ICCT Coachnotes

Lonna J. Dickerson (2008)

Director, Institute for Cross-Cultural Training

Assessing Oral Presentations

W heaton College, W heaton, IL 60187-5593
http://www.wheaton.edu/bgc/icct/

This article discusses an area of assessment overlooked in many language and culture learning programs
the evaluation of a learners ability to handle one-way oral communication tasks such as ministry
responsibilities and other professional presentations (e.g., speaking before an audience, teaching a small
group). Adding the assessment of oral presentations often means first including a greater focus on this
component in the learners overall language learning program before beginning to assess the types of oral
presentations the learner will need to handle in various settings.

Three Modes of Communication

Many language learning specialists talk about three purposes of real-life communication, dividing communication into three different ways we use language, often called modes: interpretive, presentational, and
interpersonal.1
Interpretive

The learners role involves listening comprehension (e.g., speeches, lectures, television, radio, film s)
and reading comprehension (e.g., street signs, m enus, newspapers, m agazines, books). Com m unication is one-way, the speaker or author does not have to be present (e.g., when reading a book or
listening to the radio), and the m eaning of the com m unication cannot be discussed or m odified by
im m ediate input from others. The content (e.g., lecture, book) is often called authentic m aterial
because it is the sam e as that used by native speakers.

Presentational

The learners role involves speaking (e.g., speeches, lectures, serm ons, prayers) and writing (e.g.,
reports, articles, books). Com m unication is one-way, and som e types of tasks (e.g., speeches) are
typically planned and perhaps also rehearsed. There is often a focus on appropriateness (e.g.,
com parison with sim ilar perform ance of native speakers) as well as accuracy (e.g., choice of
vocabulary, sentence structure). T he listeners cannot interact with the speaker or writer, and the
m eaning of the com m unication cannot be discussed or m odified by im m ediate input from others.
Usually this is not a social occasion, but a tim e when inform ation is conveyed.

Interpersonal

The learners role involves two-way, spontaneous com m unication. This includes all types of face-toface and telephone conversations as well as personal notes, letters, and e-m ails that allow for the
each participant to respond to the other(s). The m eaning of the com m unication can be discussed
and m odified as the conversation or written exchange (e.g., e-m ails) evolves.

Although real-life communication often combines a mixture of the three modes, it is helpful to consider each
separately when focusing on learning activities and on assessment. Learners need practice with a variety
of activities in each mode, and coaches need to have information about how wellhow accurately and how
appropriatelytheir learners can handle a range of tasks in each mode.
Dealing only with the oral component of the presentational mode, this article gives a rationale for having
learners focus specifically on the types of oral presentations they will need to handle in their work and
ministry roles. It also lists procedures for practicing oral presentation tasks, and it suggests some simple,
yet effective, assessment procedures.

Why Should You Assess Oral Presentations?

When you evaluate learners every few months by means of an oral interview or related type of proficiency
assessment, you gain some very important information about their overall ability to use their new language
in situations that involve listening and speaking, and you can determine some of the areas that need
continued attention. However, if you use only instruments such as the OPI or the SOPI2 to assess a
learners oral skills, you have limited the range of language sub-skills that can be evaluated effectively. You
can only guess, rather than know with certainty, how well a learner can handle oral presentation tasks such

ICCT Coachnotes

Assessing Oral Presentations, p. 2

as telling stories, giving prepared talks, teaching, and other related uses of language that involve one-way
communication (oral presentation skills). However, by adding a focus on oral presentations to a learners
overall program and then including this in your assessment, you can help your learners to be more fully
prepared to be effective oral communicators. So, one reason to assess oral presentation skills is to gauge
more accurately how learners are able to handle these tasks in their work and ministry.
A second reason for assessing oral presentation skills has to do with the major influence that assessment
has on learning. By including this component in your assessment, your learners will be more likely to place
greater emphasis on improving their ability to speak before an audience. Conversely, by excluding this
component from your assessment, your learners will naturally place less value on developing a high level
of skill in one-way oral communication.

How Can You Prepare Learners for Assessment of Oral Presentations?

