Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
www.nationalhomeless.org.
The National Law Center on Homelessness and Poverty. (2009). Homelessness
in the United States and the human right to housing. www.nlchp.org.
GUIDELINES AND SUGGESTIONS FOR EVALUATING STUDENT SPEECHES
The following guidelines are provided to help instructors establish objective policies for
grading oral and written presentations.
In the basic public speaking course, instructors evaluate students’ oral and written
competencies. Content-based examinations are an important part of the course because
students should be able to understand and explain how and why specific speaking
concepts and strategies apply and operate in various speech settings based on the context
On the other hand, another equally important goal of the public speaking course is
oral performance; hence grades from speeches should make up at least one-half of the
explaining to students how their speech will be assessed can be problematic. One useful
way for first-time teachers to determine which requirements to impose is to watch video
of student speeches, evaluate these speeches, and discuss their evaluations with the
course director or a more experienced instructor. Another possibility is to sit in on
another class on speech day, use that instructor’s prepared grading criteria to evaluate the
speakers, and then compare one’s evaluations with the instructor’s.
grading sheets that follow) as well as offering, in the form of written comments on the
grading sheet, two or three observations about what each student is already doing well
and two or three observations about areas that need improvement. The student can then
focus his or her efforts more specifically for the next speaking assignment.
In addition to the specific grading criteria discussed above, most instructors will
want to offer students some commentary on what they observe as effective or ineffective,
appropriate or not appropriate, in their speech content or presentation style. Two
A second consideration for instructors is when to provide feedback. Most
instructional research suggests that immediate feedback is key to students’ learning and
motivation. Depending on the size of the class, however, immediate oral feedback may
not be possible. One way to address this time constraint is to allow students to see their
evaluations at the end of class on the day they give their speeches. Students may want to
EVALUATING ONLINE SOURCES
In discussing online research with students and evaluating online sources, instructors
1. Is an author or a URL provided?
2. Is the source an authority on the subject?
3. Are the credentials of the source specified?
4. Can the credentials of the source be verified online?
5. Is the source trustworthy and relatively unbiased?
1. Is the source identified?
2. Is the information recent?
3. Is the information cross-referenced with other sources, and are links provided to
access those sources?
4. How does this information compare with other information in the field?
5. Is the material fact or opinion?
6. Does the information seem objective and balanced?
7. Is the writing clear or unnecessarily obscure?
SPEECH EVALUATION SHEETS
This section contains forms that instructors can photocopy and use to evaluate student
speeches, as well as forms that instructors can distribute to students to help them critique
peer speeches in class. A midterm course evaluation form is also provided.
There are two versions of each speech evaluation form. The first is based on a
numerical system whereby the instructor assigns point values to each speech component.
The second form is based on a plus, check, and/or minus system allowing instructors
Grading Sheet for Speech 1
Special Occasion Speech
Name
Topic
Type of Speech (circle one): eulogy, speech of introduction, toast
AUDIENCE ANALYSIS (10) Agree Disagree
interesting and creative topic 5 4 3 2 1
tone of speech proper for speech type 5 4 3 2 1
INTRODUCTION (10)
gained attention 5 4 3 2 1
clear thesis statement 5 4 3 2 1
BODY (10)
organizational pattern that explains key ideas 5 4 3 2 1
created a vivid, memorable image about topic
CONCLUSION (10)
summarized main theme 5 4 3 2 1
creative 5 4 3 2 1
DELIVERY (10)
adequate eye contact 2 1 0
vocally expressive 2 1 0
used purposeful gestures and movements 2 1 0
avoided nervous mannerisms 2 1 0
general effectiveness 2 1 0
TOTAL _____/50
Grading Sheet for Speech 1
Special Occasion Speech
+ Excellent
√ Satisfactory
– Needs improvement
0 Failed to complete
Name
Topic
Type of Speech (circle one): eulogy, speech of introduction, toast
AUDIENCE ANALYSIS
Speech strengths and areas for improvement
interesting and creative topic ______
tone of speech proper for speech type ______
INTRODUCTION
gained attention ______
clear thesis statement ______
BODY
organizational pattern that explains key ideas ______
created a vivid, memorable image about topic ______
CONCLUSION
summarized main theme ______
creative ______
DELIVERY
adequate eye contact ______
vocally expressive ______
used purposeful gestures and movements ______
avoided nervous mannerisms ______
general effectiveness ______
COMMENTS:
Grading Sheet for Speech 2
Informative Speech
Name
Topic
AUDIENCE ANALYSIS/TOPIC CHOICE (10)
Scale: Agree=5 Disagree=1
interesting and creative topic 5 4 3 2 1
tone of speech proper for speech type 5 4 3 2 1
INTRODUCTION (10)
