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Sunday, September 23, 2012
Grading speeches
What has your experience been with grading speeches? Do you have a particular philosophy or preference when grading? What do you struggle with the most?
8 comments:
Keith Radley
said...
I have only had experience grading speeches (debates, actually) in one of my courses. In grading these, I have used a rubric similar to those used in grading writing assignments. Much of my approach has been focused on the material content of the oral presentation over the form or skill of the speaker. However, this gets at one of the problems I find with oral presentations--what is to be done with the students who may be able to fulfill the material content requirements, but whose speaking skills interfere with their best presentation of said requirements? Although I use a rubric to be fair and partial, I do feel that students with better speaking skills are more likely to be able to cover the required material.
I have graded many oral presentations in my capstone courses. We use the same rubric in Spanish and French that my department chair and I created for both SACS and NCATE data collection needs. After many years of use; however, the rubric, needs to be updated to look more like the rubric available on the Speech Center's website. This is what I plan to do this fall as part of the QEP. But I will need to collaborate with my Spanish colleagues to make sure we are all in agreement about what we want and need in an updated version of the rubric. I also need to be more vigilant about using more global comments on the evaluation rubric rather than just focusing on language use issues. I am aware that I shouldn't just focus on their errors but need to have both positive and negative comments and concentrate as much on organization and content as on the French subjunctive.
I have no experience grading speeches at this time. However, I have observed many presentations in one particular graduate level course (due to my expertise in that area). If I was grading the presentations, I would use a specific rubric individualized for that particular course, skill level, and presentation type. I think a rubric helps bring objectivity to grading. Content is very important, but as this seminar is teaching me, there are many other aspects that are important as well. As an instructor it is my responsibility to give each student fair feedback that they can build upon for subsequent presentations.
When assigning a presentation, I should ask myself what is it that I want them to learn from this. I assume that question will encompass many answers. I feel I would struggle the most with being objective ergo the rubric. There will always be students that are just better speakers.
I've had only a little experience grading speeches, when students choose this option over a final paper. Honestly, my grading was not well thought-out and somewhat subjective. Mostly, it was the content and organization of the presentation slides that were graded, as opposed to the delivery of the presentation itself. Looking back, that was probably a good thing, as I gave them very little guidance in how I wanted the speech presented. Finding the right balance between these two, the content and delivery, as well as being specific and objective about how I grade students' delivery are the aspects of grading speeches that I find most difficult.
We call them presentations; I assume that could mean the same thing?? I typically look for whether they are reading from the powerpoint slides (eye contact), fidgeting, voice inflection, and content, of course among other things like dress. Typically, it is obvious whether they are prepared or not. I like to give a criticism sandwich in the comments: something good, something to improve on, and end on a positve note. However, this is not always possible.
I have used a rubric in the past but the points didn't seem to flesh out appropriately so then it looked more subjective. I recently switched and adapted to the rubric on the speaking center site and it seems a little easier to be more objective with that rubric.
I have assigned some presentations in MBA or higher level undergraduate courses. Most of them are informative, such as news reports, country reports, etc. I used to grade mostly based on content and felt difficult to differentiate the grades. I felt the needs of developing good rubrics for grading and guiding the students to improve their presentations.
When grading speeches, typically, I use an oral rubrics that differs from those in writing assignments. Primarily, I look for the students ability to engage the audience directly, make good eye contact, and inject a bit of creativity into the mix. Clarity of what's on the slides is also important. What I realize now is that in the past, I failed to give proper instructions with regards the audience and the purpose of the assignment. I do recommend that students go to the Speaking Center, but most are usually quite apprehensive doing that as well. I do specify appropriate dress orally and inform students that point deductions may occur if they do not comply with dress attire.
8 comments:
I have only had experience grading speeches (debates, actually) in one of my courses. In grading these, I have used a rubric similar to those used in grading writing assignments. Much of my approach has been focused on the material content of the oral presentation over the form or skill of the speaker. However, this gets at one of the problems I find with oral presentations--what is to be done with the students who may be able to fulfill the material content requirements, but whose speaking skills interfere with their best presentation of said requirements? Although I use a rubric to be fair and partial, I do feel that students with better speaking skills are more likely to be able to cover the required material.
I have graded many oral presentations in my capstone courses. We use the same rubric in Spanish and French that my department chair and I created for both SACS and NCATE data collection needs. After many years of use; however, the rubric, needs to be updated to look more like the rubric available on the Speech Center's website. This is what I plan to do this fall as part of the QEP. But I will need to collaborate with my Spanish colleagues to make sure we are all in agreement about what we want and need in an updated version of the rubric. I also need to be more vigilant about using more global comments on the evaluation rubric rather than just focusing on language use issues. I am aware that I shouldn't just focus on their errors but need to have both positive and negative comments and concentrate as much on organization and content as on the French subjunctive.
I have no experience grading speeches at this time. However, I have observed many presentations in one particular graduate level course (due to my expertise in that area). If I was grading the presentations, I would use a specific rubric individualized for that particular course, skill level, and presentation type. I think a rubric helps bring objectivity to grading. Content is very important, but as this seminar is teaching me, there are many other aspects that are important as well. As an instructor it is my responsibility to give each student fair feedback that they can build upon for subsequent presentations.
When assigning a presentation, I should ask myself what is it that I want them to learn from this. I assume that question will encompass many answers. I feel I would struggle the most with being objective ergo the rubric. There will always be students that are just better speakers.
I've had only a little experience grading speeches, when students choose this option over a final paper. Honestly, my grading was not well thought-out and somewhat subjective. Mostly, it was the content and organization of the presentation slides that were graded, as opposed to the delivery of the presentation itself. Looking back, that was probably a good thing, as I gave them very little guidance in how I wanted the speech presented. Finding the right balance between these two, the content and delivery, as well as being specific and objective about how I grade students' delivery are the aspects of grading speeches that I find most difficult.
We call them presentations; I assume that could mean the same thing?? I typically look for whether they are reading from the powerpoint slides (eye contact), fidgeting, voice inflection, and content, of course among other things like dress. Typically, it is obvious whether they are prepared or not. I like to give a criticism sandwich in the comments: something good, something to improve on, and end on a positve note. However, this is not always possible.
I have used a rubric in the past but the points didn't seem to flesh out appropriately so then it looked more subjective. I recently switched and adapted to the rubric on the speaking center site and it seems a little easier to be more objective with that rubric.
I have assigned some presentations in MBA or higher level undergraduate courses. Most of them are informative, such as news reports, country reports, etc. I used to grade mostly based on content and felt difficult to differentiate the grades. I felt the needs of developing good rubrics for grading and guiding the students to improve their presentations.
When grading speeches, typically, I use an oral rubrics that differs from those in writing assignments. Primarily, I look for the students ability to engage the audience directly, make good eye contact, and inject a bit of creativity into the mix. Clarity of what's on the slides is also important. What I realize now is that in the past, I failed to give proper instructions with regards the audience and the purpose of the assignment. I do recommend that students go to the Speaking Center, but most are usually quite apprehensive doing that as well. I do specify appropriate dress orally and inform students that point deductions may occur if they do not comply with dress attire.
This is useful for kicking off our discussion tomorrow. Thanks for posting, all.
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