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ERIC Number: ED248547
Record Type: RIE
Publication Date: 1984-Apr-23
Pages: 45
Abstractor: N/A
Reference Count: 0
An Experimental Study of Evaluation Criteria for Speaking, Listening, and Cognitive Knowledge Activities at the Florida Junior College.
MacDonald, John; And Others
A study was conducted to identify the criteria of the fundamental speech program at Florida Junior College at Jacksonville; devise pragmatic methods of evaluation of student speaking, listening, and cognitive knowledge measurement activities; and to apply those criteriato a study group of 15 students and determine the validity of the evaluations. Conscious of admonitions from published research and accountability mandates, three speech communication instructors developed common evaluation instruments for measuring their students' speaking, listening, and cognitive knowledge ability. At midterm, the students (five from each instructor's class) were asked to (1) prepare and deliver a four-minute extemporaneous informative speech (speaking test); (2) observe a videotaped speech by another student speaker and respond in a written form to a measurement instrument of that speech and delivery (listening test); and (3) reply in written form to a multiple choice measurement instrument of cognitive knowledge of speech and the speechmaking process (objective test). The implied hypothesis that efficient measurement instruments should afford a more significant assessment of speech activity was supported by the results of the experiment. There was more homogeneity and less dispersion in the listening test, with more cluster apparent around the mean. The objective test, however, showed greater dispersion, with the speech test showing more dispersion than the listening test, but less dispersion than the objective test. The objective test presented the most difficulty for students, while the speech test proved the most successful of the three activities. (A list of required speech skills, and the three tests are appended.) (HTH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A