Significant Characteristics of the Speech Evaluation Form

Every effort was made to ensure that this instrument is consistent with research and literature in the communication discipline concerning the nature of communication competence and current policy concerning its assessment. A few of the more significant characteristics of The Competent Speaker instrument relevant to this objective include the following:

1. Assesses public speaking behavior. In recognition of the impracticality of assessing all domains of competence, the instrument focuses exclusively on the assessment of public speaking “behaviors.” Thus, it is not designed nor does it purport to measure either knowledge/cognition about public speaking or affect/motivation for public speaking. Regardless, as with the assessment of any behavior, the instrument may permit one to make limited inferences about the knowledge, motivation, and critical thinking skills of the speaker, inferences limited at most to the particular speaking event. However, such inferences should be made with caution since any reliability or validity associated with the instrument’s assessment of behavior does not apply to its assessment of knowledge or motivation.
2. Assesses both verbal and nonverbal behavior. The instrument identifies competencies for verbal and nonverbal behavior and provides criteria for assessing competence in the use of each. However, assessment is limited to the public speaking context and should not be generalized to other contexts, e.g., dyadic, group, etc.
3. Does not assess molar/general traits. The instrument does not directly assess molar/general traits such as charisma, dynamism, audience contact, etc. Rather, the assessment of these traits is implied through the rating of molecular/specific behaviors such as communicating thesis, vocal variety, eye contact, etc.
4. Provides a holistic assessment of remote preparation skills. The instrument will provide a holistic assessment of the speaker’s remote preparation skills. However, additional procedures or instruments will be required to assess specific remote preparation skills (e.g., specific research or outlining skills). Of course, the results of preparation skills, as assessed in the first four competencies, can be observed to some extent as the speech is presented.
5. Does not assess listening skills. The instrument is designed for the assessment of “speaking” skills only. Listening skills should be assessed by instruments and procedures designed for that purpose.
6. Provides for either an atomistic or holistic assessment. The eight discreet competency statements with their corresponding criteria primarily provide for an atomistic/analytic assessment. However, neither the competency statements nor their corresponding criteria prevent assessment based upon a holistic impression. For this purpose, a holistic version of the instrument is included in this second edition.
7. Assesses degree of competence. The criteria for each competency describe degrees of competence at the unsatisfactory, satisfactory, and excellent levels. An assessment can be made of either or both the degree to which the speaker possesses each competency and the degree to which the speaker possesses public speaking competence in general.
8. Provides descriptions of “competent” responses as anchors. Each of the eight competency statements is accompanied by a descriptive statement of the criteria for judging each of the three degrees of competence.
9. Is free of cultural bias. Each competency is assessed with respect to the target audience and occasion. In other words, judgments are based upon the degree to which the behavior is appropriate to the “audience and occasion.” As long as the evaluator/assessor bases judgments on these criteria, cultural bias should not become a factor.