Evaluating the Evaluation Form: An analysis of the standard speech rubric

Evaluating the Evaluation Form: An analysis of the standard speech rubric

Shannan H. Butler

The Study

Informative15

Persuasive15

Generic15

Types of Eval Forms

• Standard Topical Segmentation

• Speech Competencies (NCA)

• Motivated Sequence (Monroe)

• Speech Competition / Debate

Rubric vs. Evaluation Form

NAME ___________________________________________________ DATE _____________________ LENGTH ______________

EXCELLENT 3 Points

SATISFACTORY 2 Points

POOR 1 Point

Total Score

EYE CONTACT

Continuous eye contact: faces theaudience and refers to notes orslides (less than once a minute),rarely turns body to screen or awayfrom audience.

Sufficient eye contact: faces theaudience and refers to notes orslides (a couple of times perminute), occasionally turns bodyto screen or away from audience.

Essentially no eye contact: rarely faces theaudience refers to notes or slidescontinuously (glancing up only once or twiceper minute), continuously turns body toscreen or away from audience.

__________

BODY LANGUAGE

Engaging body language: usesgestures (pointing with the hands)and expressions to enhance thepresentation; speakers lookcomfortable and natural.

Neutral body language: standsfacing the audience; speakersuse body movements and handsappropriately, but may be a littlestiff or nervous.

Distracting body language: speakers sway,pace or fidget so that audience is distractedfrom presentation; poor use of hands (handsin pockets, playing with artifacts, etc.).

__________

VOCALQUALITIES

Effective vocal quality: naturaldelivery with vocal variety,articulation and volume; withoutvocal fillers, awkward pauses or

mispronunciations.

Appropriate vocal quality:conversational delivery withmoderate vocal variety,articulation and volume; withminimal vocal fillers and/orawkward pauses ormispronunciations.

Halting vocal quality: unclear delivery with alack of volume, excessive rate or monotony;vocal fillers, awkward pauses and

mispronunciations.

__________

VISUAL AIDS

Creative and professional visualaids: easy to read, appropriate fonttype and size, appropriate colors,concise, relevant to presentation,and contains at least one multimedia

component.

Appropriate visual aids: generallyreadable, concise, professionaland relevant to the presentation;however, font type, font size,and/or color scheme may beinconsistent; does not incorporaterequired multimedia component.

Ineffective visual aids: difficult to read,distracting, unprofessional, unnecessaryslides, and/or inadequate for presentation;does not incorporate required multimediacomponent.

__________

ORGANIZATIONALPATTERN

Effective organizational pattern.Contains all of the components ofthe presentation as outlined in theinstructions including appropriatetransitions between each

component.

Somewhat effectiveorganizational pattern. Containsall of the components of thepresentation as outlined in theinstructions, but lacks logicalsequencing and/or appropriatetransitions between eachcomponent.

Obvious lack of organization. Missing atleast one of the required components.Portions of the presentations are not

logically connected.

__________

Rubric vs. Evaluation FormCritique Evaluation Form

Persuasive Speech – Third Assignment Time: 6 to 8 minutes

Speaker Name & #__________________________ Student ID Number____________

Date _________ Topic_____________________________Time_________________

Points possible ____200_______Points Received____________ Grade _________

_______________________________________________________________________

Composition & Delivery of Introduction, Body and Conclusion 45

_____ Was the specific purpose of the speech clear?

_____ Did the speaker grab the attention of the audience?

_____ Did the speech promote identification among topic, audience, and speaker?

_____ Did the introduction arouse interest?

_____ Did the introduction adequately preview the message?

_____ Could the main points of the speech be identified and comprehended?

_____ Were transitions and internal summaries used to tie the speech together effectively?

_____ Was the speech design appropriate and used effectively?

_____ Did the conclusion help remember the speech?

Substance 35

_____ Was the topic worthwhile?

_____ Had the speaker done sufficient research?

_____ Were the main ideas supported with reliable information?

_____ Was testimony or facts used appropriately?

_____ Were examples and narratives used effectively?

_____ Were appropriate proofs used?

_____ Did the reasoning follow an acceptable logical pattern?

Overall Presentation & Delivery 60

_____ Was the language clear, simple, and direct?

_____ Was the speech presented extemporaneously?

_____ Were notes used unobtrusively?

_____ Did the speaker seem committed to the topic and present the topic enthusiastically?

_____ Did the speaker maintain good eye contact?

_____ Did gestures and body language complement ideas?

_____ Did the speaker use pauses appropriately?

_____ Were presentation aids skillfully integrated into the speech?

_____ Did the speech fulfill the specifics of assignment?

_____ Did the speech meet high ethical standards?

_____ Was the speaker’s voice expressive?

_____ Were the rate and loudness appropriate to the material?

Formal Outline 60

_____ Were grammar and pronunciations correct?

_____ Were the title, topic & specific purpose defined?

_____ Was the body well organized, main points easy to identify and thesis statement clear and

supported.

