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Enhancing Public Speaking Skills Through Innovative Assessment and Technology

This study addresses measurement issues in public speaking anxiety and competence using established tools like the Personal Report of Communication Apprehension (PRCA) and Self-Perceived Communicative Competence (SPCC). The findings highlight the effectiveness of these measures with high reliability scores and offer improvements through an assessment website that streamlines the evaluation process. Additional technologies, such as taped speeches and video analysis, engage students more deeply in their learning. Future projects aim to integrate streaming and video resources to further enhance teaching and assessment in public speaking courses.

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Enhancing Public Speaking Skills Through Innovative Assessment and Technology

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  1. Educational Technology & Public Speaking Robinson, James, Turner, Jeanine, & Watters, Kathleen

  2. Measurement Issues: PRCA • The identification of appropriate measures for the assessment. • PRCA – Personal Report of Communication Apprehension • 6 item measure of public speaking anxiety • PRCA used in 1,000 published studies. • Reliabilities reported in the .80 range

  3. PRCA Items • “My thoughts become confused when I give a speech.” • “I face the prospect of giving a speech with confidence.” • “Certain parts of my body feel tense or rigid while giving a speech.” • “I get so nervous I forget facts I know.”

  4. Measurement Issues: SPCC • SPCC – The self perceived communicative competence measure. • 3 item measure of public speaking competence • SPCC widely used in research & assessment of public speaking courses. • Reliabilities reported in the .75 range

  5. SPCC Items • On a scale of 0% to 100% how competent are you at the following: • “Present a talk to a group of strangers.” • “Present a talk with a group of acquaintances.” • “Present a talk to a group of friends.”

  6. Pilot Study • Measures were tested in class (n = 109 Ss). • Internal consistency PRCA = .86* for public speaking items. • Internal consistency for SPCC = .79* for public speaking items. *Cronbach’s alpha

  7. Assessment Website • An assessment website was constructed. • An introduction & explanation on the assessment process was included. • The measures were then turned into forms using Microsoft FrontPage

  8. The Assessment Website • Reduces time spent generating & distributing assessment materials. • Reduces the money spent reproducing the materials • Reduces the time spent analyzing assessment data. • No scanning & importing ASCII files. • No reproducing variable labels.

  9. Additional Technology • Ss typically make two speeches in this course. • Both are made in class – utilizing 45% of all class time. • Ss typically give a variation of the same speech.

  10. Additional Technology • To alleviate this problem, Ss are required to tape their speech outside of class and bring it to the instructor • Ss may practice and record the speech as many times as they like. • This forces Ss to practice the speech before they present it in class.

  11. Additional Technology • Ss receive more instruction & less time listening to speeches that are not well prepared or are redundant. • Instructors can pour over the speech and look back and rewind speech. • Instructors can point out specific problems and shoe the Ss.

  12. Discussion • Putting Ss in charge of solving the technology problem, empowers Ss. • Taped speeches reduce Ss complaints about differences in perceptions of the speech. • Vocal segregates, eye contact, note of finality, transitions.

  13. Discussion • Instructors perceive speeches to be much improved. • Ss report feeling more clear about what the instructor “wants.” • Ss watch their speech and realize there are many things they could do to enhance their performance.

  14. Future Projects • Stream the speech on assessment website instead of using transcript. • Provide Ss with firewire webcams for public speaking courses. • Submit the speeches to their instructors as video attachments on the new media server system.

  15. Future Projects • Create a video speech library for Ss. • Identify the most common Ss errors to improve future speech education. • Provide instructors software to embed comments in a second audio track.

  16. New Instructional Website • Fractionate speech into components. • Attention • Purpose • Preview • Main Points • Evidence

  17. New Instructional Website • Conclusion • Closing summary • Note of finality • Efforts at credibility • Message adaptation • Ss provide each component online to instructor.

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