giving a speech evaluation

• Games, topic printables & more
• The 4 main speech types
• Example speeches
• Commemorative
• Declamation
• Demonstration
• Informative

Introduction

• Student Council
• Speech topics
• Poems to read aloud
• How to write a speech
• Using props/visual aids
• Acute anxiety help
• Breathing exercises
• Letting go - free e-course
• Using self-hypnosis
• Delivery overview
• 4 modes of delivery
• How to make cue cards
• How to read a speech
• 9 vocal aspects
• Vocal variety
• Diction/articulation
• Pronunciation
• Speaking rate
• How to use pauses
• Eye contact
• Body language
• Voice image
• Voice health
• Public speaking activities and games
• About me/contact
• Speech delivery
• Speech evaluation

Speech evaluation: getting good feedback

How to give & get useful feedback, plus a printable public speaking evaluation form

By:  Susan Dugdale   | Last modified: 06-08-2023

Did you know that receiving an informed speech evaluation is an invaluable part of developing public speaking competence and confidence?

Even though it might seem scary to ask for, and then to receive, specific suggestions and comments about what you've done, how else do you learn what worked and what needs further refinement?

If you want to move forward, to improve your presentation skills, receiving, and giving, good feedback is vital.

Use this page to find out more

If you want informative feedback and you're not a member of a public speaking club, this page is for you. 

You'll find out how a speech is formally assessed:

• the aspects/areas focused on  in an evaluation,
• the 5-point sliding scale used to rate performance ,
• how to get a meaningful speech evaluation ,
• how to use an evaluation to improve your performance
• and there's a  printable public speaking evaluation form to download.

What is a good speech evaluation? 

And how do you get one.

Unfortunately there are few situations outside of specialist public speaking programs, like those in schools, or clubs like Toastmasters International , where you can get a thorough and useful speech evaluation.

Despite the ability to present well being recognized as a desirable skill it's seldom encouraged with careful, thoughtful feedback. Often the most you can hope for is a generalized " It was OK ", " Great ", or the dreaded: " Mmm, perhaps we'll give xxx a turn next time " type of comment.

Nice or nasty, it doesn't tell you anything useful.

What is rated in a speech evaluation?

The areas most commonly focused on are:

• Did it capture attention & interest?
• Was the topic introduced clearly?
• Was the topic related to the audience?
• Did the speaker have topic-credibility?
• Was the body of the speech previewed?
• Were the main points clear?
• Were the main points supported?
• Were the main points logically presented?
• Were the transitions between main points clear & effective?
• Was the transition to the end of the speech signaled?
• Was there a summary of principal points?
• Was there an effective close and/or call to action?
• Was the language used appropriate for the topic & the audience
• Was the language varied?
• Were the notes, visual aids etc. organized before the start?
• Was the beginning poised?
• Was there good use of eye contact?
• Was the body language (posture & gesture) controlled & effective?
• Was the speaking rate flexible & effective?
• Was the speaking volume appropriate & varied?
• Was there fluency, an absence of fillers like 'ahs' & 'ums'?
• Was vocal variety used, changes in pitch & tone, & good use of pausing?
• Did the speaker show enthusiasm for the topic?
• Were there visual aids & were they appropriate & integrated into the speech?
• Did the speech finish with poise?

Overall evaluation

• Did the speaker achieve the assignment's purpose?
• Was the topic researched?
• Did the topic adapt well to the audience?
• Were the audience interested?
• Was the speech completed within the time limit?

How are these areas/aspects rated?

In a formal speech evaluation , such as one done by a teacher in a high school public speaking class, variations on a sliding scale are used.

The most common is a  5 point scale :

• P  (poor)
• F  (fair)
• A  (average)
• G  (good)
• E  (excellent)

You can see this scale in use on the downloadable public speaking evaluation form available from the link at the foot of the page.

The person doing the rating will actively listen and watch the speech evaluating each element.

The final assessment will generally show a range (up and down the scale) over most of the aspects. Therefore a speech can be seen to be  'good'  in some areas,  'excellent'  in others and perhaps  'fair'  in one or two.

Getting a thorough speech evaluation

If you're not in a public speaking class or a member of an organization like Toastmasters International and the people you work with don't provide criteria-based feedback you have two options.

• find a class or a  Toastmasters  group in your area.
• organize your own feedback givers using the information outlined above with the suggestions below.

Organizing you own speech evaluators

• Ask a person whose judgement and maturity you respect whether they'll accept the role, and be present at your next speech or presentation. Perhaps you can team up with them and trade evaluations taking turn about. 
• Download and print off several copies of the speech evaluation form.
• Go through the form with your evaluator explaining the process. Highlight any areas you particularly want noticed.
• Establish how you want the rating scale interpreted. A good way to set the benchmark is to listen to an excellent speaker. You could choose one from here:  The Top 100 American Speeches
• Have your evaluator listen to your speech and provide feedback  before  you give it in front of an audience. This will provide a foundation for their comments when they complete your speech evaluation 'proper'.

Working with your speech evaluation

You've got your evaluation. Now what do you with it?

Go through it with your evaluator. Bear in mind  before  you do:

• that an evaluation is an opinion. At best it is an informed one with knowledge and experience behind it.   If you find areas you disagree over, do try and understand them from the evaluator's point of view. Often what we  think  we do and what we  actually do  are two completely different things.
• that a poor or fair rating represents an opportunity to develop rather than a reason to give up public speaking.

Use the ratings as a guide on where to focus your energy.

For example, if you're rated well on the delivery items but have fallen on the content, (introduction, body, conclusion), you know that for your next speech you'll spend the bulk of your preparation time organizing your content.

Keep your completed speech evaluation forms. It's great to be able to refer back to them to see how far you've come and it's interesting to compare how different evaluators pick up on different aspects to comment on.

Toastmasters International

For more information on the importance of evaluations and the role they play in improving public speaking skills visit Toastmasters International - Effective Evaluation .

I got my first really helpful feedback once I joined Toastmasters. It didn't happen as part of my teacher training, which is extraordinary given that teaching IS presentation.

Neither was it part of other work places I got to know. 

Good presentation skills are not innate. Like other skills they need to be learned.  Giving and receiving evaluations will speed your progress. 

Download a printable speech evaluation form

It's simple to use & suitable for:

• students  wanting to know more about the assessment criteria for their prepared speeches
• anybody wanting structured feedback on their public speaking.

The form lists all the important elements that collectively make a successful speech alongside a 5 point rating scale. Download the speech evaluation form

Do you want to know more about planning, writing and rehearsing speeches?

• Here's a sample speech outline page. It has a handy downloadable blank speech outline form ready and waiting for your notes.
• You'll find more about planning your speech here. This page takes you through the sequence of planning decisions and shows you how they are guided by knowledge of your audience.
• When you've done all your planning you can find out about how to write your speech
• And then it's fun time. Find out how to rehearse. Yes, practice does make perfect!
• Return to top of the speech evaluation page

speaking out loud 

Subscribe for  FREE weekly alerts about what's new For more see  speaking out loud  

Top 10 popular pages

• Welcome speech
• Demonstration speech topics
• Impromptu speech topic cards
• Thank you quotes
• Impromptu public speaking topics
• Farewell speeches
• Phrases for welcome speeches
• Student council speeches
• Free sample eulogies

From fear to fun in 28 ways

A complete one stop resource to scuttle fear in the best of all possible ways - with laughter.

Useful pages

• Search this site
• About me & Contact
• Blogging Aloud
• Free e-course
• Privacy policy

©Copyright 2006-24 www.write-out-loud.com

Designed and built by Clickstream Designs

The Skill of Crafting the Perfect Speech Evaluation

Hrideep barot.

• Public Speaking , Speech Writing , Toastmasters

When I was asked to give a speech evaluation, I thought to myself, “How difficult can this be? All I have to do is give some feedback.” And we ALL are GREAT at giving feedback, aren’t we? We’re great at solving the problems of other people.

But have you ever faced a situation where you have given someone “amazing” feedback and you wonder why they don’t listen to you or apply what you have recommended to them? Since most of us come from a background of criticism, I quickly realized that giving a speech evaluation is not really the same thing as giving generic feedback. Giving a good, helpful evaluation is not that easy.

A speech evaluation does not refer to a “sandwich” of commendation, mild recommendations followed by thoughtless encouragement (“Good luck in your next speech!”). A true speech evaluation refers to the ability to truly understand a speech and say things of value which actually help the speaker improve. At the end of it, that’s what public speaking is all about – saying something of value and helping someone improve.

How do you start a speech evaluation?

Rhetorical questions.

An easy way of connecting with the audience is to start your evaluation speech by asking questions. The question can be as simple as, “I thoroughly enjoyed John’s speech and could definitely relate to it. Wasn’t it?”

Quotes: A simple and effective way to start an evaluation. 

For instance, Abraham Lincoln once said, “It’s not the years in your life that count. It’s the life in your years”. Dear fellow Toastmasters and guests, after listening to Jack’s speech I understood what it feels like to lead a purposeful life and add “life to the years”. 

Another technique to start your evaluation speech is by adding lighthearted humor at the beginning of the speech. 

For instance, if a speech is based on the speaker dealing with perfectionism, you could start your evaluation with, “After hearing Liam’s speech, one thing is clear to me…I will never go drinking to a bar with Liam, the perfectionist because the bar will never be set high enough.”

Cringy? I know…

Which is why it’s important to know your audience. You’ll be surprised how many times this line has people giggling for the remainder of the evaluation when delivered in front of the right audience. 

References from the speech

Starting your evaluation speech with references from the speech not only makes you credible but also positions you as a good and attentive listener. However, it should be kept in mind to use these references in a creative way to make you stand apart from the rest. 

For instance, for a speech on ‘Go Green’, the evaluation speech can begin with, “Toastmaster Jake has not only taught us to reuse, reduce and recycle but has also effectively used the principles of reuse, reduce and recycle in delivering speeches. He has reduced unnecessary stage movement, reused his vocal variety to create maximum impact and recycled our enthusiasm to go green.” 

Finding the perfect speech opening line can be challenging as it needs to be attention-grabbing, quirky, and also give the audience a motive to listen to the rest of your speech. Read our extensively written article on 50 Speech Opening Lines (& How to Create Your Own) l The Ultimate Guide to get ideas on how to start your evaluation speech. 

Before the speech

An evaluation is as good as the amount it actually helps the speaker you are evaluating. And to truly help the speaker, we must first understand what they want to be helped with.

Before the speech, approach the speaker, introduce yourself if you haven’t done so already and ask them if there is anything specific you would like them to observe in your speech. Perhaps there have been some constraints that the speaker may have faced in the past that they have addressed in this speech.

Knowing these things not only help you connect with the speaker but also raises your credibility in the eyes of the speaker. Think about it, if your evaluator came up to you before your speech and asked you these questions, wouldn’t you be happy that she is taking that small extra step to ensure that her evaluation is actually valuable to you?

This small step will help you be an effective evaluator even before the speech begins.

During the speech

It’s not about you.

When we are asked to evaluate on stage, the idea is to not only to help the speaker of course but also to let the other audience members benefit from the evaluation. But we should keep in mind that a speech evaluation (while it is technically a speech) is not your time to shine on stage. And many of us, myself included, tend to forget that. We tend to make our evaluations like speeches in itself.

And don’t get me wrong. There is nothing wrong in delivering an entertaining or well-spoken evaluation. The only thing to keep in mind is that our focus should be on one question only – how do I help the speaker improve? Your focus on delivery should not over-power the main reason of a speech evaluation, which is – to evaluate.

However, when giving an evaluation, don’t ignore the rest of the crowd. While your focus should be on your speaker, you should not ignore the rest of the crowd as well.

So instead of addressing just the speaker by saying “Your speech was structured really well”, you can address the entire crowd and say, “The speaker had beautifully structured her speech”.

Keep the Evaluation simple

This ties back to the previous point – we are not evaluating to impress anyone. It’s all about expressing your honest opinion of the speech in a fashion that best helps the speaker. So, there is no need to use big fancy words and try to show off about the things you know so well.

The most effective evaluations are simple. Because simplicity helps the speaker relate to your evaluation and they are much more likely to apply your recommendations when they truly understand them.   

Where did you connect with the speech?

While evaluations tend to focus on the technicals of public speaking, we should not forget about building a connection with the speaker and her speech.

I learned this by one of my mentors. He told me, “When you go on stage to evaluate a speaker, the first few seconds should be spent on informing the speaker how her speech related to you. It will help establish a degree of credibility and validation to show that you really connected with the speech.”

For example, if someone spoke about sports, I would probably start off by saying that I too am a sports enthusiast and really connected/related to what the speaker said.

Any statement like this, even if it’s downright simple, which helps you connect with the topic, idea or message of the speech, will help.

Speak less, but with impact

Evaluations are supposed to be crisp and concise in nature.

The reason for this is that we do not want to overstuff the speaker with a whole bunch of recommendations which they will find hard to remember and apply.

Evaluation is most effective when it addresses one or two key areas that can be improved upon and specific actions the speaker can take to improve upon it.

So, focus on just one, two, or at the most three key areas your speaker can improve upon along with specific examples and call to actions as to how they can improve.

Validate your evaluation with appropriate reasons

The difference between a great evaluation as compared to a novice one is ‘ reasons’ .

When providing a recommendation or a commendation to someone, it’s important to back them with reasons and examples.

For instance, if an evaluator tells you that they did not like your speech ending and you should improve upon it, that’s not very helpful, is it?

But what if your evaluator tells you something along the lines of, “Your speech conclusion was something that could be worked upon. When you ended your speech, it seemed very abrupt. I personally, was not sure if the speech had actually ended or not. Maybe next time, you can try and make the ending a lot more evident – maybe end with summarizing the major points in your speech and a specific action that you would like the audience to take. It will help make your conclusion much stronger while helping the audience remember the major points in your speech.”

Wouldn’t this be way more helpful than simply saying, “I did not like the way your speech ended. You can improve upon it,”? We are not here to throw random opinions.

So, when you provide a recommendation, follow this process – state what can be improved upon, why it requires improvement and recommendations on how they can improve. It will make your argument much stronger and much more valuable.

The same process should be followed when giving a commendation as well. Don’t simply state what you liked about a speech. State why you liked it and maybe give a few examples from the speech to reinforce your point.

For example, instead of saying, “I liked the way you used voice modulation”, it would be more helpful to say something along the lines of, “I really liked your use of voice modulation. For instance, when you transitioned from the happy moment of your speech to the sadder moments, your tone of voice reflected that mood which helped create a much deeper impact.”

Know your speaker and their familiarity with public speaking

The evaluations that have helped me the most are the ones that address what I can improve upon with regard to what level I am on in my public speaking journey .

This is crucial.

If a speaker is giving a speech for the first time in her life, it wont make sense to tell her to improve her body language or voice modulation. Since she is new to the stage, it’s only natural that her body and voice will take time to adjust to the stage. The evaluation is just not helpful in that case.

Instead, if you can point one or two specific points that you believe a new speaker can improve upon, it would be so much more helpful.

For instance, when I gave my very first speech, my evaluator did not tell me to use more hand gestures or to be more “dynamic on stage”. That would not have been the most helpful advice considering I was so new to public speaking. He instead gave me one simple recommendation – to smile more.

Apparently, I was frowning a lot throughout my speech. “A few smiles will help lighten the speech up”, he said. This was useful to me. A simple recommendation, but one that I can easily work on and apply with regard to the level I am on in my public speaking journey .

Conclude on a positive note

Always conclude the evaluation on a positive note. I know, this is typical. But it really does help. Especially for new speakers, it leaves them feeling encouraged.

Ending on a positive note does not mean “I wish you all the very best for your future speeches.” It means reinforcing the fact that the speaker has taken the right decision by showing the courage to go up on a stage and speak. They are also much more likely to apply the feedback that was given to them if the evaluation ends on a positive note.

Don’t forget to enjoy the speech

While evaluating a speech, it’s easy to get lost in the evaluation process. You might be taking down notes, you might be trying to come up with what the speaker is doing right or wrong, etc. In all of this, we forget something very important – to actually enjoy the speech.

This does not mean you don’t take down notes. It simply means you don’t have to be so engrossed in taking notes that you miss a lot of what the speaker is saying.

I’ve seen this happen a few times – where an evaluator is just writing, writing and writing while her speaker is on stage. Then, when she does go to evaluate – she has missed out on a large portion of the speech simply because she was too caught up in taking down notes as opposed to actually listening to the speech.

Try to enjoy the speech, absorb it. It will help you understand the true essence of the speech that go beyond content and delivery. Then, your evaluation will be so much more effective and relevant .

After the evaluation

Effective evaluators do not consider their job done after they have delivered their speech evaluation. After the evaluation ends, go up to the speaker and ask her if she related to the evaluation. Ask her if there was something else she would like to know in terms of what she could improve upon or what she did particularly well.

This helps clear any miscommunication as well as gives you the opportunity to provide further comments that you could/did not say in your evaluation speech.

Speech Evaluations at Toastmasters

If you’re wondering how to deliver an evaluation in a Toastmasters meeting, the same tips apply. In Toastmasters, to give a valuable evaluation, despite the points stated above, you must also keep the speech objectives as the core focus of your evaluation. If someone is delivering a speech where their objective is related to speech structuring, don’t spend time commenting on their body language or tone of voice.

How long are speech evaluations in Toastmasters?

