Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators

By William G. Christ | Go to book overview

10
Public Speaking

Sherwyn P. Morreale University of Colorado at Colorado Springs

In communication, as in other disciplines, educators and administrators are beginning to respond seriously to challenges associated with accountability. Directly related to such responses are concerns for reliable and valid evaluation and assessment of students' communication competencies and their abilities to perform orally. This chapter describes a public speaking performance assessment model that has been psychometrically tested and was developed based on the communication competency literature articulated by the communication discipline ( Morreale, Moore, Taylor, SurgesTatum, & Hulbert-Johnson, 1993).

The chapter begins by providing the reader a historical background on public speaking evaluation and a rationale for standardized speech assessment. Then The Competent Speaker1 model is described including information on paradigm development and its use as an evaluative and pedagogical tool. The chapter concludes with a description of a pre- and postassessment program for the public speaking course and a discussion of other oral-competency-based methods and options for direct evaluation of students' progress. Those methods and options subsume evaluation of students' oral competency in four demains: cognition, behaviors, affect, and ethics. Concluding the chapter are recommendations for future directions for standardized assessment of public speaking.


HISTORICAL BACKGROUND TO PUBLIC SPEAKING EVALUATION

The evaluation and assessment of competency in public speaking have been topics of vital interest to scholars for decades, if not for centuries. The

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1
The Competent Speaker, and a manual for its use, contains detailed information on development, testing, training, and scoring, and can be purchased through the Speech Communication Association, 5105 Backlick Road, Building E, Annandale, VA 22003.

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Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Preface ix
  • Acknowledgments x
  • I - Background 1
  • 1 - Assessment: An Overview 3
  • APPENDIX B: NATIONAL EDUCATION GOAL 5 OBJECTIVES 23
  • References 26
  • 2 - Mission Statements, Outcomes, and the New Liberal Arts 31
  • APPENDIX A: PROGRAM ASSESSMENT AUDIT 49
  • References 53
  • 3 - Regional Accrediting Association Requirements and the Development of Outcomes Statements 57
  • APPENDIX A: GENERAL FRAMEWORK FOR AN ASSESSMENT PROGRAM 83
  • References 85
  • II - Broad Assessment Strategies 87
  • 4 - Teaching Evaluation 89
  • APPENDIX A: EXERCISE 109
  • References 111
  • 5 - Course Evaluation 113
  • APPENDIX A: COURSE EVALUATION QUESTIONS 127
  • References 129
  • 6 - Student Portfolios 131
  • APPENDIX A: ORGANIZATIONAL PACKET AND INSTRUCTIONS 146
  • References 154
  • 7 - The Capstone Course 155
  • APPENDIX A: ELIZABETHTOWN COLLEGE MISSION STATEMENT 171
  • References 178
  • 8 - Internships, Exit Interviews, and Advisory Boards 181
  • APPENDIX A: APPLICATION FOR PROFESSIONAL INTERNSHIP 195
  • References 200
  • III - Context-Specific Assessmento Strategies 201
  • 9 - Oral Communication Assessment: An Overview 203
  • References 216
  • 10 - Public Speaking 219
  • ACKNOWLEDGMENT 235
  • References 235
  • 11 - Interpersonal Communication 237
  • APPENDIX A: ASSESSMENT OVERVIEW 252
  • References 253
  • 12 - Small Group /Communication 257
  • APPENDIX A: SMALL GROUP COMMUNICATION COMPETENCIES 285
  • References 285
  • 13 - Organizational Communication 291
  • References 305
  • 14 - Assessment in Theatre Programs 311
  • APPENDIX A: THEATRE ORGANIZATIONS 327
  • References 332
  • 15 - Using Accreditation for Assessment 333
  • APPENDIX A: DEPARTMENT GOALS 342
  • References 348
  • 16 - Exit Examinations for the Media Major 351
  • References 381
  • Author Index 383
  • Subject Index 391
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