Preparing learners to handle oral presentation tasks does not need to be complicated. Here are some
guidelines for developing this component.
# For each learner, make a list of the performance tasks that he or she will need to do in the new
language and culture. One way to do this is to think about the learners future profession or ministry,
breaking down the various responsibilities into specific tasks. For example, many learners will need to
handle a variety of teaching tasks that range from telling short stories with the aid of pictures to giving
a prepared speech that lasts half an hour or more. This may also include speaking to children, to young
adults, and to older adults. In addition, it may include presenting material that has been prepared by
someone else as well as drawing upon a number of resources to construct an original presentation.
# Match each task with an approximate level on a proficiency scale such as the ACTFL Proficiency
Guidelines, the FSL/ILR Guidelines, the Canadian Language Benchmarks, or the Common European
Framework.3 For example, a learner at the low-intermediate level on the ACTFL scale might be
expected to (a) tell simple stories to children or (b) give a two- or three-minute explanation of what is
most important in his or her life; a learner at the advanced high level on the ACTFL scale might be ready
to work on speaking to a live audience for 10-20 minutes on an important topic.
# You may wish to make a chart for each learner that includes the primary performance tasks he or she
will need to handle in the new language and culture, the approximate proficiency level for each task, and
a list or schedule of practice opportunities for each task.
# Make sure that the learner gets frequent practice in doing presentational tasks that are appropriate for
his or her current proficiency level and specific work or ministry needs.4 Whenever possible, at least
some of the practice performances should be recorded, as this allows for much more effective
feedback throughout the learning process.
# Make available to your learner the same rubrics (rating scales) and any other criteria that will eventually
be used in assessing the learners performance. This will help to learner know what to focus on, and
it will help to alleviate assessment anxiety.

How Can You Evaluate Oral Presentations?

For assessment of a learners presentational skills, we suggest that you focus primarily on the language
and culture sub-skills that are most relevant for oral presentations. This means that you would not
evaluateor at least you would give less emphasis toareas such as grammar and pronunciation because
they can be evaluated elsewhere.
Listed below are five rubrics adapted from the Canadian Language Benchmarks. We suggest that you
modify these to fit the needs of your learners. You may also wish to add new rubrics to these five.5 Note
that for each rubric, the ratings range from 5 - 1 (5 = exemplary, 4 = competent, 3 = acceptable, 2 = limited,
1 = minimal). These numbers do not correspond to proficiency levels. Rather, they describe the learners
ability to handle the specific task as described in the rubric. While your rating goal may differ for each of
your learners, usually you will want your learners to strive for a rating of 4 or 5 in each category.

ICCT Coachnotes

Assessing Oral Presentations, p. 3

A. Overall Effectiveness
Describes whether the global purpose of communication has been achieved. For example, has the speaker
demonstrated a global ability to communicate effectively to an audience of native speakers of the target language?
Are the listeners able to understand the main points and relevant details of speaker's message? If necessary, would
the listeners be able to use (repeat or reproduce in another way) the speaker's message or its relevant details?
(Note: This is a global rating, and not a composite of other categories.)
__ 5

Learner is very effective in the speaking task; purpose of com m unication is achieved with excellence
according to task requirem ents.

__ 4

Learner is effective in the speaking task; purpose of com m unication is achieved according to task
requirem ents, but there are a few noticeable errors that call the listeners attention away from the m essage.

__ 3

Learner is generally effective in the speaking task; purpose of com m unication is not always achieved
according to task requirem ents because of errors and/or other problem s.

__ 2

Learner is m arginally effective in the speaking task, but m ay in som e parts of the presentation
com m unicate m ore clearly; purpose of com m unication is m arginally achieved according to task
requirem ents because of a num ber of problem s that cause breakdowns in speaking and/or understanding.

__ 1

Learner is not generally effective in the speaking task; purpose of com m unication is only very m inim ally
achieved according to task requirem ents because of a large num ber of problem s that cause m ultiple
breakdowns in speaking and/or understanding.

B. Adequacy of Vocabulary for Purpose

Describes the adequacy of vocabulary for topic and purpose; appropriate word choice, lexical phrases, and idioms.
__ 5

Strong evidence of adequate and accurate vocabulary for the task and audience; words are chosen for
their precise m eaning, including skillful use of colloquialism s and idiom atic expressions.

