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ERIC Number: ED061223
Record Type: RIE
Publication Date: 1971-Dec
Pages: 13
Abstractor: N/A
Reference Count: 0
Evaluation: Problems in Evaluating Speech Communication Performance.
Sprague, Jo
A distinction among evaluation, measurement and reports of terminal behavior is presented. For the purposes of evaluation, any response to a speech performance provides useful feedback to the communicator. In addition to the teacher's evaluation of the performance against "established standards", it is argued that a teacher's subjective responses should be combined with more extensive use of peer evaluation and self evaluation. All of these forms of feedback provide subjective but relevant sources of information about the communicative act. None of these should have any bearing on the teacher's accountability to the educational system or the student's course grades. With respect to measurement, the point is made that even if a valid and reliable measurement of speech performances were possible, it would be undesirable in terms of other course objectives ascribed to by most teachers. While refinement of measurement techniques should be continued for the improvement of written examinations and speech contests, the only measurement of classroom performances should be explicit and objective. For purposes of behavioral outcomes, accountability for instruction may be established by a description of the processes a student goes through, and course grades may be determined by reporting the student's investment in the course in terms of the performances for which he receives credit. Performance contracting, process-concept grids, and other techniques are suggested as means for minimizing measurement and maximizing useful evaluation teacher accountability. (Author/CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (57th, San Francisco, December 27-30, 1971)