You typically have 2 to 3 minutes to give an evaluation in Toastmasters. Use them effectively and make sure your comments are in line with the objectives of the project your speaker is delivering.  

Evaluating an Ice-Breaker speech

An ice-breaker speech is the first speech a Toastmaster member delivers.

To gain in-depth knowledge about what exactly is an icebreaker and how to write one, read our article on Delivering a Fiery Icebreaker at Toastmasters: Holistic Guide & Sample Speeches as it contains the A to Z details of an icebreaker.

The first thing to keep in mind when evaluating one is that it is the first speech, as mentioned above. The speaker is probably coming on stage for the first or second time. Their main job which added the most value to them was simply coming up on stage and attempting to deliver a speech.

Even if the speech was absolutely terrible, the fact that someone decided to tackle their fear of public speaking is an achievement in itself. So commend them on that.

Make them feel good that they finally came upon a stage. A good chunk of your evaluation should focus on what they did good and how they can leverage their strengths. I am by no means saying that you should be fake or overly positive about this.

But ice-breakers don’t call for harsh evaluations because the speaker did what he/she was supposed to do – go up on stage and introduce themselves.

When evaluating an ice-breaker, the major mistake I see evaluators making is providing very generic feedback that can be applied to any speech.

Things like body language, voice modulation, stage movement, eye contact, etc. are not things to suggest to improve for ice-breakers. These things are life-long public speaking learnings which take time to be worked on. When someone is delivering their first speech, of course, they won’t be proficient with their body or voice.

So it does not make sense to suggest these pointers in an ice-breaker evaluation. So what do you talk about?

Reflect on their speech small tweaks they can make to their speech to make it better right from the get-go. That means providing recommendations which won’t take them time to implement. Small tweaks that they work on right away to improve their speech can be amazingly helpful.

For instance, if a speaker spoke about her life journey – don’t tell her that she could have used the stage better. Tell her that she could have probably added more depth into her speech by telling the audience about one major event that got her to be the person she is today.

It’s something the speaker can improve upon from the get-go.

Here’s a great example of Toastmaster evaluation from a champion evaluator:

To know more tips about evaluating an icebreaker, read our extensively written article on How to Evaluate an Icebreaker? (Tips and Sample Evaluation) .

What to expect when you are getting evaluated?

We understand a great deal about evaluations when we get evaluated ourselves. When you’re about to be evaluated by another speaker (especially at Toastmasters) don’t expect some life-changing advice.

I mean, don’t get me wrong. The evaluation can prove to be very valuable.

But the thing is you might not always know who your evaluator is. Unless they themselves are credible speakers, the evaluation provided can be incorrect or downright useless.

When being evaluated, have an open mind. But also use a filter.

If you know the speaker giving the evaluation is not very credible, still hear them with an open mind. But make sure you go to a speaker you look up to who would be present in the audience and ask them for a personal, informal evaluation as well.

Another thing to keep in mind is that an evaluator is usually always good-intentioned. They will be wanting to help you but might provide you light criticism as they feel they may hurt you.

So if you felt the evaluation was a bit too “nice”, if you want raw and honest feedback, go to your evaluator after your speech and ask them in person – is there anything else you could improve upon? Tell them that they can be blunt if they like – in the end, the more honest the evaluation, the more you can grow as a speaker.

Apply this to your evaluation as well. When you provide an evaluation, think about it as if you were the speaker. What would you benefit the most from hearing? It will help you give a more relevant and action-driven evaluation.

Speech evaluation sample script 

Speech being evaluated:

Hello everyone, and Hello to ______ (name of your speaker) in particular. I remember reading this somewhere, “And suddenly you just know it’s time to start something new and trust the magic of beginnings.” This is your magical beginning, [NAME]. Congratulations on taking your first step. 

Getting to your evaluation…let’s start with the commendations. Your speech was enjoyable. I especially liked how you began by explaining to us the perils of having a lesser-known name. As someone who has the same last name, I could totally relate to that bit. Using self-deprecating humor right at the start is a very powerful technique to ease the audience into listening to you and staying with you throughout the speech. Well done with that.

I also liked the humility used in your voice. Even when the achievements were being stated, it was balanced well with your mistakes and an understanding of the fact that even when things are going well, they can go dark at any time. 

Humour and humility are your strengths that stand out right off the bat. It’s something that we need to hone further to amplify. 

Getting to your recommendations…

There seemed to be a consistent pace in your voice. This can lead to monotony. A simple to stop that is to sprinkle in a few pauses. Considering that you used the literary device of self-deprecating humor a couple of times, it could have been paired with pausing. This would have generated a greater impact.

That was something technical. But on a more fundamental level, the purpose of an Icebreaker is to introduce yourself to the audience which you did but instead of just dropping snippets of your life and whetting our appetite, what you could have done is shared one, two or three key stories from your life.

A good speech always consists of interesting anecdotes. You could have spoken about an incident from school perhaps where your lesser-known name got you into some funny situation.

You could have also elaborated on the aspect of how you fell in love with music, maybe talk about your first tryst with it. We would have loved to hear about how you helped build your college’s first music society as well. You see, three narratives and you would have left us mesmerized.

But these are things that come with time. Right now, the speech was delivered with ease and didn’t seem like it was done so by a first-time public speaker. 

I believe that if we continue to focus on your strengths and add in some powerful elements of pausing and narrative structures, I have no doubt that you will be able to take your speech from good to great.

All the Best and looking forward to more speeches from you.

Beyond the stage

Learning to become an effective speech evaluator is something that helps build a critical skill when it comes to communication – the art of criticism . Sometimes, even if your intentions are good, most people are thin-skinned and can get easily upset when they receive criticism.

But applying the principles of speech evaluations – focusing on the other person instead of yourself, validating your positive and negative points with reasons, concluding on a positive note – the way you communicate criticism to your boss, colleague, subordinate, etc. can be very, very effective.

Remember, giving criticism is a skill. It can be mastered through practice and speech evaluations are an amazing way to practice just that!

Enroll in our transformative 1:1 Coaching Program

Schedule a call with our expert communication coach to know if this program would be the right fit for you

Lost Voice? Here’s How to Recover Sore Throat and Speak Again

7 Keys to Emcee Like a Pro: Unlock Your Hosting Potential

8 Ways to Rise Above the Noise to Communicate Better

• [email protected]
• +91 98203 57888

Get our latest tips and tricks in your inbox always

Copyright © 2023 Frantically Speaking All rights reserved

Kindly drop your contact details so that we can arrange call back

Select Country Afghanistan Albania Algeria AmericanSamoa Andorra Angola Anguilla Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bosnia and Herzegovina Botswana Brazil British Indian Ocean Territory Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Colombia Comoros Congo Cook Islands Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Faroe Islands Fiji Finland France French Guiana French Polynesia Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guinea Guinea-Bissau Guyana Haiti Honduras Hungary Iceland India Indonesia Iraq Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Latvia Lebanon Lesotho Liberia Liechtenstein Lithuania Luxembourg Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Monaco Mongolia Montenegro Montserrat Morocco Myanmar Namibia Nauru Nepal Netherlands Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island Northern Mariana Islands Norway Oman Pakistan Palau Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Puerto Rico Qatar Romania Rwanda Samoa San Marino Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands South Africa South Georgia and the South Sandwich Islands Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland Tajikistan Thailand Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Vanuatu Wallis and Futuna Yemen Zambia Zimbabwe land Islands Antarctica Bolivia, Plurinational State of Brunei Darussalam Cocos (Keeling) Islands Congo, The Democratic Republic of the Cote d'Ivoire Falkland Islands (Malvinas) Guernsey Holy See (Vatican City State) Hong Kong Iran, Islamic Republic of Isle of Man Jersey Korea, Democratic People's Republic of Korea, Republic of Lao People's Democratic Republic Libyan Arab Jamahiriya Macao Macedonia, The Former Yugoslav Republic of Micronesia, Federated States of Moldova, Republic of Mozambique Palestinian Territory, Occupied Pitcairn Réunion Russia Saint Barthélemy Saint Helena, Ascension and Tristan Da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Sao Tome and Principe Somalia Svalbard and Jan Mayen Syrian Arab Republic Taiwan, Province of China Tanzania, United Republic of Timor-Leste Venezuela, Bolivarian Republic of Viet Nam Virgin Islands, British Virgin Islands, U.S.

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• Communication Skills
• Public Speaking

How to Evaluate a Speech

Last Updated: October 7, 2023 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 133,060 times.

Evaluating someone else’s speech and offering feedback is a great way to improve your own public speaking skills, but what should you be focusing on? This wikiHow will teach you how to listen actively to a speech, break it down, and analyze the most important elements, like tone, content, and organization. You’ll also find tips on how to offer your feedback in a constructive, encouraging way.

Listening Actively

• Turn off all electronic devices and put away any distractions. Look at the speaker while the speech is being given. You shouldn't have anything in your hands but maybe a notepad for taking notes.
• Don't ever evaluate a speech based on the text alone. In other words, don't read the speech and offer feedback. Have the speaker perform the speech. If something is designed to be spoken, it needs to be heard if it is to be appropriately evaluated.

• If you can't find the main idea of the speech, try to guess what you think the speaker is trying to prove. Write it down. When you're evaluating the speech later, this will be helpful feedback.
• For some speeches, like a toast, a tribute, or a thank you, the main idea might be obvious, but play dumb. Is the speaker getting across the idea clearly? Or is the occasion doing too much of the work? Could the speaker do more to make the point of the speech obvious?

• If you’re listening to a persuasive speech, try to come up with responses, questions, and retorts that you might use for feedback later. What was confusing? Were there any supporting points that could be made more clear? Did you find any holes in the argument?
• If you’re listening to an informal speech, like a toast or a congratulatory speech, focus on the organization of the information that we’re getting. Does it make sense? Does it follow? Does it seem to jump around?

• Write down particularly memorable quotes or moments from the speech to praise. Write down any time the speaker gets a good crowd reaction, or a negative response.

Evaluating Specific Details

• Was the content clear and well-articulated?
• Was the argument supported with research? Good examples?
• Was the content made clear to the audience?
• Did the speaker prove their point?

• Was the supporting argument logically structured?
• Was the speech easy to follow? Difficult? Why?
• Do the speaker’s points flow logically from one to the next?
• What could be included to clear up the speech for you?

• How would you describe the style of the speech and the speaker?
• Did the style of the speech work for the content, or against it? Why?
• How convincing was the speaker?
• How was the timing of the speech? Was it easy to follow?

• Who is the audience for the speech? What are their expectations of the speech and the speaker?
• How would you describe the tone of the speech?
• Did it match the content? How?
• If not, how might the tone be improved?
• How well will the tone match the audience for the speech?

Giving Constructive Feedback

• For some speech classes, you may have to fill out a rubric or assign a grade to a speech. Follow the specific class instructions regarding this and assign a grade appropriate.

• Try to start your response with things like, “What I heard you saying is…” or “What I got from this speech was…”
• A good summary should be several sentences in the evaluation, perhaps slightly less than half of your feedback. Identify the main idea and the main supporting points of the speech. The summary should focus on content only.

• If the speaker is mostly a wet blanket, focus on how the content could better match the speaking style and how the tone might be changed to match. These are changeable things. Telling a speaker to be "more dynamic" or "funny" isn't good feedback.

• If you thought the speech was boring, instead learn to say something like, "It was subdued, which I think works well for the occasion."
• If the speaker seemed nervous, try to reassure them with some compliments, "You seemed confident up there. The material really speaks for itself."

• Don’t say, “I didn’t like the jokes you used,” say, “Next time, I think you could leave the jokes out and the speech would move a little quicker.”

• Focus first on content corrections, the organization of the speech, and the tone before you focus on anything else in the speech. These are the most important categories for improvement, and the best ways to quickly improve the speech. Think of these as the highest order of concern.
• Worry about the specifics of the delivery later. Whether or not the timing of the joke at the end of the speech works should be one of the last things a speaker worries about. If the speech is already very good, feel free to move onto these secondary concerns.

Community Q&A

• Refer to your notes only if you are giving a formal or written evaluation. Thanks Helpful 15 Not Helpful 1
• Always begin and end your evaluation with praise. Thanks Helpful 12 Not Helpful 3

You Might Also Like

• ↑ Patrick Muñoz. Voice & Speech Coach. Expert Interview. 12 November 2019.
• ↑ https://www.uiltexas.org/speech/extemp/criteria-for-evaluating-informative-speakers
• ↑ http://erie.cce.cornell.edu/resources/4-h-public-presentation-speech-rubric
• ↑ http://docencia.ac.upc.edu/master/MIRI/PD/docs/11-PresentationEvaluation.pdf
• ↑ https://www.wheaton.edu/academics/services/writing-center/writing-resources/style-diction-tone-and-voice/
• ↑ https://www.amherst.edu/system/files/Evaluating%2520Handout%2520Final%2520PDF%25202020.pdf
• ↑ https://www.noslangues-ourlanguages.gc.ca/en/blogue-blog/methode-sandwich-method-eng

About This Article

To evaluate a speech, start by listening attentively to the speaker and taking notes to help you identify the main arguments they are trying to make. Then, determine if the content of the speech was clear and supported by examples. Additionally, consider whether the information was organized so that it was easy to follow. Next, identify strengths and weakness in the delivery of the speech, including the tone and style of the speaker. Finally, write down your feedback, focusing on 3 areas to improve on and at least 1 thing the speaker did well. For tips on giving feedback to the speaker without offending them, keep reading. Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Chio Valdez

Jan 23, 2018

Did this article help you?

Ravish Kumar

Oct 4, 2016

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

San Diego Toastmasters 7

where leaders are made

How To Master the Art of Evaluation and Improve Your Public Speaking Skills

Constant evaluation is the key to long-term, personal and professional growth. Why? Because constructive feedback is essential to improvement. Even if it can feel a little awkward, the benefits you receive from gathering meaningful and tangible feedback far outweigh any short-term discomfort. 

Toastmasters facilitates a constructive feedback loop as an essential part of its educational program . If you truly want to improve your speaking and leadership skills, you must learn how to give and receive helpful evaluations. Here are some valuable tips on how to give and receive effective evaluation from seasoned evaluators at San Diego Toastmasters 7:

TIPS FOR THE EVALUATOR

The main purpose of the Evaluator is to provide constructive and encouraging feedback that helps the speaker improve his/her speaking skills and gain confidence.

Toastmasters International promotes the “sandwich technique” as its model for evaluations. Here’s how it works: 

• State the positives of the speech
• Suggest an area or two for improvement
• Finish with another positive comment

Simple, encouraging, yet effective. This feedback style is also recommended for written audience feedback. If you find yourself acting as an Evaluator, remember to only evaluate areas the speaker has the power to change. Just because you personally don’t like a speech, doesn’t mean your opinion is warranted. Unless your criticism is productive, keep it to yourself. 

Shadi Abudayyeh, seasoned member at San Diego Toastmasters 7, shared why Evaluator is his favorite role.

“By giving constant evaluations, I have become better at giving the most direct and straightforward advice. Being an Evaluator has helped me stay constantly focused during speeches, provide individualized feedback, and helped me become a better communicator,” Abudayyeh said. 

It helps to remember the speaker you are evaluating likely spent hours (or even weeks!) preparing for a project. They deserve a meaningful and thoughtful evaluation. Here are some tips to help Evaluators provide the most value to the speaker:

Do your research. Chat with the speaker beforehand, find out which Pathways project he/she is presenting and look up the specific project objectives. Be sure to ask if there are any additional areas beyond the project evaluation form they want you to focus on. 

Listen before you evaluate. DTM Chris Hammel, explains why he rarely takes notes during evaluations. 

“Evaluation is effective if you hear the entire speech. Otherwise, you’re evaluating a speech the speaker didn’t give because you missed key parts while you were taking notes,” Hammel said.

Now, Hammel only takes notes on the key points the speaker lists in his/her introduction so he can monitor their chronology. That being said, evaluation is an art, not a science. Toastmasters International offers comprehensive resources to help guide speakers through the process, but don’t be afraid to try different strategies to find what works best for you.

Don’t tell someone what to do. When presenting constructive feedback, always preface your suggestion by saying, “In my opinion” or “I feel.” These statements will help the speaker feel less defensive because you’re allowing them to take your feedback with a grain of salt. 

Customize your communication style. With experience, Abudayyeh has learned to tailor his evaluation style to each individual speaker to provide them with the most effective feedback for their development. In most clubs, it’s common for advanced speakers to prefer a direct approach while newer members generally respond better to an encouraging tone. However, if you’re unsure, don’t assume. A simple question posed to the speaker about his/her preferred evaluation style will help set you and the speaker up for success.  

Speak with intention. Speakers can easily tell who took the time and effort to offer genuine and intentional feedback. They can also quickly tell who lacked attention and resorted to lazy observations. Remember, when Evaluators only share positive takeaways, they are usually doing more harm than good when it comes to the speaker’s long-term growth. 

TIPS FOR THE EVALUATEE

Once a speaker finishes presenting, he/she has a moment to step back and relax. This is the waiting period when the audience members prepare written feedback and the evaluator presents a 2-3 minute evaluation. It can be an intimidating experience at first, but the club makes a concerted effort to ensure the speaker feels supported and encouraged. At San Diego Toastmasters 7, we take pride in creating a positive experience for all members and guests that walk through our doors.

Many new members, though nervous at the start, walk away with a strong feeling of encouragement and support after presenting their first personal speeches. Members at San Diego Toastmasters 7 have even been known to follow up via email after connecting with a story and go out of their way to acknowledge newcomers. San Diego Toastmasters 7 takes pride in itself as a place where members not only talk the talk, but walk the walk when it comes to valuing the experiences of others. 

