addresses, etc. for at least two referrals.
(15)
9. Insights gained about
• Your interviewing style
• How you can use informational interviewing in the future. (Be specific.)
(15)
10. Quality of report document
• Ideas presented clearly and free of errors in spelling, syntax, etc.
• Report follows format of assignment
____ POINTS
This form will be used by your instructor to evaluate your Career Research Interview.
* This form was contributed by Ron Adler
whole or part.
IM APP 2-10
INTERVIEWER FEEDBACK FORM*
Name of Student Interviewer _______________________
Dear Interviewee:
The interview assignment the student is completing is an important part of a course in
business and professional communication. This experience provides a rare chance for
the student to receive candid, thoughtful feedback about the impression he or she makes
in a face-to-face interview. Thank you for providing this opportunity for the student.
Please complete the questions below after the interview, when the student is not in your
presence. Then, using the stamped and addressed envelope provided by the student,
mail this form directly back to the instructor. After reviewing your comments, the
instructor will pass along this sheet to the student.
Rest assured that nothing you say will affect the student’s grade in any way. The sole
purpose of this form is to provide the student with constructive comments from a
person outside the classroom.
FOR EACH ITEM PLEASE PLACE A CHECK MARK IN THE APPROPRIATE
COLUMN
Opening of the interview
Needs
Improvement
Basically O.K.
Well Done
1. Did the student arrive on time,
prepared for the interview?
2. Was the purpose of the interview
made clear?
3. Was the student poised?
4. Were you made to feel the
interview was worth your time and
energy?
5. Did the student make a good initial
impression? (Appearance, voice,
language, bodily behavior, etc.)
Additional comments on the first few minutes of the interview:
whole or part.
IM APP 2-11
Interview questions
Needs
Improvement
Basically
OK
Well Done
6. Were questions and topics arranged in an
appropriate sequence?
7. Were the questions well chosen?
8. Were questions worded clearly?
9. Did the student follow up your answers
appropriately with additional questions?
10. Were the number and nature of questions
appropriate for the available time?
Additional comments on the interview questions:
Student characteristics
Needs
Improvement
Basically
OK
Well Done
11. How good a listener was the student?
12. Did the student seem sincerely interested in
your answers?
13. Did the student conclude the interview by
summarizing insights gained and thanking
you for your time?
Additional comments on student characteristics:
In conclusion
14. What particularly strong points should the student continue to stress?
15. What interviewing techniques or behaviors should the student try to correct in the future?
Please supply your name, position or title, and mailing address:
NAME:
POSITION OR TITLE: COMPANY OR ORGANIZATION:
MAILING ADDRESS: TELEPHONE:
* This form was contributed by Ron Adler
whole or part.
IM APP 2-12
INTERVIEW EVALUATION QUESTIONNAIRE
Note to interviewee: Please complete this form and return it as soon as possible. Your comments will be of
greater value to the student if they are stated frankly. The student will benefit more by having her/his faults
called to attention then by merely receiving compliments. This report will have no bearing on the student’s
course grade. Its sole purpose is to provide objective feedback from a professional person outside the
classroom. Please use the back of this sheet if necessary.
Student’s Name:___________________________
1. What are your frank reactions to the manner in which the student initiated the
interview? (Did s/he give a clear explanation of the type of information s/he was seeking
and why s/he was seeking it?)
2. What is your reaction to the student’s self-presentation? What specific behaviors were
effective or not effective (e.g., confidence, eye contact, vocabulary, tone of voice, dress,
level of interest, etc.)?
3. What is your reaction to the student’s organization of the interview as a whole? Did
the questions elicit information that you feel is important? Did s/he skip from topic to
topic too quickly? Did s/he allow you enough time to answer?
4. What specific suggestions can you give this student to help improve her/his
performance in interviewing?
Signature____________________ Date:___________ Position_____________
Firm_____________________________ Address_______________________________
THANK YOU FOR CONTRIBUTING TO THIS STUDENT’S EDUCATION!
whole or part.
IM APP 2-13
GROUP PRESENTATION SELF-CRITIQUE
After videotaping your group presentation, discuss these questions as you review it.
ORGANIZATION:
Was there an introduction?
Was the thesis clear?
Was the specific purpose clear?
Were the main points clear?
Were there transitions?
Was there coherence from one speaker to the next?
Did the order make sense?
Would an audience understand what we were trying to accomplish?
Did everyone have a meaningful part?
