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• W16794223 abstract "Speech class teachers can implement a preand post-speech strateg using pre-speech and self-evaluation forms, to help students become active in directing their own progress, and acknowledge their own accomplishments. Every speech is tape-recorded in class. Students listen to their speeches later and fill in the self-evaluation form, which asks them to identify strengths and note improvements, list specific areas in which they would like to improve, and evaluate speech content. The pre-speech plan is submitted on the date of the next speech. In it, students record their specific speech purpose in a sentence, list the main points they will cover, and identify a specific goal for improvement. While this procedure is geared for auditory assessments, it can easily be used with videotape and include not only oral improvement, but physical improvement as well. (Two figures are included.) (SR) ******************2****************ft*********************************** Reproductions supplied by EDRS are the best that can be made from the original document. *******************************************x*************************** Lt O Self-Evaluation and Pre-Speech Planning: A Strategy for Sharing Respunsibility for Progress in the Speech Class PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY kta.TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION OIL:e or Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (Eft-) C This document has been reproduced as rece.ved horn the person or organrzat,on ohgmatmg4 C Moor changes have been ry ade to morove reproduchon (lushly e Pomts of view or odmons stated in ths docu ment do not necesSanty represent dal OERI pos.hon or Pohcy Linda A. Desjardins Instructor, Northern Essex Community College Communications Department Spring, 1988 Linda A. Desjardins is an instructor at Northern Essex Community College in Haverhill, MA. She teaches writing, literature, film and speech in the Communications Department there and has also taught at Northeastern University and Rivier College. Self-Evaluation and Pre-Speech Planning: A Strategy for Sharing Responsibility for Progress in the Speech Class Introduction For many semesters, my speech class had a consistent format: I'd lecture, assign a speech, give guidelines as to expectations, listen to the speeches, and then provide a written evaluation of each student's presentation. I came to realize, however, my students relied too heavily on my evaluation of their speech presentations for their own assessment of their skills. Their self-images seemed to rise and fall with my positive and critical comments regarding their speeches. Their next speaking effort would reflect an attempt to work on my identified trying therefore to please me. I was the sculptor, they my clay. This is not a healthy scenario. A positive self-image and sense of being able to direct their own progress are key ingredients in becoming good public speakers. A feeling of confidence about their speaking abilities encourages students to try harder, to experiment, to grow. Although I tried to accentuate the positives as well as suggest areas for improvements, the students still tended to focus only on the negatives, and this did nothing to foster strong self-images. Their speech modifications, undertaken to placate me, did nothing to promote a feeling of their being participants in a progress plan. To get my students to take a more active role in developing their own communication skills, I implemented a preand post-speech strategy with the use of prespeech and self-evaluation forms. Their diligent completion of these forms has been successful in enabling students to identify for themselves those areas which they would like to improve. A sample of each form, Figure One and Figure Two, are provided. Cassette Recording In order to implement this self-evaluation and pre-speech strategy, students are required to record every speech. This is done right in class with one student assigned to be the tape handler each session. After class, students listen to their speeches in privacy, if so desired, and fill-in a self-evaluation" @default.
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• W16794223 date "1988-01-01" @default.
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• W16794223 title "Self-Evaluation and Pre-Speech Planning: A Strategy for Sharing Responsibility for Progress in the Speech Class." @default.
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