Speakers that practice humility and open themselves up to the evaluation process reap the rewards of the development and support the club offers. 

Here are some tips to help speakers successfully navigate evaluations and utilize feedback for improvement:

Take it with a grain of salt. While it’s important to review all feedback, don’t feel obligated to absorb everything. Some nights you may walk away with 50+ slips of audience feedback, which can be overwhelming. It’s important to implement your own filtering process to identify the comments that are most valuable to you.

Pay attention to trends in audience feedback and suggestions from your mentor and other trusted speakers. If you receive the same piece of feedback on numerous occasions, this may be something worthy of greater exploration. 

That said, do your best to avoid defensiveness if you disagree with your Evaluator’s feedback. Instead, ask for further clarification after the meeting. Hammel explained the evaluation process has helped him receive feedback in his personal life. Before Toastmasters, he would immediately react and become defensive when presented with constructive feedback. Now, he takes the time to assess the value of each point before responding. 

“Evaluations have made me more approachable because people aren’t afraid of correcting me,” Hammel said. 

Practice self-reflection. Most importantly, if you find yourself in the role of the speaker, be sure to take time to reflect on your speech. Some helpful questions to ask include: 

How did I feel on stage?

Did I cover all the main points? 

What parts of my speech went well? 

What areas could have gone better? 

This reflection process will help you identify the most valuable pieces of feedback that resonate with your own perspective. The more self-aware you become, the more effective you will be in your communication going forward. 

Learn from others. Don’t wait until your next speech to make improvements. You can continue to learn by watching others! Gather inspiration from speeches you enjoy and take note of the feedback they receive when creating your next speech. Long-time member and DTM Eric Linder shared his take on evaluations. 

“I learn how to improve my presentation skills at every meeting, whether or not I have a speaking role at one. During the evaluation section of the meeting, the Evaluators provide insightful suggestions to everyone on how to fine-tune and improve presentations,” Linder said.

As effective communicators and leaders, we need constructive feedback in order to enhance personal and professional growth. Without it, you run the risk of becoming complacent and stagnant. After all, a comfort zone is a beautiful place, but nothing ever grows there. Embrace your Toastmasters journey and Pathways education with an open mind and willingness to improve, and you’ll reap all the benefits it has to give you.

For further information on evaluation, Toastmasters International offers various resources including a more in-depth version of “The Art of Effective Evaluation” . Or you can reach out to the VP of Education at [email protected] for questions.

2 thoughts on “ How To Master the Art of Evaluation and Improve Your Public Speaking Skills ”

Meghan, thank you for a detailed and informative post about evaluations! Very helpful for new and seasoned members.

Thanks for the comment, Elaine! Evaluation is key 🙂

Comments are closed.

How to Give a Great Speech Evaluation

When people think of Toastmasters, the first thing that usually comes to mind is giving speeches. And while we are certainly focused on developing our oratory skills, we also develop the ability to evaluate speakers. A good evaluation provides valuable feedback -- delivered in a supportive and constructive manner -- to help a speaker continue development.

Jonathan Peng is the winner of the 2017 District 85 Evaluation Contest. In the video below, he gives tips on how to deliver a stronger, more compelling evaluation, including emphasizing that an evaluation shouldn't necessarily be delivered solely to the speaker but should make an effort to make the audience feel included, as well.

2 thoughts on “ How to Give a Great Speech Evaluation ”

Great Advice! I enjoyed this resource.

Hi Jonathan,

I find very useful your tips. Especially the first one, including the audience in evaluation. Thank you.

Also congratulations to your championship!

Best regards, Your fellow toastmaster in Seville, Spain.

Leave a comment Cancel reply

Member login, request meeting link.

Log in or enter your MD Anderson email address, and we'll send you a link to our weekly Zoom meeting. (Non-MD Anderson employees can make a special request here .)

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

11 Giving and Receiving Feedback: It is Harder Than You Think

• Your colleague asks you to listen to them practice their speech practice and give them feedback.
• Your teacher asks you to give feedback to another classmate about their speech.
• Your boss asks, “What did you think about my speech?”

In each case, the person is looking to you to provide feedback. In this chapter, I will talk about how to assess the feedback situation, how to offer constructive criticism, and how to graciously receive criticism. Let’s start with how to ask for feedback and listen graciously.

Beta Testing with Friends

One useful way to test out your speech is with friends or trusted colleagues. In the world of fan fiction, writers send out a manuscript for beta testing. The idea is that a group of people with eyes on a text can provide helpful suggestions. Seek out those individuals in your life who will be beta testers for you. It is especially important for you to identify the purpose of your speech and what potential problems to look for. For example, are you wanting someone to proof your outline for formatting mistakes or are you wanting someone to tell you if your speech will work for the audience you have? You should seek out friends who will build you up, but you should also seek out those who will give you honest feedback.

Receiving Feedback

When you ask for feedback from others, receive their feedback as a gift. Someone is taking their time and giving it to you; someone is putting themselves out there and saying things that might cause discomfort, but they are doing it for you.  Individuals vary on how they receive feedback and how comfortable they are with being evaluated. It can be hard, I know. Growth can be hard.

When receiving feedback, try doing the following: 

• Sit in a non-defensive posture. It is tempting to cross your arms and to tense up all your muscles when receiving oral feedback. Keep your body open and loose. Staying open helps them to feel like you really want their suggestions and closed arms can equal a closed mind — keep an open body.
• Do not take feedback as a personal insult.
• If the feedback is verbal, write down the suggestions (even if you disagree with the suggestions). Respect the other person’s opinions by writing them down. It makes them feel like they have been heard and you appreciate the feedback they are giving. (Writing the feedback down also helps you to not cross your arms defensively–see suggestion one– and it helps you remember the suggestions.
• Do not take it as a personal insult. (I mean it).
• Avoid the temptation to defend yourself. “I did it this way because…” or, “I thought it would be best to…”  You already know why you did things the way you did. Interrupting them to tell them the reasons you did what you did comes off as defensive and reduces the likelihood they will give you all the feedback they have to offer. You already know what you were thinking and by telling them you haven’t advanced your situation. Use this time to learn what they are thinking.
• Do not take it as a personal insult. (Really, this is so important).
• Breathe. Most people feel stress when someone is giving them constructive criticism, breathe and relax so you can really listen.
•  Do not take it personally. Do not take it personally. Do not take it personally. I said it three times so it will stick. Since it is about your performance or your speech writing, it is hard not to feel criticism of your speech as a criticism of your person. Try to take criticism instead as someone caring enough about you to push you to grow.

Don’t be a Lynn. Yeah, that’s me, I’m the Lynn that you are not supposed to be. I remember being in high school debate my sophomore year and getting a grade from my teacher on my speech performance. She wrote, “slow down.” I can remember being so mad because this was proof that the “evil witch” hated me. It didn’t matter that I earned an A on that speech and that there were many positive things mentioned. It didn’t matter that she picked me to go to the best competitions. No, I was convinced that those two words meant she hated me. Now, I know to take advice as proof that someone cares and not as a criticism. It took me only twenty-plus years to get there. Don’t be a Lynn.

After Every Speech, Do a Self-Evaluation

Allison Shapira of Global Speaking suggests you do a self-evaluation after each speech:

• What did I do well?
• What didn’t I do so well?
• What am I going to do differently next time?

Write these down and keep this on file for the next time you give a speech.

(As a teacher, I do this every time I get student evaluations. I have a file of helpful suggestions from students. Yes, I even keep the critiques. I review the file every semester before I reteach the class. I think it makes me a better teacher. )

Constructive Criticism

There will be times when others look to you to read over their speech or listen to them practice and then give them constructive criticism. Constructive criticism is made up of two words: constructive–the building of something, and criticism–the giving of a critique. So constructive criticism is critiquing with the intention of building something. When we give others constructive criticism, our goal should be to help build them to be better speakers.

Give Them Help

Reagel and Reagle came up with a creative way to remember the goal of feedback, it should HELP : Help the speaker improve Encourage another speech Lift self-esteem Provide useful recommendations

Give Them a Sandwich

One way to give constructive criticism is to use the sandwich method. Say something positive, give feedback about something they can work on to improve, and then say something positive. This way, the first and last words out of your mouth are positive.

Ask Questions

Ask honest questions that can help lead them to solutions or ask questions to soften the sound of negative feedback: “What did you mean by…” “Have you considered? ” “Have you thought about…?” “When you said… did you really mean?”

For example: “Have you considered the impact of showing such a gruesome photo on your slide?” “Have you considered starting with a quote? ” “Have you thought about whether the people in the back will be able to see your poster?” “Have you thought about using a microphone so everyone can hear you?”

Different People, Different Types of Feedback

It is no surprise that people give and receive feedback differently. One person might take a feedback statement and be grateful for the corrections while the next person might take it as a complete insult. People are unique and I want to talk about a few of the most common differences. My goal here is not to put people in boxes or types, but rather to help you be more empathetic as a giver and receiver of feedback.

High and Low Self Monitors

Psychology researcher Mark Snyder identified people as being either high self-monitors or low self-monitors. High self-monitors typically try to fit in and play the role according to the context. They are about image, and they are motivated to fit in with their peers. They like to know what is expected, so they can adapt to the situation. Giving them useful feedback may mean pointing out how they can make changes in their message to meet the audience’s expectations. When giving feedback to high self-monitors, focus the feedback on how they can elevate their credibility in the eyes of the audience.

On the other hand, low self-monitors tend to be motivated to act based on their inner beliefs and values. They are motivated to be true to their sense of self and to above all– be genuine. When giving low self-monitors feedback, encourage them to be the best speaker they can be while being true to themselves. Focus on giving them feedback in a way that encourages them to harness their unique talents.

While you may not know exactly whether they are high or low self-monitor, I bet you have some idea of what motivates them. The more you can tailor your feedback to them, the more likely it is they will hear what you are saying. If you are curious about your type, you can take the quiz. You can have the person giving you feedback take the quiz as well. This can be a helpful exercise to think about how you give and receive feedback.

Take the high and low self-monitor quiz to find out your type

Cultural Differences

When you know your sickness You’re halfway cured. French saying

In the book, The Culture Map, a Dutch businessman is quoted as saying. “It is all a lot of hogwash. All that positive feedback just strikes us in the face and not in the least bit motivating.” People from different cultural groups have different feedback norms.  As our society grows increasingly diverse, it is important to learn not just how to give good feedback, but to give feedback that demonstrates an awareness of how different cultures give and receive feedback.

Erin Meyer does international training to help business professionals understand differences and similarities and how to bridge the gap:

Managers in different parts of the world are conditioned to give feedback in drastically different ways. The Chinese manager learns never to criticize a colleague openly or in front of others, while the Dutch managers learns always to be honest and to give the message straight. Americans are trained to wrap positive messages around negative ones, while the French are trained to criticize passionately and provide positive feedback sparingly. Having a clear understanding of these differences and strategies for navigating them is crucial for leaders of cross-cultural teams. Erin Meyer, The Culture Map

Upgraders and Downgraders

Meyers identifies cultures as Upgraders and Downgraders. Upgraders use words or phrases to make negative feedback feel stronger. An upgrader might say, “this is absolutely inappropriate.” As you read this, see if you identify more as an upgrader or downgrader.

Upgraders say:

• Absolutely–“That was absolutely shameless.”
• Totally–“You totally missed the point.”
• Strongly–” I strongly suggest that you…”

By contrast, downgraders use words to soften the criticism. A downgrader might say, “We are not quite there yet” or “This is just my opinion, but…”

Downgraders say: 

• “Kind of”
• “Sort of”
• “A little”
• “Maybe”
• “Slightly”
• “This is just my opinion.”

When giving and receiving feedback across cultures, it is helpful to be aware of these differences so you can “hear” what they are really saying. Take for example this statement as a Dutch person complains about how Americans give feedback.

The problem is that we cant’ tell when the feedback is supposed to register to us as excellent, ok, or really poor. For a Dutchman, the word “excellent” is saved for a rare occasion and “okay” is…well, neutral. But with the Americans, the grid is different. “Excellent” is used all the time, “Okay” seems to mean, “not okay.” “Good” is only a mild complement. And when the message was intended to be bad, you can pretty much assume that, if an American is speaking and the listner is Dutch, the real meaning of the message will be lost all together. Erin Meyer, The Culture Map.

Nannette Ripmeester, Director of Expertise in Labour Mobility, illustrates these differences to her clients with a chart. This chart shows the differences between what the British say, what they mean, and what the Dutch understand. (This is a condensed version of her list.)

Chances are as you read this list, you identified yourself in some of the statements and identified someone you know who is in the other list. Hopefully, this made you think about how personal style can be as different as cultural style. The big idea here is when you are giving and receiving feedback, it can be helpful to try to identify their communication style and adjust accordingly.

Politeness Strategies

As you already know, whenever you critique someone’s work, there is a potential to hurt their feelings. There are many factors that influence whether the feedback is helpful or hurtful. In communication, we use the term “face” to mean the sense of self a person projects. People can “take face” by creating a situation where someone looks bad to others or people can “lose face” by doing something that diminishes them in the eyes of others. Optimally, we want people to feel like they “gain-face” and feel encouraged. The way that you give feedback as well as the person’s natural tendencies will influence how “face” is affected.

When giving feedback, you should think about how your feedback takes or gives face. You also need to consider what is at stake for the other person. Is this a small speech assignment or is it a career-defining presentation? In addition, critiquing someone privately vs critiquing someone in front of their boss will have different “face” outcomes.

How much you are willing to “take face” from someone may depend on the importance of the feedback. You will likely want to provide more suggestions for someone who is doing a career speech to get their dream job vs that same person doing a college speech worth minimal points. You will likely be more invested in helping a friend polish a speech to make it just right as opposed to someone you barely know.

Finally, the other thing influencing feedback is the power difference between people. You will likely give feedback differently to your little sister than you would to your boss. The status of the individuals and how important power is to them will impact how “face” is taken and given. For example, a high-power country like China would consider an open critique of a teacher, boss, or elder a huge insult, whereas someone from a low-power country, would be less offended.  In any situation, you will be negotiating power, context, and the need to save face.

Taking all these factors into account, Brown and Levinson created Politeness Theory as a way to explain the different ways we give feedback to save face.

Bald on Record: This type of feedback is very direct without concern for the person’s esteem face. This type of feedback is usually given if there is a small fix the speaker would feel strongly about.

Examples of bald on record feedback:

• “Be sure you bold the headings.”
• “Alphabetize the references.”

Positive Politeness: In this type of feedback, you would build up the face or esteem of the other person. You would make them feel good before you make any suggestions. (It looks a lot like the sandwich method, hunh?)

Examples of positive politeness feedback:

• “You are so organized; this one little fix and it will be perfect.”
• “I love the story you told, a few more details would really help me see the character.”

Negative Politeness:  The name of this type of feedback is a little misleading. It doesn’t mean you are negative. It means you acknowledge that getting feedback may make them feel negative.  You would say things that acknowledge their discomfort. You might minimize the criticism so it doesn’t make them feel bad or find other ways to soften the blow of criticism.

Examples of negative politeness feedback: 

• “I know this critique might sound rough and I hope it helps, but I think you really need to work on the middle section.”
• “This is just me making suggestions, but I would be able to understand more if your slide has a heading.”
• I’m not an expert on this, but I think you might need to have a stronger thesis.”
• “I see what you are trying to do here, but I think some of your audience members might not get it.”

Off Record: When you give feedback that is off the record, you are hinting vaguely that they should make a change.

Examples of off the record feedback. 

• “How many sources are we supposed to have?” (Instead of saying, “You need to have more research”)
• “I thought we were supposed to have slides with our speech, maybe I heard that wrong.”
• “Are other people in the class dressing up?”

Avoidance: Some people are afraid of giving feedback so they will avoid the situation altogether.

Avoid the three C’s

Perform the three r’s.

From Westside Toastmasters

Giving Feedback During a Speech

When you are listening to someone speak, you are giving constant nonverbal feedback. Are you leaning forward listening intently or are you leaned back picking at your fingernails? The way you listen lets the speaker know that you value them and what they are saying. It can be reassuring to the speaker to have people who are in the audience smiling and nodding.

Try this little experiment: If you have a speaker who is average or boring, lean in and listen intently. Don’t be insincere and cheesy, but rather try to be an earnest listener. You will find that when the speaker notices you paying attention, they will usually become less monotone and more engaging. The speaker affects the audience, and the audience affects the speaker.

Asking for Feedback During Your Speech

“It is not OK to say OK at the end of every sentence!” That is what my friend told me after one of my speeches. I wasn’t even aware I was saying “OK.”  I asked my friend to raise a finger every time I said, “OK” in my speech. At first, it was distracting because he kept raising his fingers, but eventually, I figured out the way to get him to stop was to stop saying “OK.” Sometimes, it helps to get feedback after a speech, and sometimes it helps to get it during the speech. Having a friend put their hand to their ear to tell you to speak up can be really helpful.  I once stood at the back of the room and tried to signal to my husband as he was speaking with the fly of his pants unzipped.  I kept making the zipper gesture. He saw me gesturing and he could tell I wanted something, but he couldn’t understand what. He finally stopped lecturing and said, “Lynn, what do you want?” What was I to do? What would you do?  I said, “Zip your pants.”  Friends don’t let friends give an entire speech with their pants unzipped.

