Speaker Evaluation Form

History
This form has been used for many years. Its admirers find it a useful tool to sharpen the public speaking skills of staff and student alike.

It is helpful in a couple of different ways:

 * to help me as a checklist to remind me what is important when I speak.


 * and to help others develop their speaking ability. When someone is learning to give a talk it is good to look at the form to see what they need to think about when they are planning their talk. And then, if they can find someone to fill it in when they give the talk, it can give intelligent feedback to improve the next talk.

How to Help Someone Improve Their Speaking Skills

 * 1) If they would like and feel they need it, offer to help them prepare. Some need a lot of help and direction, some very little.
 * 2) The most important thing speakers need to grasp is the purpose of their talk. Need to start with this. It should be foremost in their minds as they prepare, and as they deliver the talk, and then when they consider what response they would like in the audience.
 * 3) Explain to them what you will be observing when they are speaking -- give them the form to consider.
 * 4) Arrange to give feedback immediately after their talk.
 * 5) Fill in the form DURING their talk
 * 6) Note details of what exactly was said and done so you can give accurate and helpful feedback
 * 7) Share with them ALL the positive points you noted on the form in specific detail
 * 8) Ask them to estimate how long they spoke for
 * 9) Ask them where they thought they could improve the next time
 * 10) There may be several weak areas. Tell them all of them and help them identify no more than three areas they could work on during their next talk with practical ways of how you could help them. Don't be vague and don't be nice trying to not hurt their feelings.
 * 11) Repeat as necessary.

Speaker Evalutation Form
Name of Speaker: Name of Observer: Subject: Location: Date: Time: Start____________      Finish____________ Time Taken:


 * 1) Introduction
 * 2) * Grabs people's attention at the beginning.
 * 3) Exposition
 * 4) * Explanation of Scripture in context.
 * 5) Systematic Outline
 * 6) * Logical expression of thought.
 * 7) * Pace. Too quick in places, too slow in others? What is the main point?
 * 8) * Ease of Taking Notes from the Teaching
 * 9) * Emphasising main points.
 * 10) Practical Application
 * 11) * What to do and how to do it.
 * 12) * Inspiration to specific action
 * 13) Holding Interest
 * 14) * Holds people's attention.
 * 15) * Bogged down in places
 * 16) Rhetorical Questions
 * 17) * That is, asking questions the don't require answers
 * 18) * milking questions
 * 19) Illustrations & Examples
 * 20) * Tells a good story
 * 21) * Re-tell Bible stories in modern settings.
 * 22) * Appropriateness of quotes and illustrations
 * 23) * Examples from lives of other people.
 * 24) * Examples from your own life.
 * 25) Whiteboard, Flipchart, Projector and other resources eg Powerpoint Presentation
 * 26) * Adds or detracts from talk.
 * 27) * Uncluttered Powerpoint presentation
 * 28) * Appropriateness of resources
 * 29) Communication
 * 30) * Easily understood or too complicated.
 * 31) * Ability to communicate personally.
 * 32) * Are people the focus, or teaching notes?
 * 33) * Confident interaction with audience
 * 34) * Annoying phrases
 * 35) Voice
 * 36) * Projection
 * 37) * Interesting or monotonous
 * 38) * Too loud, too soft
 * 39) * Speed -- speaking too fast
 * 40) Dramatic Presentation
 * 41) * Use of facial expression - sound effects.
 * 42) Posture and Body Language.
 * 43) * Hands
 * 44) * Movement
 * 45) * Does it enhance or detract from the communication?
 * 46) * Appropriate clothing
 * 47) Conclusion
 * 48) * Summary of main points and how to apply them:
 * 49) * Topic covered well?
 * 50) * Appropriateness of subject for audience
 * 51) * General Comments
 * 52) Time Taken
 * 53) Possible Extension Areas

Original PDF
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