the “missing” factor in evaluating language-production, part (1)

As an educator, you are inevitably faced with the fact that your target students have to be evaluated, in a way or another, at the end of the day. Some would be evaluated daily, some weekly, monthly, or even per a semester. That is all important. Better yet, evaluating a language is, by all means, always full of wonders. The persistent need to evaluate speaking abilities is increasing now more than anytime in the past; most apparently evident in the divine practice of an “oral-presentation”!

Evaluating a presentation has always been intricate and seemingly challenging to me at times. That is because of the intervention of different skills within; skills that I think are not necessarily related to the evaluation target (i.e. evaluated items) in the first place. Take for instance, that for a presentation to be successful, a student has to be equipped with: public speaking skills, searching skills, outlining or organization skills (this includes powerpoint-related skills), and let’s not forget, confidence and rapport skills. Otherwise; the existence of a good level of accuracy would not necessarily qualify a student to achieve the highest grade when doing a presentation! Continue reading