Do yourself a favor and appoint someone to be your speech buddy. Someone who will tell you if your pants are unzipped (preferably before you start) and will give you the signal to speak louder or to check your microphone. If you know that you tend to pace, lean on the podium, or say um’s, have them give you the signal.

Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen. Winston Churchill Former Prime Ministre of the United Kingdom

Assess the Situation

“How do I look?” I asked my husband before we go out on a date. “What do you think of my new dress?” Many of you know that this question can be a trap. Am I really wanting his opinion or am I wanting him to compliment me?  A savvy partner will assess the situation and answer accordingly.  The thought process might go , “She already bought the dress, she is excited about trying out a new restaurant and has been talking about it all week. She has been getting ready for a long time– the right answer is clearly one that makes her feel good. She is not really wanting my advice, she is fishing for a compliment.”

Take this story to heart when thinking about giving speech feedback. Your boss spent three weeks preparing for this big speech with the clients. He told you he has not slept in two days because he wanted everything to be perfect.  After the presentation, he asks you, “What did you think?” A savvy co-worker will read the situation and pick out the positive parts. There may be constructive criticism that needs to happen, but when the boss is in the moment of high adrenaline after laying it all on the line, you should read the situation and hold any negative feedback for another time.

“My honesty is not a gift that everyone wants,” this phrase was from one of my students who was writing a reflective essay about navigating being honest and being appropriate.  Be savvy and read the situation to know when to give feedback and when to be quiet. You should also read the person. The more you adjust your feedback to the person’s personal style and to the situation, the more likely they are to use that feedback to improve.

Key Takeaways

Remember This! 

• Be open to the feedback of others, it can help you improve as a speaker.
• When giving feedback to others consider the context, their needs, the impact on their esteem, and their culture.
• Use the feedback sandwich as a model for giving constructive criticism.

Please share your feedback, suggestions, corrections, and ideas.

I want to hear from you. 

Do you have an activity to include? Did you notice a typo that I should correct? Are you planning to use this as a resource and do you want me to know about it? Do you want to tell me something that really helped you?

Click here to share your feedback. 

Bonus Features

Advice to teachers (and leaders).

Research suggests the following regarding giving students feedback on their speeches:

• Discuss the purpose of feedback.
• Discuss ways to view criticism.
• Give smaller, low-stakes opportunities to receive speech feedback.
• Give negative feedback privately.
• Allow feedback to come from multiple sources: In a speech class, have other students offer speech feedback.
• Phrase it as skill-building rather than deficiency. Instead of “poor eye contact” say “increasing eye contact will build a connection with your audience.”
• Give as many positive comments as possible.
• Develop a warm, positive relationship with your students so they sense goodwill when they receive feedback from you.

King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5 http://ac-journal.org/journal/vol5/iss2/articles/feedback.htm

Identify the Politeness Strategy

I asked numerous professionals to Beta Test (review) this book. The feedback I received had great examples of the politeness strategies mentioned in this chapter. For me, the review process was the living version of this chapter. I felt exposed and vulnerable (and still feel exposed letting you see these comments). Because I was open to criticism, I was able to correct my mistakes, become a better writer, and give you a book that represented the profession and not just my opinions.

Read these and see if you can figure out which politeness strategy is at work.

As a speaker, it will not be easy to be open to criticism, but doing so will allow you to grow. As an act of reflection, ask yourself, which feedback below would be the most palatable to you–the direct, the apologetic, the explanatory.

• Is there an extra space in that highlighted area?
• This sentence reads funny to me. Seems like you are taking away from your powerful point if you end with the phrase  “a little.” Sorry, just saying.
• I am an over-user of the word “that”. If you can eliminate it and the sentence still makes sense, I would go ahead and cut it.
• I was curious about your choice to provide transcripts for some videos but not for others.
• I realize you are totally confident with saying NEVER. I say NEVER and ALWAYS in class, but I am not sure I should. Maybe  “Instead of” can sub for NEVER.
• Review bulleted lists for punctuation consistency: Some lines have periods in the end; some don’t.
• “It is no surprise then, that when researchers looked at  500 Ted talks.” I suggest the style “TED Talks,” as that’s how the TED org itself expresses its name, and TED was originally an acronym for Technology, Entertainment, and Design.
• The content was spot on and have no critical-minded commentary.  My comments and sharings would be just on formatting.  Because I’m a Monica… (maybe you’re a Friends gal, too?)
• There is a noticeable lack of diversity in the speakers featured. Almost all the examples are of speakers who are white and most of those are men. This is a big problem. It makes white, male, English-first speakers the norm rather than an example of many. This would make me wary of using this text in my classes because typically this demographic of white, male, English-first speakers only represents a bare plurality of my students.

Brown, P., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomena. In E. Goody (Ed.), Questions and Politeness: Strategies in Social Interaction (pp. 56-310). Cambridge University Press.

Churchhill Central: Life and words of Sir Winston Churchill. https://www.churchillcentral.com/

Gonzales, M. (2017). How to get feedback on speeches. Global Public Speaking. https://www.globalpublicspeaking.com/get-feedback-speeches/

King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365–374. https://doi.org/10.1080/03634520009379224

Mehra, A., Kilduff, M. & Brass, D.J. (2001). The social networks of high and low self-monitors Implications for workplace performance.  Administrative Science Quarterly, 46 (1), 121-146. https://doi.org/10.2307/2667127

Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.   https://erinmeyer.com/books/the-culture-map/

Meyer, E. (2014). How to say “This is Crap” in different cultures. Harvard Business Review. https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-cultures

Reagle, J.M. & Reagle, J.M. (2015). Reading the comments: Likers, haters, and manipulators at the bottom of the web . MIT Press. https://readingthecomments.mitpress.mit.edu/

Ripmeester, N. Rottier, B., & Bush, A. (2010). Separated by a common translation? How the Brits and the Dutch communicate. Pediatric Pulmonology. 46( 4). 409-411. https://doi.org/10.1002/ppul.21380

Ripmeester, N. (2015). We all speak English, don’t we? https://www.linkedin.com/pulse/we-all-speak-english-dont-nannette-ripmeester/

Smith, C.D. & King, P.E. (2007). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education 53 (3). https://doi.org/10.1080/0363452042000265152

Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology. 30 (4), 526-537. http://www.communicationcache.com/uploads/1/0/8/8/10887248/self-monitoring_of_expressive_behavior.pdf

Toastmasters International. (2017). Giving effective feedback. https://www.toastmasters.org/resources/giving-effective-feedback

Media Attributions

• charles-deluvio-Lks7vei-eAg-unsplash © Charles Deluvio is licensed under a CC BY (Attribution) license
• kira-auf-der-heide-8mj-o2H5PKE-unsplash © Kira auf der Heide is licensed under a CC BY (Attribution) license
• Diagram of the Sandwich Feeedback Technique is licensed under a CC0 (Creative Commons Zero) license
• jon-tyson-RUsczRV6ifY-unsplash © Jon Tyson is licensed under a CC BY (Attribution) license
• clay-banks-LjqARJaJotc-unsplash © Clay Banks is licensed under a CC BY (Attribution) license
• eric-mok-D2CUJOl2EOA-unsplash © Erik Mok is licensed under a CC BY (Attribution) license

Advanced Public Speaking Copyright © 2021 by Lynn Meade is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

• Speech Writing
• Delivery Techniques
• PowerPoint & Visuals
• Speaker Habits
• Speaker Resources

Speech Critiques

• Book Reviews
• Browse Articles
• ALL Articles
• Learn About Us
• About Six Minutes
• Meet Our Authors
• Write for Us
• Advertise With Us

Speech Analysis #1: How to Study and Critique a Speech

The Speech Analysis Series is a series of articles examining different aspects of presentation analysis. You will learn how to study a speech and how to deliver an effective speech evaluation. Later articles will examine Toastmasters evaluation contests and speech evaluation forms and resources.

• How to Study and Critique a Speech
• The Art of Delivering Evaluations
• Modified Sandwich Technique for Evaluations
• Evaluation Forms, Tools, and Resources
• Toastmasters Evaluation Contests

The first in the series, this article outlines questions to ask yourself when assessing a presentation . Ask these questions whether you attend the presentation, or whether you view a video or read the speech text. These questions also apply when you conduct a self evaluation of your own speeches .

The Most Important Thing to Analyze: The Speech Objectives

Knowing the speaker’s objective is critical to analyzing the speech, and should certainly influence how you study it.

• What is the speaker’s goal? Is it to educate , to motivate , to persuade , or to entertain ?
• What is the primary message being delivered?
• Why is this person delivering this speech ? Are they the right person?
• Was the objective achieved ?

The Audience and Context for the Speech

A speaker will need to use different techniques to connect with an audience of 1500 than they would with an audience of 15. Similarly, different techniques will be applied when communicating with teenagers as opposed to communicating with corporate leaders.

• Where and when is the speech being delivered?
• What are the key demographic features of the audience ? Technical? Students? Elderly? Athletes? Business leaders?
• How large is the audience?
• In addition to the live audience, is there an external target audience ? (e.g. on the Internet or mass media)

Speech Content and Structure

The content of the speech should be selected and organized to achieve the primary speech objective. Focus is important — extraneous information can weaken an otherwise effective argument.

Before the Speech

• Were there other speakers before this one ? Were their messages similar, opposed, or unrelated?
• How was the speaker introduced ? Was it appropriate?
• Did the introduction establish why the audience should listen to this speaker with this topic at this time ?
• What body language was demonstrated by the speaker as they approached the speaking area? Body language at this moment will often indicate their level of confidence .

The Speech Opening

Due to the primacy effect , words, body language, and visuals in the speech opening are all critical to speaking success.

• Was a hook used effectively to draw the audience into the speech? Or did the speaker open with a dry “ It’s great to be here today. “
• Did the speech open with a story ? A joke ? A startling statistic ? A controversial statement ? A powerful visual ?
• Did the speech opening clearly establish the intent of the presentation?
• Was the opening memorable ?

The Speech Body

• Was the presentation focused ? i.e. Did all arguments, stories, anecdotes relate back to the primary objective?
• Were examples or statistics provided to support the arguments ?
• Were metaphors and symbolism use to improve understanding?
• Was the speech organized logically ? Was it easy to follow?
• Did the speaker transition smoothly from one part of the presentation to the next?

The Speech Conclusion

Like the opening, the words, body language, and visuals in the speech conclusion are all critical to speaking success. This is due to the recency effect .

• Was the conclusion concise ?
• Was the conclusion memorable ?
• If appropriate, was there a call-to-action ?

Delivery Skills and Techniques

Delivery skills are like a gigantic toolbox — the best speakers know precisely when to use every tool and for what purpose.

Enthusiasm and Connection to the Audience

• Was the speaker enthusiastic ? How can you tell?
• Was there audience interaction ? Was it effective?
• Was the message you – and we-focused , or was it I- and me-focused ?
• Was humor used?
• Was it safe and appropriate given the audience?
• Were appropriate pauses used before and after the punch lines, phrases, or words?
• Was it relevant to the speech ?

Visual Aids

• Were they designed effectively?
• Did they complement speech arguments ?
• Was the use of visual aids timed well with the speaker’s words?
• Did they add energy to the presentation or remove it?
• Were they simple and easy to understand ?
• Were they easy to see ? e.g. large enough
• Would an additional visual aid help to convey the message?

Use of Stage Area

• Did the speaker make appropriate use of the speaking area?

Physical – Gestures and Eye Contact

• Did the speaker’s posture display confidence and poise?
• Were gestures natural, timely, and complementary ?
• Were gestures   easy to see ?
• Does the speaker have any distracting mannerisms ?
• Was eye contact effective in connecting the speaker to the whole audience?

Vocal Variety

• Was the speaker easy to hear ?
• Were loud and soft variations used appropriately?
• Was the speaking pace  varied? Was it slow enough overall to be understandable?
• Were pauses used to aid understanding, heighten excitement, or provide drama?
• Was the language appropriate for the audience?
• Did the speaker articulate clearly?
• Were sentences short and easy to understand?
• Was technical jargon or unnecessarily complex language used?
• What rhetorical devices were used? e.g. repetition, alliteration, the rule of three , etc.

Intangibles

Sometimes, a technically sound speech can still miss the mark. Likewise, technical deficiencies can sometimes be overcome to produce a must-see presentation. The intangibles are impossible to list, but here are a few questions to consider:

• How did the speech make you feel ?
• Were you convinced ?
• Would you want to listen to this speaker again?
• Were there any original ideas or techniques?

Next in the Speech Analysis Series

The next article in this series – The Art of Delivering Evaluations – examines how best to utilize speech evaluation skills as a teaching tool.

Please share this...

This is one of many public speaking articles featured on Six Minutes . Subscribe to Six Minutes for free to receive future articles.

Image credit: Cate by James Duncan Davidson ( CC BY 2.0 )

Add a Comment Cancel reply

E-Mail (hidden)

Subscribe - It's Free!

Similar Articles You May Like...

• Speech Analysis #5: Toastmasters Evaluation Contests
• Speech Analysis #4: Evaluation Forms, Tools, and Resources
• Speech Analysis #3: Modified Sandwich Technique for Evaluations
• Speech Analysis #2: The Art of Delivering Evaluations
• Four Stages of Speaking Competence
• How to get Useful Feedback: A Speaker’s Guide

Find More Articles Tagged:

40 comments.

I absolutely loved this article. It gave me a major idea of what to write on my speech critique. Great information, organized, and detailed!

Great post. I have to say, it was when I started to do exactly what you say that my skills took off.

If anyone wants to go farther, just teach a class on public speaking. You do not need a degree to teach continuing ed. It will help you, as some of my students who went on to teach to improve even more. This is because not only are you observing your students for these points. You are actually teaching them how to attain some of these skills.

oh my god….thank you!! i had no idea where to even start my speech analysis!

Excellent article. Will refer members of my club to it.

Dear Eugenia You refer to “members of your club” and I wanted to know an online public speaking club. Does this exist. Regards Berty

Your article is very informative. Hope you post more tips on writing a speech and how to analyse it!! 😎

Thanks for providing this information. I am writing an essay critiquing my own speech in third person. A tough task, but these pointers made it easier. Thank you.

i loved this information very much.now i am preparing for my examination and i think this article will help me to get good mark. thanks

Great summary/overview on basic things to evaluate while listening to a speech. Will be very much helpful when i have to do evaluations for speech class!

Thank you sooooo much for this article!! This is helping me soooo much for my speech analysis!

Thank you so so much! You are awesome and very helpful plus amazing too!

Great job once again! I liked the clarity with which these concepts were explained. Self explanatory and useful for both novice and advanced speakers. Keep it up!

Such a great article, thank you! It truly helped

I have to look at this for a class project and really learned some new tips from this.

This helped immensely; thank you so much!

thank you, you helped me a lot

Best article I found for speech critique and analysis. Definitely a place to come back for speech resource.

Thank you Andrew, great articles and valuable information. I recently joined a Toastmaster’s group and this will really help. Once I figure out how to “tweet” I will be “tweeting” this site to Kwantlen University Students and Alumni.

I absolutely loved this article it gave me a major idea of what to write on my speech critique great information, organized, and detailed!

Fantastic article. For someone that is new to Taostmasters this gives me at least an idea of how I should approach giving an evaluation…frigthening me more than giving a speech!! Thanks!

hi Andrew, this is a great article for someone who is a beginner to evaluate a speech. thanks a lot. -Venkat

very informative article will certainly help me to develop my speech technique.

Thus really helpful…we always read text resurfacely I gained alot from this article. now I know where to start when I want to present information through speech to the public

thank you this helped me vey much.

thanks a lot this just help me with my paper. you explain it better than my teacher

I am a toastmaster who loves to compete. I believe these articles will help me help other to deliver their speeches and both of us can grow.

Hi Andrew Dlugan, i am really happy to come across your site as new trainee in the public speaking and writing profession. i am programmer but i have passion for writing especially poems.Do you have any advice or resources to help me survive in the world of speaking and writing.

Thank You, Best Regards, Lawal Abdulateef Olawle

I came here looking for a speech review but reading this article helped me a lot in my opening speech. I hope many people who are having trouble in analysing there speech they should really open this website. Thank you

This is a helpful source to me. Thanks a lot

Great article. I am preparing to critique a public speaking competition this weekend and I found this article quite helpful Thanks a lot

Hi Andrew, May I use your article in our club newsletter? It is particularly timely as we approach the contest season in Toastmasters. I will source it to your web site and also include a link under the Articles about speaking of our club website.

John Sleigh Rockhampton, Queensland, Australia

Amazing breakdown of how to not only analysis a speech but to also push yourself that inch further to get more scope for marks. I really recommend this webpage. Thank you

Thank you for this amazing information, your 6 minutes guide is great and I am learning so much with it.

Really GREAT JOB! thanks so much! Best! Rasha

I really love this and would want more of this

This information was very informative and knowledgeable.Thank you.

Your articles are very thorough. I really enjoyed reading the first one.

Can you give me some examples of relevant puns used in speeches?

One more treasure trove on the internet. Thanks for sharing DLugan.