captured audience’s attention 5 4 3 2 1
provided clear preview or road map 5 4 3 2 1
BODY (10)
key ideas explained 5 4 3 2 1
major points supported with citations 5 4 3 2 1
CONCLUSION (10)
reviewed major points 5 4 3 2 1
provided memorable, creative conclusion 5 4 3 2 1
ORGANIZATION (25)
internal summaries between major points
clear transitions
5
5
4
4
3
3
2
2
1
1
clear organizational pattern
credible source material included
5
5
4
4
3
3
2
2
1
1
sources appropriate for topic 5 4 3 2 1
LANGUAGE (10)
clear, concise, colorful 5 4 3 2 1
creative, culturally sensitive 5 4 3 2 1
DELIVERY (20)
vocally expressive, conversational style 5 4 3 2 1
adequate eye contact 5 4 3 2 1
avoided nervous mannerisms 5 4 3 2 1
generally effective and extemporaneous 5 4 3 2 1
VISUAL AIDS (25)
communicated idea visually 5 4 3 2 1
simple and uncomplicated 5 4 3 2 1
professional quality 5 4 3 2 1
large enough to see 5 4 3 2 1
displayed at appropriate time 5 4 3 2 1
OUTLINE (25)
typed and in correct outline form
at least three sources
5
5
4
4
3
3
2
2
1
1
written in correct APA style
internal summaries included and labeled
5
5
4
4
3
3
2
2
1
1
transitions included and labeled 5 4 3 2 1
TOTAL _____/150
Grading Sheet for Speech 2
Informative Speech
+ Excellent
√ Satisfactory
– Needs improvement
0 Failed to complete
Name
Topic
AUDIENCE ANALYSIS/TOPIC CHOICE
Speech strengths and areas for improvement
interesting and creative topic ______
tone of speech proper for speech type ______
INTRODUCTION
captured audience’s attention ______
provided clear preview or road map ______
BODY
key ideas explained ______
major points supported with citations ______
CONCLUSION
reviewed major points ______
provided memorable, creative conclusion ______
ORGANIZATION
internal summaries between major points ______
clear transitions ______
clear organizational pattern ______
credible source material included ______
sources appropriate for topic ______
LANGUAGE
clear, concise, colorful ______
creative, culturally sensitive ______
DELIVERY
vocally expressive, conversational style ______
adequate eye contact ______
avoided nervous mannerisms ______
generally effective and extemporaneous ______
VISUAL AIDS
communicated idea visually ______
simple and uncomplicated ______
professional quality ______
large enough to see ______
displayed at appropriate time ______
OUTLINE
typed and in correct outline form ______
at least three sources ______
written in correct APA style ______
internal summaries included and labeled ______
transitions included and labeled ______
COMMENTS:
Grading Sheet for Speech 3
Persuasive Speech Proposing Action
Name
Topic
AUDIENCE ANALYSIS/TOPIC CHOICE (10)
Scale Agree=5 Disagree=1
interesting and creative topic 5 4 3 2 1
tone of speech proper for speech type 5 4 3 2 1
INTRODUCTION (10)
captured audience’s attention 5 4 3 2 1
established credibility/ethos 5 4 3 2 1
BODY (30)
key ideas explained 5 4 3 2 1
major points supported with citations 5 4 3 2 1
identified unfulfilled needs (problem) 5 4 3 2 1
proposed solution to satisfy needs (solution) 5 4 3 2 1
visualized what adoption will mean 5 4 3 2 1
identified and requested specific action 5 4 3 2 1
ORGANIZATION (25)
internal summaries between major points
clear transitions
5
5
4
4
3
3
2
2
1
1
clear organizational pattern
credible source material included
5
5
4
4
3
3
2
2
1
1
sources appropriate for topic 5 4 3 2 1
LANGUAGE (10)
clear, concise, colorful 5 4 3 2 1
creative, culturally sensitive 5 4 3 2 1
DELIVERY (20)
vocally expressive, conversational style 5 4 3 2 1
adequate eye contact 5 4 3 2 1
avoided nervous mannerisms 5 4 3 2 1
generally effective and extemporaneous 5 4 3 2 1
VISUAL AIDS (25)
communicated idea visually 5 4 3 2 1
simple and uncomplicated 5 4 3 2 1
professional quality 5 4 3 2 1
large enough to see 5 4 3 2 1
displayed at appropriate time 5 4 3 2 1
OUTLINE (25)
typed and in correct outline form 5 4 3 2 1
at least three sources 5 4 3 2 1
written in correct APA style 5 4 3 2 1
internal summaries included and labeled 5 4 3 2 1
transitions included and labeled 5 4 3 2 1
CONCLUSION (10)
reviewed major points 5 4 3 2 1
provided memorable, creative conclusion 5 4 3 2 1
TOTAL _____ /170
Grading Sheet for Speech 3
Persuasive Speech Proposing Action
+ Excellent
√ Satisfactory
– Needs improvement
0 Failed to complete
Name
Topic
AUDIENCE ANALYSIS/TOPIC CHOICE
Speech strengths and areas for improvement
interesting and creative topic ______
tone of speech proper for speech type ______
INTRODUCTION
captured audience’s attention ______
established credibility/ethos ______
BODY
key ideas explained ______
major points supported with citations ______
identified unfulfilled needs (problem) ______
proposed solution to satisfy needs (solution) ______
visualized what adoption will mean ______
identified and requested specific action ______
ORGANIZATION
internal summaries between major points ______
clear transitions ______
clear organizational pattern ______
credible source material included ______
sources appropriate for topic ______
LANGUAGE
clear, concise, colorful ______
creative, culturally sensitive ______
DELIVERY
vocally expressive, conversational style ______
adequate eye contact ______
avoided nervous mannerisms ______
generally effective and extemporaneous ______
VISUAL AIDS
communicated idea visually ______
simple and uncomplicated ______
professional quality ______
large enough to see ______