__ 4

Vocabulary sufficient for the task; there m ay be a few lexical inaccuracies, search for words, and
circum locution; generally good use of colloquialism s and idiom atic expressions

__ 3

Vocabulary generally sufficient for the task; a num ber of lexical inaccuracies, searches for words, and
circum locutions; little use of colloquialism s and idiom atic expressions.

__ 2

Marginally sufficient vocabulary restricts the choice of topics and length of presentation; a num ber of lexical
gaps and inaccuracies.

__ 1

Very lim ited vocabulary barely adequate for the m ost basic parts of the task; choice of words often
inappropriate; often searches for correct words.

C. Amount, Adequacy and Relevance of Content

Describes the content of the presentation. For example, in a prepared speech, is the content sufficient in amount,
has the speaker made points that are relevant for the topic and audience, and are the main points and supporting
details clear and well developed?
__ 5

Length of presentation suitable for occasion; interesting and relevant subject m atter for audience with clear
developm ent of m ain ideas; very good supporting details.

__ 4

Length of presentation suitable for occasion; subject m atter generally interesting and relevant for audience;
generally clear m ain ideas with good supporting details, with only a few areas that need im provem ent.

__ 3

Presentation m ay be som ewhat too short for occasion; subject m atter has lim ited relevance and/or not
adequate for the audience without m aking som e changes; som e of the m ain ideas are difficult to grasp
and/or som e sections are underdeveloped; som e supporting details lacking or underdeveloped.

__ 2

Presentation too short for occasion; content only m arginally relevant for audience; m ain ideas generally
unclear; supporting details lacking.

__ 1

Presentation m uch too short for occasion; content not relevant for audience; m ain ideas unclear; few or
inadequate supporting details.

ICCT Coachnotes

Assessing Oral Presentations, p. 4

D. Organization
Describes overall structure of presentation in terms of how it conforms to the norms of the target culture and
audience; transitions between parts of the presentation; and the ability of listeners to make use of the organizational
structure in following the presentation.
__ 5

Excellent organization that is appropriate for culture and audience; effective transitions between sections;
listeners can follow presentation easily.

__ 4

Good overall organization for culture and audience; generally good transitions; a few points m ay confuse
the listeners.

__ 3

Adequate organization; transitions are som etim es awkward; listeners have difficulty following som e parts
of the presentation.

__ 2

Marginally adequate overall organization; transitions som etim es unclear or m issing; listeners can follow
presentation only with considerable effort.

__ 1

Unclear organization or no apparent overall structure; transitions m issing or lim ited to the m ost sim ple
connectors (e.g., and, but); listeners have great difficulty following the presentation.

E. Appropriateness
Describes the appropriateness of the presentation for the culture, audience, and purpose of communication. It
includes appropriate use of nonverbal behavior such as gestures, level of formality, style, politeness conventions,
cultural knowledge and references, and naturalness of expression.
__ 5

Clear dem onstration of language and nonverbal behavior appropriate for the culture, with high degree of
naturalness of expression; appropriate level of form ality and knowledge of socio-cultural politeness
conventions; illustrations and exam ples well chosen for the audience; excellent control of cultural
references; shows appropriate respect for audience and culture.

__ 4

Generally appropriate language and nonverbal behavior with m ostly natural expression; generally good
control of form al and inform al levels of speech; generally appropriate idiom s, figurative language, cultural
references; generally shows appropriate respect for audience and culture.

__ 3

Adequate sense of appropriateness of language and nonverbal behavior; som e control of form al and
inform al levels of speech; som e appropriate idiom s, figurative language, cultural references; frequent
nonnative (unnatural) phrasing of otherwise gram m atical text; shows adequate sensitivity to audience and
culture.

__ 2

Insufficient awareness of socio-cultural appropriateness; lim ited differentiation between form al and inform al
registers; little understanding of "rules" of nonverbal com m unication in target language; shows m arginal
sensitivity to audience and culture.

__ 1

Generally not enough ability to function in speech to dem onstrate appropriateness, or generally
inappropriate language or exam ples; considerable lack of sensitivity to audience and culture.