Recent Tweets

How to Study and Critique a Speech -A quick How to for #College Students: https://t.co/z9z7ODho2n by @6minutes — @cdbond Oct 28th, 2015

You can improve your own public speaking skills by learning to study & critique a speech https://t.co/zttJVKM5Oj @6minutes #presentation — Alison Gray (@skillfluence) Jan 17th, 2016

A Good Read | Speech Analysis #1: How to Study and Critique a #Speech https://t.co/gBUPcE70ao — Prezentt (@Prezentt) Jan 27th, 2016

Speech Analysis: How to Critique a Speech https://t.co/p1wogOQb1k by @6minutes — @DivaFrazier Jan 28th, 2016

#TuesdayTips @6minutes explains how to study and critique a speech. Self-evaluation is important for improvement. https://t.co/GAUAKSm10e — PitchVantage (@pitchvantage) Feb 9th, 2016

Speech Analysis #1: How to Study and Critique a Speech https://t.co/yOHzQQvuqt by @6minutes — @SleimanSkaf Apr 20th, 2016

Speech Analysis: How to Critique a Speech https://t.co/Bn8xUiE3zw — @Dayra_Beltre May 23rd, 2016

Ένα άρθρο που περιλαμβάνει το σύνολο των δεξιοτήτων επιγραμματικά που θα πρέπει να διαθέτει ένας ομιλητής https://t.co/qakNApWWkS — @toastmasters_el Dec 17th, 2016

Speech Analysis: How to Critique a Speech https://t.co/guUHFM6PrP by @6minutes — @timleaman_sun Apr 5th, 2017

Preparing for the Educational Moment for Totem #41 Toastmasters. Speech evaluations are a critical part of a meetin… https://t.co/U62bkMGbzc — @_MewsNews Nov 3rd, 2018

7 Blog Links

Evaluation Contest Resources | World Champion Evaluator — Mar 3rd, 2010

Evaluation Contest Resources | World Champion Evaluator « Brinker Toastmasters — Mar 3rd, 2010

ToastMASTERY » Evaluation Contest Resources | World Champion Evaluator — Mar 3rd, 2010

The 25 Essential Presentation Skills for Public Speaking | David Edgerton Jr — May 6th, 2010

State of the Union 2012 « E-126 — Jan 31st, 2012

Speech Evaluations | Plantation Toastmasters — May 27th, 2012

Fall 2012 Club Contest | — Aug 6th, 2012

Featured Articles

• Majora Carter (TED, 2006) Energy, Passion, Speaking Rate
• Hans Rosling (TED, 2006) 6 Techniques to Present Data
• J.A. Gamache (Toastmasters, 2007) Gestures, Prop, Writing
• Steve Jobs (Stanford, 2005) Figures of speech, rule of three
• Al Gore (TED, 2006) Humor, audience interaction
• Dick Hardt (OSCON, 2005) Lessig Method of Presentation

Books We Recommend

Six Minutes Copyright © 2007-2022 All Rights Reserved.

Read our permissions policy , privacy policy , or disclosure policy .

Comments? Questions? Contact us .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 35: Speech Feedback and Evaluation

Learning Objectives

By the end of this chapter, you should be able to:

• Identify strategies for managing stress and anxiety before and during your presentation
• Utilize techniques for handling unexpected mistakes and surprises during your presentation
• Reflect on your presentation to determine your strengths and areas you can improve
• Provide feedback to other presenters using non-verbal and verbal cues

Key Terms and Concepts

• non-verbal feedback
• verbal feedback

It’s finally here: presentation day! Hopefully, you are feeling confident because you have already prepared so much; however, maybe you’re still feeling anxious at the idea of speaking in front of your peers. That’s okay! Feeling anxious is perfectly normal.

In this chapter, we will discuss ways to manage that anxiety and how to adapt when things don’t go according to plan. We will also talk about how you can provide feedback to other presenters as well as help you reflect on the presentation process as a whole.

During the Presentation

We want to stress that it is okay to be nervous. It’s a very common response to public speaking. Fortunately, there are many strategies for dealing with your anxiety.

Managing Anxiety

Studies have been done to assess how nervous or stressful people typically get during presentations by examining people’s physiological responses at three intervals:

• one minute before the presentation
• the first minute of the speech
• the last minute of the speech.

They found that nervousness usually peaked at one of these intervals. Which one do you think it is?

They discovered that nervousness usually peaked at the anticipation stage that occurs one minute before the presentation. They also found that as the speech progresses, nervousness tends to go down . If you find yourself feeling this way right before your speech, here are some things you can try:

• Practice/rehearse in similar conditions/setting as your speech
• Be organized
• Think positively
• Analyze your audience
• Adapt your language to speaking style

During the presentation itself, there are four main areas where you can focus attention to manage your anxiety:

• Observing your body’s reaction
• Interacting non-verbally with the audience
• Keeping a sense of humour
• Using common stress management techniques

Observing your Body’s Reaction

Physical movement helps channel some of the excess energy that your body produces in response to anxiety. If at all possible, move around the front of the room rather than remaining imprisoned behind the lectern or gripping it for dear life (avoid pacing nervously from side to side, however). Move closer to the audience and then stop for a moment. If you are afraid that moving away from the lectern will reveal your shaking hands, hold on to your note card. This will give your hands something to do. Other options include performing vocal warm-ups right before your speech, having water (preferably in a non-spillable bottle with a spout) nearby for dry mouth, and doing a few stretches before going on stage.

Deep breathing will also help to counteract the effects of excess adrenaline. Like we saw in our note card examples , you can place cues or symbols in your notes, such as “slow down” or ☺ that remind you to pause and breathe during points in your speech. It is also a good idea to pause a moment before you get started to set an appropriate pace from the onset. Look at your audience and smile. It is a reflex for some of your audience members to smile back. Those smiles will reassure you that your audience members are friendly.

Interacting Non-verbally with the Audience

During your speech, make a point of establishing direct eye contact with your audience members. By looking at individuals, you establish a series of one-to-one contacts similar to interpersonal communication. An audience becom es much less threatening when you think of them not as an anonymous mass but as a collection of individuals.

A gentleman once shared his worst speaking experience: right before starting his speech, he reached the front of the room and forgot everything he was supposed to say. When asked what he saw when he was in the front of the room, he gave a quizzical look and responded, “I didn’t see anything. All I remember is a mental image of me up there in the front of the room blowing it.” The moral of this story is that speaking anxiety becomes more intense if you focus on yourself rather than concentrate on your audience and your material.

Keeping a Sense of Humour

No matter how well we plan, unexpected things happen. That fact is what makes public speaking so interesting. When the unexpected happens to you, do not let it rattle you.

Here’s an example. At the end of a class period late in the afternoon of a long day, a student raised her hand and asked the professor if he knew that he was wearing two different coloured shoes, one black and one blue. He looked down and saw that she was right; his shoes did not match. He laughed at himself, complimented the student on her observational abilities, and moved on with the important thing, the material he had to deliver. Don’t be afraid to laugh at yourself.

Stress Management Techniques

Even when we use positive thinking and are well prepared, some of us still feel a great deal of anxiety about public speaking. When that is the case, it can be more helpful to use stress management than to try to make the anxiety go away.

Here are two main tools that can help:

• Visualization: imagining the details of what a successful speech would look and sound like from beginning to end; a way of hypnotizing yourself into positive thinking by using your mind’s eye to make success real.
• Systematic desensitization: Gradual exposure to the thing that causes fear—in this case, giving a speech—can ultimately lead to decreased anxiety. Basically, the more practice you get speaking in front of people, the less fear and anxiety you’ll have about public speaking. Organizations like Toastmasters that help people confront their fears by providing a supportive environment to learn and practise is a good option if you have a true phobia around presenting or public speaking. There’s even a student club you can join at the University of Saskatchewan !

A Note about Microphones

If you are using a microphone during your speech, there are a few potential issues to be aware of. First, make sure you do a sound check and that you know how the microphone works—how to turn it on and off, how to mute it, and how to raise or lower it. If possible, have it positioned to the height you need before you go onstage. Make sure the microphone does not block your face.

If you will be using a clip-on microphone (called a lavaliere mic), you’ll need to wear something with a lapel or collar that it can be clipped to. Make sure your hair and jewelry are out of the way to avoid rustling noises, and place the microphone 8 to 10 inches below your chin.

Finally, do not get too close to the microphone. Many people stand too close to the mic and end up hunched over it, creating bad posture and an uncomfortable position. If you get too close, the mic will pick up your breathing as well as your words and can also create that screeching feedback that will make your audience jump in their seats. Doing a sound check and getting comfortable with the equipment before you go onstage will prevent the majority of errors when using a microphone.

Coping with Mistakes and Surprises

Even the most prepared speaker will encounter unexpected challenges from time to time. Here are a few strategies for combating the unexpected in your own presentations.

Speech Content Issues

What if a note card goes missing or you unintentionally skip important information at the beginning of your speech? While situations like these might seem like the worst nightmare of a novice public speaker, they can be easily overcome. Pause for a moment to think about what to do. Is it important to include the missing information, or can it be omitted without hindering the audience’s ability to understand your speech?

If it needs to be included, does the information fit better now or in a later segment? If you can move on without the missing element, that is often the best choice, but pausing for a few seconds to decide will be less distracting to the audience than sputtering through a few “ums” and “uhs.” Situations like these demonstrate why it’s a good idea to have a glass of water with you when you speak. Pausing for a moment to take a sip of water is a perfectly natural movement, so the audience may not even notice that anything is amiss.

Technical Difficulties

Technology has become a very useful aid in public speaking, allowing us to use audio or video clips, presentation software, or direct links to websites. It does break down occasionally, though! Web servers go offline, files will not download, or media content may be incompatible with the computer in the presentation room. Always have a backup plan in case of technical difficulties. As you develop your speech and visual aids, think through what you will do if you cannot show a particular graph or if your presentation slides are garbled. Your beautifully prepared chart may be superior to the verbal description you can provide, but your ability to provide a succinct verbal description when technology fails will give your audience the information they need and keep your speech moving forward.

External Distractions

Unfortunately, one thing that you can’t control during your speech is audience etiquette, but you can decide how to react to it. Inevitably, an audience member will walk in late, a cell phone will ring, or a car alarm will go off outside. If you are interrupted by external events like these, it is often useful and sometimes necessary to pause and wait so that you can regain the audience’s attention.

Whatever the event, maintain your composure. Do not get upset or angry about these glitches. If you keep your cool and quickly implement a “plan B” for moving forward, your audience will be impressed.

Reading Your Audience

Recognizing your audience’s mood by observing their body language can help you adjust your message and see who agrees with you, who doesn’t, and who is still deciding. With this information, you can direct your attention—including eye contact and questions—to the areas of the room where they can have the most impact.

As the speaker, you are conscious that you are being observed. But your audience members probably don’t think of themselves as being observed, so their body language will be easy to read.

Handling Q&A

Question-and-answer sessions can be trickier to manage than the presentation itself. You can prepare for and rehearse the presentation, but audience members could ask a question you hadn’t considered or don’t know how to answer. There are three important elements to think about when incorporating Q&A’s as part of your presentation:

Audience Expectations

• Timing of Q&As

Knowing How to Respond

At the beginning of your speech, give the audience a little bit of information about who you are and what your expertise on the subject is. Once they know what you do (and what you know), it will be easier for the audience to align their questions with your area of expertise—and for you to bow out of answering questions that are outside of your area.

Timing of Q&A’s

Questions are easier to manage when you are expecting them. Unless you are part of a panel, meeting, or teleconference, it is probably easier to let the audience know that you will take questions at the end of your presentation. This way you can avoid interruptions to your speech that can distract you and cause you to lose time. If audience members interrupt during your talk, you can then ask them politely to hold on to their question until the Q&A session at the end.

Never pretend that you know the answer to a question if you don’t. The audience will pick up on it! Instead, calmly apologize and say that the question is outside of the scope of your knowledge but that you’d be happy to find out after the presentation (or, suggest some resources where the person could find out for themselves).

If you are uncertain about how to answer a question, say something like “That’s really interesting. Could you elaborate on that?” Such a response will make the audience member feel good because they have asked an interesting question, and it will give you a moment to comprehend what they are asking.

Sometimes presenters rush to answer a question because they are nervous or want to impress. Pause for a moment, before you begin your answer, to think about what you want to say. This approach will help you to avoid misinterpreting the question, or taking offense to a question that is not intended that way.

A final tip is to be cautious about how you answer, so that you don’t offend your audience. You are presenting on a topic because you are knowledgeable about it, but your audience is not. It is important not to make the audience feel inferior because there are things that they don’t know. Avoid comments such as “Oh, yes, it’s really easy to do that…” Instead, say something like “Yes, that can be tricky. I would recommend…” Also, avoid a bossy tone. For example, phrase your response with “What I find helpful is…” rather than “What you should do is…”

Evaluating a Speech

Feedback is an essential part of the presentation experience. It is often said that we are our own worst critic. Many people are hard on themselves and may exaggerate how poorly a speech or presentation went. Other times, there’s not much exaggeration. In both cases, it helps to do a post-examination of your performance as a presenter.

For your RCM 200 presentation, you will be asked to provide feedback on how you think your presentation went as well as provide feedback to your classmates.

Self-Reflection

In the 30-60 second reflective debrief following your extemporaneous speech , give yourself a moment to reflect with your professor and fellow students about how your speech went. Taking time to reflect after a stressful experience is one way to build your lifelong learning skills, and can help you grow your public speaking skills that much quicker.

One reflective method to consider the  What? So what? Now what? framework. The video below will explain this framework:

To provide a slightly more objective approach to analyzing the delivery of your speech or presentation, consider the following questions:

• Did you make the most of your unique voice? Did the audience seem to understand you?
• Did you make the most of using body language? Did your body confidently support what you were saying?
• Did you use a coherent structure? Did the audience seem to make sense of your presentation? Was it logical?
• Did you show enthusiasm? Did you show the audience you cared about your presentation?
• Did you demonstrate expertise? Did you show your credibility by citing reliable sources and making a distinction between facts and your opinion?
• Did you show you practised and prepared? Did your confidence show because you implemented a plan that included sufficient rehearsal, contingency plans, and other success strategies?

Honestly asking yourself these questions with the intention of uncovering your strengths and weaknesses should help you to become a better presenter. While it is important to review other kinds of feedback, whether from the audience, your peers, or an instructor, it is also useful to have a realistic understanding of your own performance. This understanding is part of gaining experience and improving as a presenter.

Feedback as an Audience Member

Audience members are vital in helping speakers understand how they are doing both during and after the presentation. In the public speaking rounds you will have the chance to practice your active listening skills and the concept of conscious listening . Knowing what it feels like to be on stage is often motivation enough for many people to give non-verbal feedback or verbal feedback .

Your instructor will guide the evaluation sessions and will provide some prompting questions to help you give some constructive feedback to your classmates. Part of your professionalism mark will be determined by your participation in being a good audience member for your classmates’ speeches.

With the above video in mind, let’s look at how you can provide non-verbal and verbal feedback to a speaker.

Non-Verbal Feedback

Effective listening is more than just using your ears. In fact, Boothman (2008) recommends listening with your whole body, not just your ears. Consider how confident you would feel speaking to a room full of people with their eyes closed, arms and legs crossed, and bodies bent in slouches. These listeners are presenting non-verbal cues communicating that they are uninterested and unimpressed. Meanwhile, listeners sitting up straight, facing you with an intent look on their face, are more likely to offer reassurance that the speaker’s words are being understood.

Eye contact is another non-verbal cue to the speaker that you are paying attention. You don’t want to be bug-eyed and unblinking; the speaker might assume there is a tiger behind them and begin to panic as you seem to be doing. However, attentive eye contact can indicate you are listening and help you to stay focused too. There are some cultures where maintaining eye contact would cause discomfort, so keep that in mind. Also, you may be someone who listens better with eyes closed to visualize what is being said. This can be difficult for a speaker to recognize, so if this is you, consider incorporating one of the following non-verbals while you listen with eyes closed.

Nodding your head affirmatively and making responses such as “Yes,” “Umhum,” or “OK” can help the speaker gauge your interest. Even the speed of your head nod can signal your level of patience or understanding (Pease & Pease, 2006). Leaning in as a listener is far more encouraging than slumping in your seat.  Nevertheless, sending too many non-verbal responses to the speaker can go wrong, too. After all, a conference room full of people shifting in their seats and nodding their heads may translate as a restless audience that the speaker needs to recapture.

Verbal Feedback

While speakers sometimes want all questions held until the end of a presentation, asking questions when the opportunity presents itself can help you as a listener. For one, you have to listen in order to be able to ask a question. Your goal should be to ask open-ended questions (“What do you think about….?” rather than “We should do …, right?”). You can use questions to confirm your understanding of the speaker’s message. If you’re not entirely sure of a significant point, you might ask a clarifying question. These are questions such as “What did you mean?” “Can you be more specific?” or “What is a concrete example of your point?” Such questions can help your comprehension while also offering the speaker feedback. When asking questions, approach the speaker in a positive, non-threatening way. A good listener doesn’t seek to put the speaker on the defensive. You want to demonstrate your objectivity and willingness to listen to the speaker’s response.

Finally, paraphrasing what has been said in your interactions with the speaker can be another useful tool for a good listener. Imagine the difference if, before you respond to an upset colleague, you take a moment to say, “I understand you are disappointed we didn’t consult you before moving forward with the product release…” before you say, “we didn’t have time to get everyone’s input.” Reflecting back the speaker’s point of view before responding allows the speaker to know you were listening and helps foster trust that everyone’s voice is being heard.

