Learning to Evaluate

THE EVALUATOR'S ROLE

The role of the evaluator is to provide constructive feedback to the speaker. An evaluation is an opinion, nothing more. This opinion should mention the effect on you, what the speaker did well, areas where the speaker could improve, and specific recommendations for improvement. Keep in mind that you cannot change the person’s behavior or force the person to accept your ideas and suggested improvements. 

BEFORE & AFTER THE EVALUATION

  1. Read the project.
  2. Read the evaluation guide for the project. 
  3. Talk with the speaker
  4. Get the manual from the speaker and turn to the appropriate evaluation guide
  5. Listen carefully and take notes on the speech 
  6. Prepare the verbal presentation 
  7. Talk to the speaker afterwards for a more detailed breakdown of the speech
​Every project in the Competent Communication, Advanced Communication Series, and Competent Leadership manuals has a different purpose and different objectives. 
Remember that you need not comment on every question. There isn't enough time to cover everything. Instead, simply select two or three points which you feel are most important and elaborate on them. Be honest. If you did not like some aspect of the person’s performance, do not say that you did. Mention something the person did well in addition to something which could be improved.

KEY DELIVERY NOTES

  1. Avoid repeating previous evaluation
  2. Be specific
  3. Give Examples
  4. Delivery matters
  5. Remember evaluations are personal opinions
  6. Don't exaggerate
  7. Don't repeat (except for conclusion)
Avoid duplicating previous evaluations, and don’t merely watch for small inadequacies. Good eye contact, meaningful, natural gestures, and correct grammar contribute to the overall effect of a speech but should not be given so much emphasis that they detract from the basic purpose of the evaluation.
​​Be specific. If the speech organization was confusing at one point, say so but clearly address what confused you and offer a suggestion for improvement.
​When you mean well and have good ideas but use words that put the person on the defensive, your message is lost. Carefully select your words. 
​​Remember that you are speaking only for yourself, giving only your opinion. You are not speaking on behalf of the audience.
​Don’t repeat a point once you have made it. Repeating a point can sound like nagging. Avoid words like “never” and “always.” These exaggerations detract from your message. 

EVALUATION STYLES

The Sandwich Method

The evaluation is separated into 3 sections. Which areas did the speaker excelled in, could improve in, and what was unique to the speaker. 

The Good, Bad and Interesting

The evaluation is notes the speech down over three points: what was done well, what could have been improved on and what we can all learn about the speaker's delivery

Following the manual

Use the manual to guide the evaluation of the speech in the entirety

The GLOVE Technique

​A Framework for Thinking about Presentation Delivery
"Who is saying what to whom with what effects?"
Gestures: Evaluate facial expressions, the eyes, and body language.
  • Unique words must resonate with your audience
  • Familiar/ Understandable
  • Appropriate to Context
  • Create Impact/ Drama/ Interest​
Language: The best words communicate intended purpose, plus texture, tone, logical transitions, and conclusions.
  • Transmit Ideas
  • Activate Senses
  • Activate Emotions ​
Originality: Delivery should feel authentic and uniquely appropriate coming from this exact speaker. Ideas expressed are fresh with original perspective.
Voice: A voice can captivate listeners.  Evaluate:
  • Projection
  • Pitch, Pronunciation, Power
  • Style, Charisma, Personality
  • Dynamics of Tempo, Pauses, and Volume
Energy:
  • Energy should be evident from the first word!  Great speakers are passionate about their content.  They push that enthusiasm out to the audience.
  • Evaluate the ability to hold your attention, and interest, from start to finish.
Space:
  • Did the speaker project comfort and self-confidence?
  • Did the speaker claim all of the space and use it effectively toward achieving the intended purpose.
  • Were there any barriers to connecting with the audience