_____ Did the transitions carry the audience to the next main point? Were internal summaries used?

_____ Conclusion

Summary Statement – Clear and Concise / Concluding Remarks - Memorable

_____ Works Cited – Correct MLA format

Suggestions/Comments:

The Evaluation Forms• Collected over the past 12 years

• 4 year universities

• 2 year colleges

• Graduate students

• Online forms

• Forms left in classrooms

• From Speech, English, Business, History, Speaking Competitions, etc.

Header & Footer Information

0 5 10 15 20 25 30 35 40 45 50

42

25

23

22

22

18

13

13

10

10

10

7

5

4

4

3

2

2

Student Name / Speaker

Additional Comments

Topic / Title

Time / Speech Length

Evaluation Scale Key

Date

Total Points

Grade / Score

Class Time / Section

Points Possible

Instructions

Evaluator / Instructor Name

Time Limit

Course Name

Time Penalty

Outline

School Name

Student ID

The Categories

Category Frequency

0 5 10 15 20 25 30

29

26

24

2413

12

11

11

10

10

107

6

4

4

3

3

3

Delivery / Presentation / Nonverbals

Conclusion

Introduction

Main Points / Body

Outline

Overall Evaluation / General

Organization / Structure

Topic Choice

Content / Substance / Material

Vocal Delivery

Nonvocal Delivery

Composition / Language

Supporting Material / Evidence / Research / Sources

Visual Aid

Deductions / Penalties

Attention Getter

Strength of Argument / Effectiveness / Level of Persuasion

Ethos / Credibility

Category Order

0 0.7 1.4 2.1 2.8 3.5 4.2 4.9 5.6 6.3 7.0

1.3

1.3

1.9

2.2

2.7

2.7

3.1

3.3

3.3

3.6

3.6

3.7

4.1

4.3

4.4

4.7

5.1

7.0

Introduction

Attention Getter


Main Points / Body

Strength of Argument / Effectiveness / Level of Persuasion


Topic Choice

Vocal Delivery

Supporting Material / Evidence / Research / Sources


Composition / Language

Conclusion

Nonvocal Delivery

Visual Aid

Outline

Ethos / Credibility


Deductions / Penalties

Typical Categories by Frequency & Order

0 1.2708 2.5417 3.8125 5.0833

1.3

1.9

2.2

2.7

3.1

3.6

3.7

4.4

5.1

Introduction


Main Points / Body


Topic Choice


Conclusion

Outline


Categories

• Average 4.84

• Median 5

• Minimum 1

• Maximum 8

Standard Categories1. Introduction

• Topic Choice & Appropriateness

2. Body

• Main Points, Organization & Content

3. Conclusion

4. Delivery

5. Outline, Supporting Material or Overall

The Criteria

0 10 20 30 40

3835

3231

3028

2625252525

23212121

2019

1818

171717

16161616

151515

141414

13131313

12111111111111

10999

88

77776

666

554

4

Transition / SignpostsAttention Getter Gained Audience's Attention / Interest

Eye ContactClear Main Points

Logical Structure / OrganizationVolume

Established CredibilityPreviewed Main Points

Quality Supporting Material Summary / Review

Rate / PaceVocal Variety

Topic Choice & AppropriatenessAdequate Supporting Ideas

Cited SourcesFormal Outline / Properly Formatted

Concise & Clear Language / Word ChoiceClosure / Favorable Impression / Impact / Clincher