Receiving Feedback

Being open to receiving feedback is the only way to have a better picture of your performance as a presenter or speaker. Combining self-analysis with the feedback of your audience or peers is your opportunity to better understand your strengths as a presenter and what resonated well with your audience.

It may be a bit more uncomfortable to look at things that did not go well, or receive feedback that’s judgemental, biased, or otherwise laden with emotion. When receiving and making sense of feedback, it is very important to be self-aware and honest with yourself. This honesty will help you distinguish between an environmental situation, a situation that lies with the audience member, or a situation with the presenter.

Key Takeaways

• It is okay to be anxious about public speaking. Fortunately, there are many strategies you can use to help you before and during the presentation. Coming to your speech prepared will make a huge difference. During the speech, however, you try things like observing your bodies reaction and interacting non-verbally with the audience.
• After your speech is done, you should reflect on what went well and areas where you can improve. You can do this by using the “W hat? So What? Now What? ” framework, or considering the questions outlined in this chapter.
• Once your speech is done, you still have responsibilities as an audience member. As you listen to a person’s speech, be mindful of the non-verbal and verbal feedback you are showing.

Boothman, N. (2008). How to make people like you in 90 seconds or less. NY: Workman Publishing.

Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

Attributions

This chapter is adapted from “ Professional Communications ” by Olds College (on Open Library ). It is licensed under Creative Commons Attribution 4.0 International License .

a type of speech delivery that is carefully planned and rehearsed, but uses minimal notes and is spoken in a conversational manner

engaging with the speaker and the material you hear in an active way, such as by asking questions, paraphrasing ideas, and listening without judgement

a type of feedback where you use your whole body to provide information to a speaker. Some examples include leaning your body in, using eye contact, and nodding affirmatively

a type of feedback where you ask specifics types of questions to help guide the speaker. These include open-ended questions, clarifying questions, and questions that confirm understanding

Effective Professional Communication: A Rhetorical Approach Copyright © 2021 by Rebekah Bennetch; Corey Owen; and Zachary Keesey is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• Delivery Techniques →

Evaluating Your Performance After a Speech

Struggling to measure the impact of your public speeches? You’re not alone – most public speakers often overlook the importance of evaluating their performance post-speech. This article is your concise guide on how to accurately assess, analyze and improve your speaking skills through methods like video reviews, audience feedback, and personal reflections.

So let’s dive in..are you ready to amplify your public speaking prowess?.

Key Takeaways

• Evaluating your performance after a speech is crucial for improving your public speaking skills, setting clear evaluation criteria, soliciting feedback from audience members, and utilizing self-evaluation techniques.
• Setting clear evaluation criteria helps measure the effectiveness of your speech by establishing concrete performance indicators or metrics aligned with industry standards and audience expectations. Creating a rubric provides a comprehensive framework for assessment post-speech.
• Soliciting feedback from audience members offers insights into how your message was received, enabling you to make key improvements in content comprehension and engagement levels. Aim for specific comments that provide direct insights into the strengths and weaknesses of your speech delivery.
• Self – evaluation techniques like using video recordings help identify areas that need improvement within your presentation performance. Comparing yourself to industry standards allows you to benchmark against norms and gain valuable insights to stand out in your field. Incorporating feedback into future presentations aids in refining presentation style and tracking progress over time.

Importance of Evaluating Your Performance After a Speech

Evaluating your performance after a speech is crucial for improving your public speaking skills, setting  clear evaluation criteria , soliciting feedback from audience members, and utilizing self-evaluation techniques.

Setting clear evaluation criteria

Understanding the effectiveness of your speech begins with setting clear evaluation criteria. This involves establishing a concrete set of performance indicators or metrics that help measure success in accordance to industry standards and audience expectations.

In fact, much like employers utilizing well-defined performance appraisals to improve employee productivity, public speakers can harness the same strategy for their presentations. An excellent method is creating a rubric – an explicit criterion used for assessing work or performance which provides more detailed insights than conventional rating scales.

By defining parameters such as delivery style, engagement levels, clarity of message among others, you lay down a comprehensive framework for assessment post-speech. A transparent evaluation process offers greater control over your progress and opens doors for constructive improvements guided by these evaluative guidelines.

Soliciting feedback from audience members

Understanding how your message is received by the audience is crucial for any public speaker. This understanding can be garnered effectively through  soliciting feedback from audience members .

It serves as a measure of communication effectiveness and an avenue to refine and upgrade your presentation skills.

Collecting this response, however, requires a thoughtful approach. Aim for specific comments instead of generic reactions since descriptive feedback provides you with direct insights into the strengths and weaknesses of your speech delivery.

This type of qualitative data embraces more than just what was said—it encompasses how it was communicated, enabling you to make key improvements in content comprehension and engagement levels that positively impact future presentations.

Don’t shy away from seeking informative speech feedback that paints an accurate picture of your performance—every critique leads one step closer towards perfection!

Self-evaluation techniques for improving presentation skills

Developing your public speaking prowess and presentation skills starts from within, through self-evaluation. This method provides an inside perspective on the entire presentation performance, revealing areas that need honing and improvement.

As a key step in this process, setting clear evaluation criteria that align with planned goals assesses whether you’ve met your objectives or fallen short. Don’t hesitate to make use of video recordings; they can be instrumental in observing body language, accidental filler words, and overall delivery effectiveness.

A comprehensive self-test not only helps refine your speech content but enhances various facets such as communication strategies and visual aids utilization for impactful presentations. Keep a record of each analysis for future reference; tracking progress is integral.

Self-evaluation offers unique insights into public speaking strengths whilst spotlighting weaknesses to actualize formidable growth—a crucial tool for any speaker motivated towards cultivating exceptional presentation skills.

Techniques for Evaluating Your Performance

To evaluate your performance after a speech, use video recordings to assess your delivery and compare it to industry standards.

Using video recordings to assess your delivery

One effective technique for evaluating your performance after a speech is to use video recordings to assess your delivery. By recording yourself during the presentation, you can review and analyze key aspects of your speech, such as vocal delivery, body language, and overall stage presence.

This allows you to see firsthand how you come across to the audience and identify areas for improvement. Additionally, comparing your performance to industry standards or watching other successful speakers can provide valuable insights into what makes a compelling presentation.

Embracing technology in this way not only helps measure your progress but also enhances self-evaluation and facilitates continuous growth in your public speaking skills.

Comparing your performance to industry standards

Evaluating your performance as a public speaker involves not only looking inward but also comparing yourself to industry standards. By benchmarking your performance against well-established norms, you can gain valuable insights into areas for improvement and ways to stand out in your field.

For instance, video recordings of your presentations can be a useful tool for assessing delivery techniques and identifying areas where you may fall short compared to industry benchmarks. Additionally, taking the time to compare your performance with those who are considered experts in the industry can give you a clear understanding of how you measure up and what steps you need to take to elevate your abilities.

Remember, investing in self-assessment is key to boosting confidence and achieving continuous growth as a public speaker.

Incorporating Feedback into Future Presentations

Incorporate feedback from audience evaluations and self-evaluation techniques to identify areas for improvement in your presentation style and track progress over time for future speeches.

Identifying areas for improvement in your presentation style

To become a better public speaker, it’s crucial to identify areas for improvement in your presentation style. One way to do this is by reflecting on your own performance. Take the time to review recordings of your speeches and pay attention to aspects such as body language, vocal variety, and overall delivery.

Compare your performance to industry standards and seek inspiration from accomplished speakers. Additionally, seek feedback from audience members or trusted peers who can provide constructive criticism and suggestions for improvement.

By taking the time to evaluate and address areas that need work, you’ll be able to continually refine your presentation skills and engage your audience more effectively.

Tracking progress over time to measure improvement

To become a better public speaker, tracking your progress over time is essential. By measuring improvement in evaluating performance after each speech, you can identify areas for growth and refine your skills.

This allows you to track the impact of changes you make and see how they enhance your delivery. Progress tracking also helps you gauge whether feedback and self-evaluation techniques are yielding positive results.

Remember that incorporating feedback into future presentations is key to not only improving but also measuring your growth as a public speaker (Source: “The future of feedback: Motivating performance”).

In conclusion, evaluating your performance after a speech is essential for growth and improvement in public speaking. By setting clear evaluation criteria, collecting feedback from the audience and others, and utilizing self-evaluation techniques, you can identify areas of strength and areas for improvement.

Incorporating this feedback into future presentations will help you refine your skills and deliver even more impactful speeches. So take the time to assess your performance, learn from it, and continue to strive for excellence in public speaking!

1. Why is evaluating your performance after a speech important?

Evaluating your performance after a speech allows you to identify areas of improvement, understand what worked well, and make adjustments for future presentations. It helps you gauge the effectiveness of your message and delivery.

2. What are some key criteria to consider when evaluating your performance after a speech?

Some key criteria to consider when evaluating your performance include audience engagement, clarity of message, body language, vocal delivery, use of visuals or props, time management, and overall confidence in delivering the content.

3. How can I assess audience engagement during my speech?

Assessing audience engagement can be done by observing their reactions and body language throughout the presentation. Pay attention to whether they seemed attentive or distracted, if they asked questions or participated in discussions afterwards, and if there was any noticeable positive or negative feedback.

4. What steps can I take to improve my public speaking skills based on self-evaluation?

Based on self-evaluation, you can take several steps to improve your public speaking skills. These include practicing more frequently to build confidence and fluency in delivering speeches, seeking feedback from trusted peers or mentors who can provide constructive criticism and suggestions for improvement, attending workshops or courses on public speaking techniques and strategies tailored to your specific goals and areas for growth.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

1.7: Giving and Receiving Feedback- It is Harder Than You Think

• Last updated
• Save as PDF
• Page ID 128385

• University of Arkansas

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

• Your colleague asks you to listen to them practice their speech practice and give them feedback.
• Your teacher asks you to give feedback to another classmate about their speech.
• Your boss asks, “What did you think about my speech?”

In each case, the person is looking to you to provide feedback. In this chapter, I will talk about how to assess the feedback situation, how to offer constructive criticism, and how to graciously receive criticism. Let’s start with how to ask for feedback and listen graciously.

Beta Testing with Friends

One useful way to test out your speech is with friends or trusted colleagues. In the world of fan fiction, writers send out a manuscript for beta testing. The idea is that a group of people with eyes on a text can provide helpful suggestions. Seek out those individuals in your life who will be beta testers for you. It is especially important for you to identify the purpose of your speech and what potential problems to look for. For example, are you wanting someone to proof your outline for formatting mistakes or are you wanting someone to tell you if your speech will work for the audience you have? You should seek out friends who will build you up, but you should also seek out those who will give you honest feedback.

Receiving Feedback

When you ask for feedback from others, receive their feedback as a gift. Someone is taking their time and giving it to you; someone is putting themselves out there and saying things that might cause discomfort, but they are doing it for you. Individuals vary on how they receive feedback and how comfortable they are with being evaluated. It can be hard, I know. Growth can be hard.

When receiving feedback, try doing the following:

• Sit in a non-defensive posture. It is tempting to cross your arms and to tense up all your muscles when receiving oral feedback. Keep your body open and loose. Staying open helps them to feel like you really want their suggestions and closed arms can equal a closed mind — keep an open body.
• Do not take feedback as a personal insult.
• If the feedback is verbal, write down the suggestions (even if you disagree with the suggestions). Respect the other person’s opinions by writing them down. It makes them feel like they have been heard and you appreciate the feedback they are giving. (Writing the feedback down also helps you to not cross your arms defensively–see suggestion one– and it helps you remember the suggestions.
• Do not take it as a personal insult. (I mean it).
• Avoid the temptation to defend yourself. “I did it this way because…” or, “I thought it would be best to…” You already know why you did things the way you did. Interrupting them to tell them the reasons you did what you did comes off as defensive and reduces the likelihood they will give you all the feedback they have to offer. You already know what you were thinking and by telling them you haven’t advanced your situation. Use this time to learn what they are thinking.
• Do not take it as a personal insult. (Really, this is so important).
• Breathe. Most people feel stress when someone is giving them constructive criticism, breathe and relax so you can really listen.
• Do not take it personally. Do not take it personally. Do not take it personally. I said it three times so it will stick. Since it is about your performance or your speech writing, it is hard not to feel criticism of your speech as a criticism of your person. Try to take criticism instead as someone caring enough about you to push you to grow.

Don’t be a Lynn. Yeah, that’s me, I’m the Lynn that you are not supposed to be. I remember being in high school debate my sophomore year and getting a grade from my teacher on my speech performance. She wrote, “slow down.” I can remember being so mad because this was proof that the “evil witch” hated me. It didn’t matter that I earned an A on that speech and that there were many positive things mentioned. It didn’t matter that she picked me to go to the best competitions. No, I was convinced that those two words meant she hated me. Now, I know to take advice as proof that someone cares and not as a criticism. It took me only twenty-plus years to get there. Don’t be a Lynn.

After Every Speech, Do a Self-Evaluation

Allison Shapira of Global Speaking suggests you do a self-evaluation after each speech:

• What did I do well?
• What didn’t I do so well?
• What am I going to do differently next time?

Write these down and keep this on file for the next time you give a speech.

(As a teacher, I do this every time I get student evaluations. I have a file of helpful suggestions from students. Yes, I even keep the critiques. I review the file every semester before I reteach the class. I think it makes me a better teacher. )

Constructive Criticism

There will be times when others look to you to read over their speech or listen to them practice and then give them constructive criticism. Constructive criticism is made up of two words: constructive–the building of something, and criticism–the giving of a critique. So constructive criticism is critiquing with the intention of building something. When we give others constructive criticism, our goal should be to help build them to be better speakers.

Give Them Help

Reagel and Reagle came up with a creative way to remember the goal of feedback, it should HELP : Help the speaker improve Encourage another speech Lift self-esteem Provide useful recommendations

Give Them a Sandwich

One way to give constructive criticism is to use the sandwich method. Say something positive, give feedback about something they can work on to improve, and then say something positive. This way, the first and last words out of your mouth are positive.

Ask Questions

Ask honest questions that can help lead them to solutions or ask questions to soften the sound of negative feedback: “What did you mean by…” “Have you considered? ” “Have you thought about…?” “When you said… did you really mean?”

For example: “Have you considered the impact of showing such a gruesome photo on your slide?” “Have you considered starting with a quote? ” “Have you thought about whether the people in the back will be able to see your poster?” “Have you thought about using a microphone so everyone can hear you?”

Different People, Different Types of Feedback

It is no surprise that people give and receive feedback differently. One person might take a feedback statement and be grateful for the corrections while the next person might take it as a complete insult. People are unique and I want to talk about a few of the most common differences. My goal here is not to put people in boxes or types, but rather to help you be more empathetic as a giver and receiver of feedback.

High and Low Self Monitors

Psychology researcher Mark Snyder identified people as being either high self-monitors or low self-monitors. High self-monitors typically try to fit in and play the role according to the context. They are about image, and they are motivated to fit in with their peers. They like to know what is expected, so they can adapt to the situation. Giving them useful feedback may mean pointing out how they can make changes in their message to meet the audience’s expectations. When giving feedback to high self-monitors, focus the feedback on how they can elevate their credibility in the eyes of the audience.

On the other hand, low self-monitors tend to be motivated to act based on their inner beliefs and values. They are motivated to be true to their sense of self and to above all– be genuine. When giving low self-monitors feedback, encourage them to be the best speaker they can be while being true to themselves. Focus on giving them feedback in a way that encourages them to harness their unique talents.

While you may not know exactly whether they are high or low self-monitor, I bet you have some idea of what motivates them. The more you can tailor your feedback to them, the more likely it is they will hear what you are saying. If you are curious about your type, you can take the quiz. You can have the person giving you feedback take the quiz as well. This can be a helpful exercise to think about how you give and receive feedback.

Take the high and low self-monitor quiz to find out your type

Cultural Differences

When you know your sickness You’re halfway cured. French saying

In the book, The Culture Map, a Dutch businessman is quoted as saying. “It is all a lot of hogwash. All that positive feedback just strikes us in the face and not in the least bit motivating.” People from different cultural groups have different feedback norms. As our society grows increasingly diverse, it is important to learn not just how to give good feedback, but to give feedback that demonstrates an awareness of how different cultures give and receive feedback.

Erin Meyer does international training to help business professionals understand differences and similarities and how to bridge the gap:

Managers in different parts of the world are conditioned to give feedback in drastically different ways. The Chinese manager learns never to criticize a colleague openly or in front of others, while the Dutch managers learns always to be honest and to give the message straight. Americans are trained to wrap positive messages around negative ones, while the French are trained to criticize passionately and provide positive feedback sparingly. Having a clear understanding of these differences and strategies for navigating them is crucial for leaders of cross-cultural teams. Erin Meyer, The Culture Map

Upgraders and Downgraders

Meyers identifies cultures as Upgraders and Downgraders. Upgraders use words or phrases to make negative feedback feel stronger. An upgrader might say, “this is absolutely inappropriate.” As you read this, see if you identify more as an upgrader or downgrader.

Upgraders say:

• Absolutely–“That was absolutely shameless.”
• Totally–“You totally missed the point.”
• Strongly–” I strongly suggest that you…”

By contrast, downgraders use words to soften the criticism. A downgrader might say, “We are not quite there yet” or “This is just my opinion, but…”

Downgraders say:

• “Kind of”
• “Sort of”
• “A little”
• “Maybe”
• “Slightly”
• “This is just my opinion.”

When giving and receiving feedback across cultures, it is helpful to be aware of these differences so you can “hear” what they are really saying. Take for example this statement as a Dutch person complains about how Americans give feedback.