How Should the Rubrics Be Used?

We suggest that you consider using the following procedures:
# Decide on which sub-skills you wish to emphasize in the assessment, and then select, modify, or
construct the appropriate rubrics.
# Give a copy of the rubrics you will be using to your learner, and discuss the assessment process. The
learner should have ample time to practice the types of oral presentations that native speakers normally
practice (e.g., formal speeches), and there should be no surprises for the learner at the time of
assessment. However, for some types of oral performance (e.g., prayer for more informal occasions),
the learner should not have time to practice the specific lines he or she will use.
# Suggest that your learner use the rubrics for self-assessment before doing the more formal assessment.
# Make sure the evaluators understand the rubrics and how to use them. Ideally, they will have previous
practice with these rubrics and ample opportunity to discuss the evaluation process.

ICCT Coachnotes

Assessing Oral Presentations, p. 5

# Arrange for recording the oral presentation (video, digital voice recorder, MP3 recorder, audiotape). All
assessments should be recorded and the recordings saved as part of the learners portfolio.6
# If possible, have more than one evaluator. This can be done most easily when you have a good
recording of the oral presentation.
# Discuss the performance with the learner as soon as possible after it is over, noting strengths and
weaknesses, improvement from earlier practice opportunities and/or assessments, areas to continue
to work on, etc.
# Save recordings for comparison with future oral presentations by the same learner and also for training
of those who rate the oral presentations.

Summary
Most, if not all, of your learners need to develop proficiency in oral presentation skills, such as speaking
before a live audience. By taking two key steps, you can help your learners to gain both competence and
confidence in this important aspect of language and culture learning. The first step is to determine the types
of oral performance tasks your learners will need to handle and then make sure they get ample practice
opportunities with those tasks as part of their learning experiences. Second, by assessing their
performances with rubrics such as those given above, you can evaluate their progress in gaining the
proficiency they need to become effective oral presenters.

Endnotes
1.

For m ore inform ation on the three m odes, see the Frequently Asked Questions section of the ACTFL W eb site
(http://www.actfl.org/i4a/pages/index.cfm ?pageid=3328). For a free half-hour on-line video discussion of each
m ode, see W orkshops 1, 2, 3 at the Annenberg Teacher Resources/Foreign Language W eb site
(http://www.learner.org/resources/series201.htm l).

2.

For m ore inform ation about the OPI (Oral Proficiency Interview), see ACTFL Speaking Proficiency Guidelines
(http://www.cal.org/resources/Digest/stansf01.htm l) and for the SOPI, see Sim ulated Oral Proficiency Interviews:
Recent Developm ents (http://www.cal.org/resources/Digest/stansf01.htm l).

3.

ACTFL Speaking Proficiency Guidelines (http://www.actfl.org/files/public/Guidelinesspeak.pdf); FSI/ILR Proficiency

Guidelines (http://www.utm .edu/staff/globeg/ilrhom e.shtm l); Canadian Language Benchm arks
(http://www.language.ca); Com m on European Fram ework
(http://www.coe.int/T/DG4/Portfolio/?L=E&M=/docum ents_intro/com m on_fram ework.htm l).

4.

To help you determ ine the types of oral presentation tasks that are appropriate for each proficiency level, see the
Companion Tables to the Canadian Language Benchmarks. First read the Introduction to the Com panion Tables
and then look at pp. 60-65, Features of Inform ation Tasks Involving Presentation.
(http://www.language.ca/display_page.asp?page_id=436).

5.

You m ay wish to add rubrics for areas such as style of delivery, developm ent of a them e, body language, use of
visual aids, ability to hold attention of audience, ability to adjust presentation based on audience response. W e
suggest, however, that you assess no m ore than four or five areas at any one tim e.

6.

A language and culture learning portfolio is a system atic, growing collection of sam ples of the learners work.
Usually the learner takes responsibility for selecting the sam ples (audio recordings, videos, and other item s) that
show progress in one or m ore areas (e.g., presentational skills for m inistry responsibilities) over tim e.

For m ore ICCT Coachnotes and inform ation on Language Coach W orkshops,
go to http://www.wheaton.edu/bgc/icct/