Was there a clear conclusion?
CONTENT:
Was there substance to the presentation?
Would the audience learn something new?
Was there information the class can use? Understand?
Did we explain how and why the information is relevant?
Was the presentation interesting?
Was specialized material footnoted orally (sources cited)?
Was there adequate verbal support?
Was there adequate visual support?
Would more or different visuals enhance the audience’s understanding?
DELIVERY:
Could everyone hear?
Could all speakers be understood?
Was the presentation lively and interesting?
Did the group look alive, relaxed, enjoyable?
Was the presentation spontaneous, natural, enthusiastic?
Were all speakers well prepared yet conversational?
Did speakers look at the audience? Did other panel members look at the speaker?
Was the arrangement such that everyone could see and be seen?
whole or part.
IM APP 2-14
GROUP PROCESS EVALUATION FORM:
TASK FUNCTIONS
Student’s Name:
Please circle the appropriate number for each item below, in response to the question: How well
did our group accomplish this step?
Rate each item a scale of 1 to 5, where
1 = Our group did not do this.
2 = Our group partially did this.
3 = Our group did this, with acceptable results.
4 = Our group did this well.
5 = Our group demonstrated superior performance in this aspect.
Write the number in the last column, in response to the question:
Was the Step Accomplished?
I. Prepare Your Team Contract:
1.1
Teammates exchanged contact information (e-mail and phone).
1.2
The team agreed on at least three relational norms that all members agreed to abide
by.
1.3
The team set at least task norms that helped us achieve effective results.
1.4
The team assigned at least one relational role and one task role to each team
member.
1.5
Every member clearly understood the assignment.
II. Define the Problem:
2.1
We focused the problem to a small-scale, realistic, manageable scope.
2.2
We stated the problem as an open-ended question.
2.3
We stated the problem-question in such a way that the solution was not already
embedded within the question.
2.4
The problem-question was worded in a way that encourages creative thinking.
2.5
Every member clearly understood the problem-question.
III. Analyze the Problem:
3.1
The group identified observable features and characteristics of the problem.
3.2
The group determined who the stakeholders are (who is affected by the problem) and
how each group of stakeholders is affected.
3.3
The group researched the history of the problem: how it began and what others have
already tried to do to manage the problem.
3.4
The group investigated whether there are any laws, policies, regulations, or politics,
whole or part.
IM APP 2-15
or ethical considerations that would impact possible solutions.
3.5
The group investigates whether there are any laws, policies, regulations, or politics,
or ethical considerations that would impact possible solutions.
3.6
The group consulted adequate and varied sources of information.
3.7
Each group member brought relevant information to meetings.
3.8
Background information was adequately discussed.
3.9
The group kept track of the sources of all information, to be cited later in the list of
references.
IV. Establish Criteria:
4.1
The group reviewed the definition of a criterion and the role that criteria play in the
reflective problem-solving process, so that each group member clearly understood the
purpose of this step and the process to be used during this step.
4.2
The group outlined a general goal that the solution should accomplish.
4.3
The group defined at least seven specific criteria for evaluating possible solutions.
4.4
The list of criteria included a deadline and a maximum budget.
4.5
The group reviewed the list of criteria one by one to verify that each item was indeed
a criterion (measurement tool) and no solutions had been accidentally included in the
list.
V. Generate Possible Solutions:
5.1
Our group reviewed the rules of brainstorming so each member understood the
process to be used during this step.
5.2
At least ten possible solutions were generated by the group.
5.3
The group did not discuss the pros and cons of any solutions during this
brainstorming step.
5.4
The group thinks outside the box enough to generate at least two playful, creative,
outlandish solutions.
5.5
After the list of ideas had been completed, the group reviewed each potential solution
in detail, seeking additional clarification and explanation if necessary.
VI. Decide on a Solution:
6.1
The transition was clearly signposted when our group moved from generating ideas
to evaluating ideas.
6.2
The group weeded out any solutions that were clearly not feasible.
6.3
The group took the time necessary to combine (and possibly modify) similar items
on the list to avoid unnecessary duplication.
6.4
At this point, the group possessed a list of several clearly stated, feasible alternative
solutions to the stated problem.
6.5
The group rated how well each remaining solution would be able to achieve each of
the criteria the group had established earlier.
6.6
The group further evaluates each solution in terms of the potential cost and possible
problems that could arise.
6.7
The group was able to reach a decision (by consensus, majority vote, etc.)