The problem is that we cant’ tell when the feedback is supposed to register to us as excellent, ok, or really poor. For a Dutchman, the word “excellent” is saved for a rare occasion and “okay” is…well, neutral. But with the Americans, the grid is different. “Excellent” is used all the time, “Okay” seems to mean, “not okay.” “Good” is only a mild complement. And when the message was intended to be bad, you can pretty much assume that, if an American is speaking and the listner is Dutch, the real meaning of the message will be lost all together. Erin Meyer, The Culture Map.

Nannette Ripmeester, Director of Expertise in Labour Mobility, illustrates these differences to her clients with a chart. This chart shows the differences between what the British say, what they mean, and what the Dutch understand. (This is a condensed version of her list.)

Chances are as you read this list, you identified yourself in some of the statements and identified someone you know who is in the other list. Hopefully, this made you think about how personal style can be as different as cultural style. The big idea here is when you are giving and receiving feedback, it can be helpful to try to identify their communication style and adjust accordingly.

Politeness Strategies

As you already know, whenever you critique someone’s work, there is a potential to hurt their feelings. There are many factors that influence whether the feedback is helpful or hurtful. In communication, we use the term “face” to mean the sense of self a person projects. People can “take face” by creating a situation where someone looks bad to others or people can “lose face” by doing something that diminishes them in the eyes of others. Optimally, we want people to feel like they “gain-face” and feel encouraged. The way that you give feedback as well as the person’s natural tendencies will influence how “face” is affected.

When giving feedback, you should think about how your feedback takes or gives face. You also need to consider what is at stake for the other person. Is this a small speech assignment or is it a career-defining presentation? In addition, critiquing someone privately vs critiquing someone in front of their boss will have different “face” outcomes.

How much you are willing to “take face” from someone may depend on the importance of the feedback. You will likely want to provide more suggestions for someone who is doing a career speech to get their dream job vs that same person doing a college speech worth minimal points. You will likely be more invested in helping a friend polish a speech to make it just right as opposed to someone you barely know.

Finally, the other thing influencing feedback is the power difference between people. You will likely give feedback differently to your little sister than you would to your boss. The status of the individuals and how important power is to them will impact how “face” is taken and given. For example, a high-power country like China would consider an open critique of a teacher, boss, or elder a huge insult, whereas someone from a low-power country, would be less offended. In any situation, you will be negotiating power, context, and the need to save face.

Taking all these factors into account, Brown and Levinson created Politeness Theory as a way to explain the different ways we give feedback to save face.

Bald on Record: This type of feedback is very direct without concern for the person’s esteem face. This type of feedback is usually given if there is a small fix the speaker would feel strongly about.

Examples of bald on record feedback:

• “Be sure you bold the headings.”
• “Alphabetize the references.”

Positive Politeness: In this type of feedback, you would build up the face or esteem of the other person. You would make them feel good before you make any suggestions. (It looks a lot like the sandwich method, hunh?)

Examples of positive politeness feedback:

• “You are so organized; this one little fix and it will be perfect.”
• “I love the story you told, a few more details would really help me see the character.”

Negative Politeness: The name of this type of feedback is a little misleading. It doesn’t mean you are negative. It means you acknowledge that getting feedback may make them feel negative. You would say things that acknowledge their discomfort. You might minimize the criticism so it doesn’t make them feel bad or find other ways to soften the blow of criticism.

Examples of negative politeness feedback:

• “I know this critique might sound rough and I hope it helps, but I think you really need to work on the middle section.”
• “This is just me making suggestions, but I would be able to understand more if your slide has a heading.”
• I’m not an expert on this, but I think you might need to have a stronger thesis.”
• “I see what you are trying to do here, but I think some of your audience members might not get it.”

Off Record: When you give feedback that is off the record, you are hinting vaguely that they should make a change.

Examples of off the record feedback.

• “How many sources are we supposed to have?” (Instead of saying, “You need to have more research”)
• “I thought we were supposed to have slides with our speech, maybe I heard that wrong.”
• “Are other people in the class dressing up?”

Avoidance: Some people are afraid of giving feedback so they will avoid the situation altogether.

Avoid the three C’s

Perform the three r’s.

From Westside Toastmasters

Giving Feedback During a Speech

When you are listening to someone speak, you are giving constant nonverbal feedback. Are you leaning forward listening intently or are you leaned back picking at your fingernails? The way you listen lets the speaker know that you value them and what they are saying. It can be reassuring to the speaker to have people who are in the audience smiling and nodding.

Try this little experiment: If you have a speaker who is average or boring, lean in and listen intently. Don’t be insincere and cheesy, but rather try to be an earnest listener. You will find that when the speaker notices you paying attention, they will usually become less monotone and more engaging. The speaker affects the audience, and the audience affects the speaker.

Asking for Feedback During Your Speech

“It is not OK to say OK at the end of every sentence!” That is what my friend told me after one of my speeches. I wasn’t even aware I was saying “OK.” I asked my friend to raise a finger every time I said, “OK” in my speech. At first, it was distracting because he kept raising his fingers, but eventually, I figured out the way to get him to stop was to stop saying “OK.” Sometimes, it helps to get feedback after a speech, and sometimes it helps to get it during the speech. Having a friend put their hand to their ear to tell you to speak up can be really helpful. I once stood at the back of the room and tried to signal to my husband as he was speaking with the fly of his pants unzipped. I kept making the zipper gesture. He saw me gesturing and he could tell I wanted something, but he couldn’t understand what. He finally stopped lecturing and said, “Lynn, what do you want?” What was I to do? What would you do? I said, “Zip your pants.” Friends don’t let friends give an entire speech with their pants unzipped.

Do yourself a favor and appoint someone to be your speech buddy. Someone who will tell you if your pants are unzipped (preferably before you start) and will give you the signal to speak louder or to check your microphone. If you know that you tend to pace, lean on the podium, or say um’s, have them give you the signal.

Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen. Winston Churchill Former Prime Ministre of the United Kingdom

Assess the Situation

“How do I look?” I asked my husband before we go out on a date. “What do you think of my new dress?” Many of you know that this question can be a trap. Am I really wanting his opinion or am I wanting him to compliment me? A savvy partner will assess the situation and answer accordingly. The thought process might go , “She already bought the dress, she is excited about trying out a new restaurant and has been talking about it all week. She has been getting ready for a long time– the right answer is clearly one that makes her feel good. She is not really wanting my advice, she is fishing for a compliment.”

Take this story to heart when thinking about giving speech feedback. Your boss spent three weeks preparing for this big speech with the clients. He told you he has not slept in two days because he wanted everything to be perfect. After the presentation, he asks you, “What did you think?” A savvy co-worker will read the situation and pick out the positive parts. There may be constructive criticism that needs to happen, but when the boss is in the moment of high adrenaline after laying it all on the line, you should read the situation and hold any negative feedback for another time.

“My honesty is not a gift that everyone wants,” this phrase was from one of my students who was writing a reflective essay about navigating being honest and being appropriate. Be savvy and read the situation to know when to give feedback and when to be quiet. You should also read the person. The more you adjust your feedback to the person’s personal style and to the situation, the more likely they are to use that feedback to improve.

Key Takeaways

Remember This!

• Be open to the feedback of others, it can help you improve as a speaker.
• When giving feedback to others consider the context, their needs, the impact on their esteem, and their culture.
• Use the feedback sandwich as a model for giving constructive criticism.

Please share your feedback, suggestions, corrections, and ideas

I want to hear from you.

Do you have an activity to include? Did you notice a typo that I should correct? Are you planning to use this as a resource and do you want me to know about it? Do you want to tell me something that really helped you?

Click here to share your feedback.

Bonus Features

Advice to teachers (and leaders).

Research suggests the following regarding giving students feedback on their speeches:

• Discuss the purpose of feedback.
• Discuss ways to view criticism.
• Give smaller, low-stakes opportunities to receive speech feedback.
• Give negative feedback privately.
• Allow feedback to come from multiple sources: In a speech class, have other students offer speech feedback.
• Phrase it as skill-building rather than deficiency. Instead of “poor eye contact” say “increasing eye contact will build a connection with your audience.”
• Give as many positive comments as possible.
• Develop a warm, positive relationship with your students so they sense goodwill when they receive feedback from you.

King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5 http://ac-journal.org/journal/vol5/iss2/articles/feedback.htm

Identify the Politeness Strategy

I asked numerous professionals to Beta Test (review) this book. The feedback I received had great examples of the politeness strategies mentioned in this chapter. For me, the review process was the living version of this chapter. I felt exposed and vulnerable (and still feel exposed letting you see these comments). Because I was open to criticism, I was able to correct my mistakes, become a better writer, and give you a book that represented the profession and not just my opinions.

Read these and see if you can figure out which politeness strategy is at work.

As a speaker, it will not be easy to be open to criticism, but doing so will allow you to grow. As an act of reflection, ask yourself, which feedback below would be the most palatable to you–the direct, the apologetic, the explanatory.

• Is there an extra space in that highlighted area?
• This sentence reads funny to me. Seems like you are taking away from your powerful point if you end with the phrase “a little.” Sorry, just saying.
• I am an over-user of the word “that”. If you can eliminate it and the sentence still makes sense, I would go ahead and cut it.
• I was curious about your choice to provide transcripts for some videos but not for others.
• I realize you are totally confident with saying NEVER. I say NEVER and ALWAYS in class, but I am not sure I should. Maybe “Instead of” can sub for NEVER.
• Review bulleted lists for punctuation consistency: Some lines have periods in the end; some don’t.
• “It is no surprise then, that when researchers looked at 500 Ted talks.” I suggest the style “TED Talks,” as that’s how the TED org itself expresses its name, and TED was originally an acronym for Technology, Entertainment, and Design.
• The content was spot on and have no critical-minded commentary. My comments and sharings would be just on formatting. Because I’m a Monica… (maybe you’re a Friends gal, too?)
• There is a noticeable lack of diversity in the speakers featured. Almost all the examples are of speakers who are white and most of those are men. This is a big problem. It makes white, male, English-first speakers the norm rather than an example of many. This would make me wary of using this text in my classes because typically this demographic of white, male, English-first speakers only represents a bare plurality of my students.

Brown, P., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomena. In E. Goody (Ed.), Questions and Politeness: Strategies in Social Interaction (pp. 56-310). Cambridge University Press.

Churchhill Central: Life and words of Sir Winston Churchill. https://www.churchillcentral.com/

Gonzales, M. (2017). How to get feedback on speeches. Global Public Speaking. https://www.globalpublicspeaking.com/get-feedback-speeches/

King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365–374. https://doi.org/10.1080/03634520009379224

Mehra, A., Kilduff, M. & Brass, D.J. (2001). The social networks of high and low self-monitors Implications for workplace performance. Administrative Science Quarterly, 46 (1), 121-146. https://doi.org/10.2307/2667127

Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs. https://erinmeyer.com/books/the-culture-map/

Meyer, E. (2014). How to say “This is Crap” in different cultures. Harvard Business Review. https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-cultures

Reagle, J.M. & Reagle, J.M. (2015). Reading the comments: Likers, haters, and manipulators at the bottom of the web . MIT Press. https://readingthecomments.mitpress.mit.edu/

Ripmeester, N. Rottier, B., & Bush, A. (2010). Separated by a common translation? How the Brits and the Dutch communicate. Pediatric Pulmonology. 46( 4). 409-411. https://doi.org/10.1002/ppul.21380

Ripmeester, N. (2015). We all speak English, don’t we? https://www.linkedin.com/pulse/we-all-speak-english-dont-nannette-ripmeester/

Smith, C.D. & King, P.E. (2007). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education 53 (3). https://doi.org/10.1080/0363452042000265152

Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology. 30 (4), 526-537. http://www.communicationcache.com/uploads/1/0/8/8/10887248/self-monitoring_of_expressive_behavior.pdf

Toastmasters International. (2017). Giving effective feedback. https://www.toastmasters.org/resources/giving-effective-feedback

Media Attributions

• charles-deluvio-Lks7vei-eAg-unsplash © Charles Deluvio is licensed under a CC BY (Attribution) license
• kira-auf-der-heide-8mj-o2H5PKE-unsplash © Kira auf der Heide is licensed under a CC BY (Attribution) license
• Diagram of the Sandwich Feeedback Technique is licensed under a CC0 (Creative Commons Zero) license
• jon-tyson-RUsczRV6ifY-unsplash © Jon Tyson is licensed under a CC BY (Attribution) license
• clay-banks-LjqARJaJotc-unsplash © Clay Banks is licensed under a CC BY (Attribution) license
• eric-mok-D2CUJOl2EOA-unsplash © Erik Mok is licensed under a CC BY (Attribution) license

Speech Evaluation: What to Expect and Why It Matters

Posted on 25 january, 2024.

When it comes to speech therapy, understanding the process can alleviate any concerns you may have about seeking help for yourselves or your children. As speech therapists specializing in speech treatment, the treatment of language delay/disorders, expressive and receptive language evaluation, diagnosing receptive or expressive language disorders, diagnosis articulation and phonological evaluation, and early intervention services, we're here to guide you through what to expect during a speech evaluation and why it's a crucial step on the path to improved communication.

The Initial Contact

The first step in the journey toward effective communication is reaching out to us at Words Matter Speech Therapy, LLC, Making that initial call can be both exciting and nerve-wracking, but rest assured, we are here to support you. During our conversation, you can expect a warm and empathetic approach as we gather essential information about your concerns and the communication challenges you or your children are facing.

Scheduling the Evaluation

Once we've had our initial conversation, the next step is scheduling the evaluation. As speech therapists who understand the urgency of addressing communication issues, we make it a priority to offer timely appointments without long waitlists. This means you won't have to endure a lengthy delay before beginning the journey toward improved speech and language skills. At Words Matter Speech Therapy, LLC, we are dedicated to serving our community promptly.

The Evaluation Process

During the evaluation itself, you or your children can expect a comprehensive assessment tailored to the specific concerns discussed during our initial contact. This assessment typically includes a range of exercises and activities designed to evaluate speech, language, articulation, phonological skills, and receptive and expressive language abilities.

We will observe and interact with you or your children to gain insights into areas of strength and areas that may need improvement. Our focus is not only on identifying challenges but also on understanding individual strengths and abilities to create personalized treatment plans that maximize progress.

Why the Evaluation Matters

Now, you might be wondering why the evaluation process is so essential. Well, it serves as the foundation for effective treatment. By pinpointing the exact nature of the communication challenges, we can tailor therapy sessions to address specific needs. Whether it's a speech delay, a language disorder, or articulation issues, a thorough evaluation ensures that the treatment plan is finely tuned to bring about the best results.

Additionally, early intervention is crucial in addressing speech and language issues. The sooner we identify and begin addressing these challenges, the greater the potential for improvement. Early intervention services can significantly impact children's future academic and social success.

Crafting a Personalized Treatment Plan

Following the evaluation, we will collaborate with you or your children to develop personalized treatment plans. These plans outline the goals, strategies, and milestones we aim to achieve throughout the therapy process. We believe in family-focused therapy, meaning that your involvement is instrumental in achieving successful outcomes. Together, we'll work towards functional and effective communication skills.

Ongoing Support and Progress

At Words Matter Speech Therapy, LLC, our commitment doesn't stop at the evaluation or treatment plan. We provide continuous support and guidance throughout the therapy journey. Regular sessions and progress assessments ensure that we are on the right track and making positive strides towards improved communication.

In conclusion, if you're considering speech therapy for yourselves or your children, know that the evaluation is a crucial first step. It's a process filled with empathy, personalized attention, and the expertise of dedicated speech therapists. We're here to help you navigate this journey and unlock your or your children's full communication potential. Feel free to reach out to us at (816) 383-4091 to start the conversation and take that important first step towards enhanced communication skills. Your voices matter, and we're here to help them be heard.

Posted on February 2, 2024

When it comes to children's development, communication plays pivotal roles in their success in school, social interactions, and overall quality of life. As dedicated speech therapists, we're here to shed light on the early sig…

I'd love to hear from you! Feel free to get in touch with any questions, comments, or inquiries you may have.

Evaluating Yourself as a Speaker: Goals & Methods

Kat has a Master of Science in Organizational Leadership and Management and teaches Business courses.

Table of Contents

Speech evaluation, specific and measurable goals, self-inventory, outside speech evaluation, lesson summary, learning outcomes.

You wouldn't pay for your new haircut without looking in the mirror first, would you? Well, the same rule applies for a speech. When a speaker gives a speech, it is important to evaluate afterwards. This involves using several methods to determine whether the speech was effective.

I know what you are thinking. Once it's over, it's over, and there is no turning back. Well, in the moment, you may be correct. However, by evaluating your speech, you may learn a few things about your content, delivery or even your body language, which could help you in the future.

Just how does a speaker evaluate his speech? Let's see.

To unlock this lesson you must be a Study.com Member. Create your account

An error occurred trying to load this video.

Try refreshing the page, or contact customer support.

You must c C reate an account to continue watching

Register to view this lesson.

As a member, you'll also get unlimited access to over 88,000 lessons in math, English, science, history, and more. Plus, get practice tests, quizzes, and personalized coaching to help you succeed.

Get unlimited access to over 88,000 lessons.

Already registered? Log in here for access

Resources created by teachers for teachers.

I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.

You're on a roll. Keep up the good work!

Just checking in. are you still watching.

