Evaluating performance in the classroom is heavily dependent on the course goals and the place of oral training in each teacher’s objectives.  The method of evaluation should be conceived and start from an assessment of its integrative role in these larger ends.  There are, however, helpful models of evaluation that can suggest language, categories or structures.  The resources on this page are best used by integrating evaluation with teaching and learning, and lend themselves especially well to self-evaluation. 

i One of the durable models of speech evaluation is put out by the National Communication Association, <a copy of which is linked here.>  Entitled the “Competent Speaker Speech Evaluation Form.”  The criteria in the tool represent a fair consensus of speech professionals who teach speech as a set of basic skills.  For fuller explanation, UNCG has posted a helpful student speech evaluation tool that develops in a thorough and explanatory manner achievement levels of eight basic public speaking competencies.  (DOC)

i Here are a few evaluation instruments that go beyond traditional single-speaker models.  Sacramento State has posted an <evaluation tool> for a role-play exercise that features interviewing skills in a counseling situation.  One can see that it is teaching speaking and listening skills as important features of a good professional-client relationship.  (DOC)

i A <small group evaluation tool> from UNCG suggests some of the competencies that are appropriate to speaking and listening in a more dialogic forum.  These skills, as you can see, are social skills that promote speech as a human relations competency.  (DOC)

i Here is a form that I have used for my “Argumentation and Debate” class.  It shows how substantive categories of argumentation can be included in an evaluation of oral competence.  Theory and practice are integrated in the course, and evaluation carries this point home to students.  Here is <an instrument> that is focused more simply on extemporaneous performance.  (DOC)

i In an important <research paper>, Weiss provides guidance on how experienced faculty can teach other faculty how to assess communication competency skills in a variety of disciplines.  [pdf file]

Evaluation instruments are also indexed and linked on the public speaking, interpersonal, and group communication pages on this site.

  Caveat:  If learning to communicate is in fact a principal in helping us become more fully human, the comportment of teacher as evaluator can be somewhat problematic.  Communication is not a subject of study in the same way as biology or  math, since it is as much as anything else the relation of teacher to student, student to student, and each student to her or himself.