GesturesPurpose Statement

Tone / PitchBibliography

Adequate SupportEffective & Useful Visual Aids

ArticulationMovement

Clear & Professional Visual AidsGrammar & Pronunciation

Physical Delivery / Body LanguageEnthusiasm

Effective use of Note CardsVocal Delivery

Audience AdaptationAnnounced Thesis

Effective PausesConfident Posture / Poise

Extemporaneous StyleRelated Topic to Audience

Restated ThesisWell-Practiced

Conversational StyleConforms to the AssignmentEthical & Intelligent Content

Internal SummariesVariety of Support

EthosGeneral Fluency

LogosWell-Managed Visual Aids

PathosUses Vivid, Concrete Language / No Jargon

Signaled ConclusionAppearance / Professional Attire

Topic Narrowed with a Clear FocusExpert Testimony / Quotes

Call to ActionFacial Expressions

Well-Reasoned ArgumentsMemorable Residual Message

StatisticsNarratives / Stories / Fables

Criteria

Criteria

0 10 20 30 40

3835

3231

3028

2625252525

23212121

2019

1818

171717

16161616

151515

141414

13131313

121111

Transition / SignpostsAttention Getter Gained Audience's Attention / Interest

Eye ContactClear Main Points

Logical Structure / OrganizationVolume

Established CredibilityPreviewed Main Points

Quality Supporting Material Summary / Review

Rate / PaceVocal Variety

Topic Choice & AppropriatenessAdequate Supporting Ideas

Cited SourcesFormal Outline / Properly Formatted

Concise & Clear Language / Word ChoiceClosure / Favorable Impression / Impact / Clincher

GesturesPurpose Statement

Tone / PitchBibliography

Adequate SupportEffective & Useful Visual Aids

ArticulationMovement

Clear & Professional Visual AidsGrammar & Pronunciation

Physical Delivery / Body LanguageEnthusiasm

Effective use of Note CardsVocal Delivery

Audience AdaptationAnnounced Thesis

Effective PausesConfident Posture / Poise

Extemporaneous StyleRelated Topic to Audience

Restated Thesis

Evaluation Scales• Minimum 2 / Maximum 10• Average & Median 5• Most offer no scale (51%)• Popular Scales:

• Numeric (41%)

• (EX) Excellent, (GD)Good, (AV) Average, (FR)Fair, (NI) Needs Improvement

• (EX) Excellent, (VG)Very Good, (G)Good, (F)Fair

• (+) Excellent (√) Satisfactory (-) Needs Improvement (0) Failed to Complete

Evaluation Style

Transition/Signposts ____

Transition/Signposts 1 2 3 4 5

Transition/Signposts

Transition/Signposts

Blank40%

Circle28%

List12%

Table21%

Feedback Space

1.77 square inchesper criteria

Miscellaneous

Number of Pages

• Average 1.3

• Median 1

• Single Page 76%

Total Points

• Range 50 - 300

• Average 131

• Median 100

• Most listed no points possible (60%)

Time

• Time Limit Range 5:00 to 8:00 minutes

• Average of 6:00

• Average Range 5:00-7:00

Number of Required Sources

• Only 7% listed required number of sources

• Median 5

The “Sticky Note” Syndrome

The Average Presentation Evaluation Form

Name ________________________________ Class Time _______ Date __________

Topic _________________________________________________________________

Speech Time _____________ Points Earned ____ / 100 Grade __________

5 – Excellent 4 – Good 3 – Average 2 – Fair 1 – Needs Improvement

Introduction

___ Gained Audience Attention

___ Appropriate Topic Choice

___ Related Topic to Audience

___ Audience Analysis & Adaptation

___ Established Credibility

___ Clear Statement of Purpose

___ Announced Thesis

___ Previewed Main Points

Body

___ Logical Organization

___ Clear Main Points

___ Appropriate Supporting Ideas

___ Quality Supporting Material

___ Adequate Supporting Material

___ Cited Sources

___ Clarity of Language

___ Transitions

Conclusion

___ Summary

___ Restated Thesis / Residual Message

___ Closed with Impact

Delivery

___ Extemporaneous Style

___ Eye Contact

___ Volume

___ Rate

___ Pitch / Tone

___ Vocal Variety

___ Articulation

___ Grammar & Pronunciation

___ Effective use of Pauses

___ Enthusiasm

___ Gestures

___ Movement

___ Confident Posture & Poise

Supporting Materials

___ Effective & Useful Visual Aids

___ Clear & Professional Visual Aids

___ Effective Use of Note Cards

___ Formal Outline

___ Bibliography

Additional Comments:



Topic _________________________________________________________________



Introduction









Body






___ Cited Sources


___ Transitions

Conclusion

___ Summary



Delivery


___ Eye Contact

___ Volume

___ Rate

___ Pitch / Tone

___ Vocal Variety

___ Articulation



___ Enthusiasm

___ Gestures

___ Movement






___ Formal Outline

___ Bibliography




Topic _________________________________________________________________



Introduction









Body






___ Cited Sources


___ Transitions

Conclusion

___ Summary



Delivery


___ Eye Contact

___ Volume

___ Rate

___ Pitch / Tone

___ Vocal Variety

___ Articulation



___ Enthusiasm

___ Gestures

___ Movement






___ Formal Outline

___ Bibliography


Education

Evaluating the Evaluation Form: An analysis of the standard speech rubric