Principles of speech communication have long been documented, but no hierarchy of competence has been available to guide speech teachers. Teachers need a hierarchical model to guide their curriculum, to organize their expectations for student progress and to measure that progress.
This research develops a speech evaluation measurement system for ascertaining speech student competence. The data are 1,022 ratings of 168 speeches by 34 speakers enrolled in Persuasive Speaking at Roosevelt University. Class 1 met two nights a week for eight weeks. Class 2 met one night a week for sixteen weeks. The test items represent ethos, pathos and logos - aspects of rhetoric defined by the ancients and used by speech teachers. The items also represent the motivated sequence popularized by Alan Monroe in 1928. Rating was performed by the instructor, two teaching assistants, all speakers and four independent raters who viewed videotapes.
Rating scale analysis was accomplished by Linacre's FACETS program (1988). The item analysis demonstrates that public speaking ability can be managed as a unidimensional variable. The item difficulties form an invariant hierarchy of competence difficulties which defines a useful range of inquiry. The item map ("An Evaluator's Guide to the Difficulty of Public Speaking") shows the item hierarchy for each sub-scale.
The learning curves of speakers show that improvement is not related to initial ability but to length of course and class attendance. Gains for the sixteen week course were significantly higher than for the eight week course. Speakers who missed classes improved least. But an individual's speaking ability was not related to their severity as a rater. Some good speakers were lenient raters. Some poor speakers were harsh.
Two new rating forms which capitalize on this research are available: a diagnostic form to assist teaching public speaking and an evaluation form for use in speech assessment.
An Evaluator's Guide to the Difficulty of Public Speaking - Donna S. Tatum - 1991 | ||||||
---|---|---|---|---|---|---|
Difficulty |
Credibility |
Delivery |
Language |
Message |
Audience |
Monroe's MOTIVATED SEQUENCE |
1: Easiest |
Appears sincere |
|
|
|
|
|
2 |
Shows interest in topic Pleasant attitude Willing to communicate Good natured |
|
|
|
|
|
3 |
Appropriate demeanor Demonstrates mastery Not take self too seriously |
Good eye contact Good fluency |
Language appropriate No derogatory terms Special terms defined Words meaningful to audience |
Easy to follow |
Interested |
ATTENTION step |
4 |
Conveys confidence Sense of proportion |
Words clear Volume sufficient Sounds natural Correct speed Maintains attention Correct facial expression Authoritative delivery Good posture |
Precise use of words Good vocabulary Originality of expression |
No information overload Understands material Clear thesis statement Well organized Topic limited Fulfills purpose Evidence logical Evidence relevant Smooth flow |
Expressive eye contact Topic relevant Curiosity aroused Inspires audience Demonstrates relevance |
|
5 |
Sense of humor Presents evidence fairly |
Enthusiastic Vocal variety No monotones |
Descriptive language Striking statements |
Solution fits thesis Adapts material to audience Credible sources Solution practical Relationships clear Solution clear and concise Describes problem well Good use of numbers New view of topic |
Establishes common ground Creates interest in topic |
|
6 |
|
Movements coordinated Smooth gestures |
Colorful, vivid language |
Variety of transitions Solution contains new ideas Variety of evidence Unusual tactics |
Compelling style Creates desire to achieve results Generates appropriate emotion |
SATISFACTION step ACTION Step |
7 |
|
Gestures completed |
|
|
Rivets audience |
VISUALIZATION step NEED step |
8: Hardest |
|
|
|
|
Arouses compelling cognitive dissonance Satisfies cognitive dissonance |
|
Speech Evaluation, D S Tatum Rasch Measurement Transactions, 1991, 5:2 p. 144-145
Forum | Rasch Measurement Forum to discuss any Rasch-related topic |
Go to Top of Page
Go to index of all Rasch Measurement Transactions
AERA members: Join the Rasch Measurement SIG and receive the printed version of RMT
Some back issues of RMT are available as bound volumes
Subscribe to Journal of Applied Measurement
Go to Institute for Objective Measurement Home Page. The Rasch Measurement SIG (AERA) thanks the Institute for Objective Measurement for inviting the publication of Rasch Measurement Transactions on the Institute's website, www.rasch.org.
Coming Rasch-related Events | |
---|---|
Oct. 4 - Nov. 8, 2024, Fri.-Fri. | On-line workshop: Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com |
Jan. 17 - Feb. 21, 2025, Fri.-Fri. | On-line workshop: Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com |
May 16 - June 20, 2025, Fri.-Fri. | On-line workshop: Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com |
June 20 - July 18, 2025, Fri.-Fri. | On-line workshop: Rasch Measurement - Further Topics (E. Smith, Facets), www.statistics.com |
Oct. 3 - Nov. 7, 2025, Fri.-Fri. | On-line workshop: Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com |
The URL of this page is www.rasch.org/rmt/rmt52g.htm
Website: www.rasch.org/rmt/contents.htm