The Development and Test of the Public Speaking Competence Rubric

Autor/inn/en	Schreiber, Lisa M.; Paul, Gregory D.; Shibley, Lisa R.
Titel	The Development and Test of the Public Speaking Competence Rubric
Quelle	In: Communication Education, 61 (2012) 3, S.205-233 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2012.670709
Schlagwörter	Undergraduate Students; Public Speaking; Predictive Validity; Audiences; Factor Structure; Speeches; Competence; Scoring Rubrics; Test Construction; Test Validity; Communication Skills; Performance; Standards + Suchen Sie Ihr Suchwort? Vortrag; Spectator; Zuschauer; Faktorenstruktur; Kompetenz; Scoring formulas; Auswertungsbogen; Testaufbau; Testvalidität; Kommunikationsstil; Achievement; Leistung; Standard
Abstract	In response to the demand for increased accountability within the university classroom, there have been calls for a new generation of rubrics that effectively assess students' competence in several areas, including public speaking. This article describes the development, test, and factor analyses of the Public Speaking Competence Rubric (PSCR), an 11-item descriptive rubric designed to be comprehensible to audiences both inside and outside the communication discipline. Study 1, which involved an assessment by five coders of 45 speeches, revealed a complex factor structure and a need to clarify two of the items. Study 2, in which three undergraduate students and one communication faculty person coded 50 speeches, revealed a relatively simple three-factor solution. Comparison of PSCR scores with student speech grades also supported the measure's predictive validity. The last part of the paper describes the potential pedagogical and assessment applications for the PSCR, the limitations of the study, and directions for future research. Overall, the PSCR appears to be a consistent and accurate measure of public speaking ability. (Contains 14 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10