• 0:01 Speech Evaluation
• 0:42 Specific and Measurable Goals
• 2:04 Self-Inventory
• 2:38 Outside Speech Evaluation
• 4:14 Lesson Summary

Obviously, the goal of a speech is to deliver information to the audience. But just how does the speaker know the audience actually got it? Moving back in time, when the speaker sets out to write his speech, he first sets specific and measurable goals. A specific goal is the detailed projected outcome of the speech.

To make it real, when Professor Bickstein sat down at his desk to write a speech for a group of curious chemistry students, he knew the speech had to have an end result. In other words, he needed to set a goal. Perhaps it would be that students would have a solid understanding of the major differences between baking soda and baking powder.

Now, once Bickstein delivers his speech, how will he know whether students really understand the nuances of both baking soda and baking powder? That's where measurable goals come into play. Measurable goals are goals that can be assessed to determine effectiveness.

Bickstein can call a couple of students to the stage to project the outcome of tests using both compounds. That would give him a good idea of whether the audience actually understood the difference: baking soda fizzes, while baking powder does not. If Bickstein doesn't want to actually test his own hypothesis, he can also take a good look at himself giving the speech.

Well, the ole' science scholar could always critique himself by performing a self-inventory . It's pretty simple, too.

Check out a few self-inventory questions:

• Did you feel satisfied with the speech?
• Do you think the main points were well received?
• How confident were you? Did you have the jitters?
• How did the audience react to the speech?
• Did you stutter?
• Was your timing on point?

By asking yourself these questions immediately after you present, you will have insight into the overall success of the speech.

Evaluating yourself is not the only way to conduct an evaluation; you can also use your audience. An outside speech evaluation works almost the same way as self-inventory does, but it is done by others. An evaluation form is given to the audience. The evaluation sheet contains questions about different parts of the speech. Their responses are gathered and compiled for the speaker to use to sharpen his skills.

Here's a rundown of what the audience may be asked:

The introduction:

• Was the purpose of the speech clear?
• Was there a main point?

In the body of the speech:

• Was a sub-topic presented?
• Was there enough support for the sub-topic?
• Did the body flow smoothly?

In the conclusion:

• Was the speech something people will remember?
• Did the speaker create enough excitement or a call to action?
• Did the conclusion contain new information?

For overall delivery of the speech, the speaker may want to know:

• Did the speech sound exciting?
• Were there enough visuals to express the point?
• How was the speaker's body language?
• Was anything distracting the audience from the speech?
• Did the speaker keep a good pace?

Lastly, it would be good to know:

• How did the audience feel about the speech?
• Was the topic convincing enough?
• Would the audience members pay to see the speaker again?

Once the audience or other evaluator completes the form, the speaker will have a pretty good idea of how he did.

Evaluation involves using several methods to determine whether the speech was effective. First, look at specific and measurable goals . These are goals that are exact and can be tested. One way you can determine whether the goal of your speech was successful is to perform a self-inventory . This is an assessment done by the speaker himself, and the answers will reveal whether he felt that the speech did what it was designed to do.

Some questions he can ask himself are:

Another way of evaluating the effectiveness of a speech is to have the audience or another person perform a speech evaluation . It's pretty much the same as the self-inventory, but it is done by another person or persons. Speech evaluation questions are similar, too. However, this type of evaluation may provide the speaker with more specific detail about the overall speech, introduction, body and conclusion. There may even be questions about things like pace, tone and persuasiveness.

Whether it is a self-evaluation or a speech evaluation done by another person, it is a good practice to always measure the effectiveness of a speech, as it will help the speaker hone in on weaknesses.

After you have reviewed this lesson, you should be able to:

• Explain why it is important to evaluate yourself after a speech
• Describe specific and measurable goals in speeches
• Recall some of the questions useful for conducting a self-inventory
• Discuss how an outside evaluation can help a speaker gauge the effectiveness of their speech

Unlock Your Education

See for yourself why 30 million people use study.com, become a study.com member and start learning now..

Already a member? Log In

Recommended Lessons and Courses for You

Related lessons, related courses, recommended lessons for you.

Evaluating Yourself as a Speaker: Goals & Methods Related Study Materials

• Related Topics

Browse by Courses

• Praxis Family and Consumer Sciences (5122) Prep
• Information Systems: Help and Review
• Introduction to Organizational Behavior: Certificate Program
• UExcel Organizational Behavior: Study Guide & Test Prep
• Introduction to Business: Certificate Program
• UExcel Business Law: Study Guide & Test Prep
• CLEP Introductory Business Law Prep
• Introduction to Business Law: Certificate Program
• College Macroeconomics: Homework Help Resource
• Introduction to Macroeconomics: Help and Review
• DSST Computing and Information Technology Prep
• Business 104: Information Systems and Computer Applications
• Business 102: Principles of Marketing
• Economics 102: Macroeconomics
• GED Social Studies: Civics & Government, US History, Economics, Geography & World

Browse by Lessons

• Global Market Entry, M&A & Exit Strategies
• Entering an International Market | Strategies & Considerations
• Pros & Cons of Outsourcing Global Market Research
• Full Service | Meaning & Examples
• Advertainment History, Types & Examples
• Franchisee in Marketing: Definition & Explanation
• Influencer Marketing | Definition, Role & Importance
• Intangibility in Marketing: Definition & Overview
• Learned Behavior in Marketing: Definition, Types & Examples
• Marketing Orientation: Definition & Examples
• Schedule Variance Formula & Calculation
• Product Placement | Definition, History & Examples
• Stealth Marketing | Definition, Types & Examples
• Strategies for Effective Consumer Relations
• Cross-Selling in Retail: Techniques & Examples

Create an account to start this course today Used by over 30 million students worldwide Create an account

Explore our library of over 88,000 lessons

• Foreign Language
• Social Science
• See All College Courses
• Common Core
• High School
• See All High School Courses
• College & Career Guidance Courses
• College Placement Exams
• Entrance Exams
• General Test Prep
• K-8 Courses
• Skills Courses
• Teacher Certification Exams
• See All Other Courses
• Create a Goal
• Create custom courses
• Get your questions answered

Public Speaking: 40 Useful Performance Feedback Phrases

Public Speaking: Use these sample phrases to craft meaningful performance evaluations, drive change and motivate your workforce.

Public Speaking though closely related to presenting differs in that it is the process of performing a speech before a live audience with the purpose of informing, persuading or entertaining.

Public Speaking: Exceeds Expectations Phrases

• Always does proper research before delivering a talk before people.
• Has an excellent way of organizing ideas and views in a logical manner that is easy to understand.
• Knows how to use a story well to pass a point across much easier.
• Shows a great sense of humor and uses it well to grasp the attention of the audience.
• Uses visual aids with the speech to assist in delivering the intended information.
• Engages the audience well enough through allowing them to ask questions.
• Exhibits a great aura of confidence and poise when delivering a talk.
• Listens to other speakers and tries to learn new ways to improve further.
• Readily accepts feedback and also gives constructive feedback to other speakers.
• Talks in a balanced and easy way that is not too fast or too slow.

Public Speaking: Meets Expectations Phrases

• Handles well any unexpected issue that might arise during the talk.
• Knows how well to maintain good eye contact with the audience.
• Tries to improve on a daily basis on how to perfect the art of public speaking.
• Pays good attention to the body language and tries to keep things together in a good way.
• Handles pressure well and always tries to keep cool when there is panic.
• Always plans appropriately before delivering ant type of talk or speech.
• Does not force ideas and views onto other people and coerce them into accepting them.
• Has a good knowledge of understanding and speaking a wide array of languages.
• Knows how well to summarize the talk and does not speak for too long.
• Manages the time given to deliver the speech well and does not extend.

Public Speaking: Needs Improvement Phrases

• Does not handle pressure well enough and it is easy to tell the nervousness.
• Shows lack of confidence when it comes to delivering any talk.
• Not willing to improve the public speaking skills and learn new ways.
• Does not accept constructive feedback and is not willing to give feedback when required.
• Talks in a speedy and at times slow manner that the audience does not grasp the content being delivered.
• Engages the audience less and hence the talk does not yield the desired impact.
• Delivers the content in a dull manner and with less enthusiasm.
• Seems always to force other people to buy into ideas and views.
• Speaks for too long and does not know how to summarize by capturing key points.
• Does not talk different languages hence, cannot speak to a wide audience.

Public Speaking: Self Evaluation Questions

• Give an instance you delivered a speech and how do you feel you performed
• How well do you engage your audience while giving a talk?
• What was your favorite talk and how did it rate among your audience?
• What will you consider your worst performed speech and how did the audience rate it?
• How well do you prepare yourself before delivering a speech before an audience?
• How well do you manage your nervousness and tension before you give a talk?
• Do you listen to other speakers and what have you learned so far?
• How well are you conversant with speaking different languages that suit different types of audiences?
• Give an example you delivered a long speech and how did you rate your audience regarding their participation?
• Do you normally talk about all your intended points and how do you manage your time on stage.

These articles may interest you

Recent articles.

• Employee Performance Goals Sample: Business Process Auditor
• Good Employee Performance Feedback: Accounts Receivable Clerk
• Good Employee Performance Feedback: Oracle/Sybase Database Administrator
• Poor Employee Performance Feedback: Junior Auditor
• Employee Performance Goals Sample: Operations Clerk
• Outstanding Employee Performance Feedback: Civil Engineering Manager
• Good Employee Performance Feedback: Resource Biologist
• Outstanding Employee Performance Feedback: Automotive Key Technician
• 4 Crucial Management Skills In Nursing
• Employee Performance Goals Sample: Claims Representative
• Poor Employee Performance Feedback: Claims Representative
• Outstanding Employee Performance Feedback: Operations Coordinator
• Good Employee Performance Feedback: Commercial Insurance Sales Manager
• Poor Employee Performance Feedback: Digital Archivist
• Employee Performance Goals Sample: Infant and Toddler Teacher

Speech Evaluator

As an evaluator, you can have extraordinary impact!  Your observations, insights and advice can be the catalyst for growth for even a seasoned speaker. Reinforcing their strengths and gently offering useful advice on improvement motivate members to improve. Your verbal evaluation of the speaker also helps the audience, as members learn from the advice you give and how you give it.  For you, the speaker and the audience, everyone improves their speaking and leadership skills.  

PRIOR TO MEETING DAY

Evaluation requires careful preparation if the speaker is to benefit. 

Several days before the meeting, check Free Toast Host to find out who you will be evaluating and what project they will present.  

Review the project goals. Remember, the purpose of evaluation is to help people develop their speaking or leadership skills in various situations

Contact the speaker to discuss specifics about how they want to improve.   

MEETING DAY

Arrive by 6:45 and speak briefly with the general evaluator to confirm it there are any changes you should be aware of. Retrieve the evaluation form from the speaker.  If you’ve not already talked, ask if they have any specific goals in mind.

During the speech, listen actively and observe.  Record your impressions along with your answers to the evaluation questions. Some things to remember:

You are evaluating the speech not the speaker

Be as objective as possible.

Good evaluations may give new life to discouraged members and poor evaluations may dishearten members who tried their best.

Always provide specific methods for improving and present them in a positive manner. 

Tips for presenting your verbal evaluation:

You may have written lengthy responses to manual evaluation questions, but don’t read the questions or your responses.  

Remember to highlight the positives and one or two areas where the speaker can improve.  

Explain what you saw, heard, and felt.  For new Evaluators, this may make the task easier and allow you to effectively evaluate more experienced speakers.

Your three-minute evaluation will go quickly. Don’t try to cover too much—two to three points is appropriate.  Focus on key areas of strength needed improvement.

“ The Modified Sandwich Technique ” is a useful evaluation approach:  

Sandwich Layer: Bread

Evaluation Element: Praise – strengths exhibited by the speaker

 Sandwich Layer: Condiments

Evaluation Element: Areas for improvement – where can the speaker improve     

Sandwich Layer: Meat, cheese, vegetables

Evaluation Element: Specific suggestions – how can the speaker improve

Advice for Giving and Getting Feedback to Become a Better Public Speaker

by Janice Tomich

• Presentation Planning & Public Speaking Skills

Your personal and career growth will take a leap forward when you separate your ego from logic while giving or receiving feedback.

I often see the ability to separate from being defensive, as opposed to open to learn, reflected in many of my executive communication and presentation coaching clients. 

Those that can separate their emotions from constructive feedback and take on (vetted) recommendations make fast progress. They are like teflon not thinking that feedback should be taken personally. They see feedback and critique as a fantastic opportunity for growth and put blinders on to letting their ego get in the way.

Those that are blocked – have difficulty asking for or receiving speech critique – make slow progress. They are hurt by feedback that they consider negative and let it rent time in their heads. They also receive a poor return on their investment of time spent creating a speech or presentation.

Table of Contents

Why Is Speech Feedback And Critique An Important Part Of Public Speaking? 

We usually don’t see ourselves as others do. It’s easy for us to see and understand others. It takes a lot of work to actually see ourselves as others do. It can be difficult to anticipate our gaps of understanding or what exactly is it that our audience wants to learn or know from us. 

By reaching out to trusted colleagues you have the opportunity to grow the full gamut of your public speaking skills and focus on the areas to work on to improve. 

Developing and creating a presentation or keynote speech is built on a number of drafts/iterations – one building off the other to laser focus on what will land for your audience and what won’t. These steps of improvement provide opportunities to continually grow your skills as a speaker. 

For many, being a public speaker requires taking a leap of faith…being both humble and vulnerable. And with that comes asking for help to be the best you can be on stage. 

Learning that it’s in collaboration with others that you’ll thrive not only as a public speaker but as a leader happens by deepening your working relationships and relying on colleagues you can trust. 

Why Is Honest Feedback Important For You As A Public Speaker?

We all have a perspective based on our experiences, however as a party of one it’s a very narrow world view. Inviting other professionals or someone that is similar to your ideal audience opens up insight into what you haven’t considered or an understanding of how you will be perceived. 

Valuable insight and perspective that is different than your own is rich with opportunity to learn where the gaps are in your presentation. The positive feedback, as well as the ‘what needs improvement’ feedback provides a valuable opportunity to learn how to improve your public speaking skills. 

What Are Some Tips You Need To Think About To Give Effective Feedback When Asked By A Colleague Or Friend? 

Ask the presenter what the objective is for delivering their presentation. Do they have a specific call to action or are they looking to change a point of view? Keep your eye on the presenter’s objective so you can provide worthwhile constructive feedback. 

Focus on three, maximum five areas for feedback. Any more and you’ll overwhelm the receiver. Provide your feedback focussed on the most important elements for improvement. 

Share what’s working and what isn’t but don’t stop there. For example, explain why the introduction didn’t grab you at the start and then recommend using a technique such as starting with a story to engage your audience right away.

Be concrete with your examples. Vague critique sounds like this, “Your conclusion was confusing – you were all over the place and I couldn’t follow you”. As opposed to clear and helpful critique, which sounds like this, “When you ended with a Q & A I wasn’t sure when your presentation was over. Consider delivering your conclusion after you’ve answered the last question”.

Maya Angelou left us with a wonderful quote, ““I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Share feedback from the perspective of the overall feeling of the presentation. Did you feel included…as though the presentation was focussed on your problem? Or perhaps did you feel inspired and ready to take action? 

Pro Tip: We are more often persuaded by emotion than data. Even the most analytical of us.  Janice Tomich

Providing Effective Feedback As An Audience Member

Please, I encourage you to fill out your feedback form after an event to provide insight to the organizer. 

Most people don’t (uptake is usually 15%), which results in a few exuberant voices being heard and often some of the most valuable insight not being received – useful feedback that will help to improve upcoming events. 

What Are Some Tips To Think About To Get Effective Feedback When You’re The Presenter?

How to ask for feedback.

When asking for feedback put your head into learners mode. Forget about your ego and absorb what you can learn from the feedback given. It’s when you can take constructive criticism that you will grow and fly. 

Be selective about who you ask for feedback. Is the person you’re asking able to take the audience’s perspective? Are they knowledgeable and experienced about how to influence and persuade others? Are the equipped to share astute verbal feedback so their words will help improve each iteration? 

Ask what worked and didn’t work. Both from the perspective of the content and the delivery.

Make sure to choose someone that you can trust to provide a valuable speech evaluation to keep you on course.

I know it’s hard to have that difficult conversation, pitch that podcast, or choose just the right words to make your presentation come to life.

When To Ask For Feedback

Ask for feedback with each iteration – as your presentation evolves. Try to get your feedback from the same people each time. Getting too many opinions will only cause confusion and have you questioning who to believe. 

Years ago I was invited to provide feedback for a TED TALK presenter. Unfortunately the presenter asked an entire posse of people to weigh in. It was a nightmare with too many perspectives popping in now and again, some of them lacking the expertise to provide feedback in public speaking. 

How To (And Not To) Respond To Feedback

When you’re receiving  critique don’t respond (even to ask questions) simply use active listening skills. Once your colleague has finished then ask if something is unclear or you need more context. 

Don’t fall into the trap of defending yourself. Listen with an open heart and consider how you can (or will) implement the feedback to help improve your speech/presentation. 

Toastmaster’s is a wonderful opportunity for practice with a live audience, however I have some words of caution. They use a templated system. Have you noticed that you are easily able to pick out a Toastmasters speaker? Their presenters are encouraged to  follow a framework making those types of presentations pretty predictable. 

I also don’t agree with their rule of counting ums and ahs. We don’t want to sound like robots – vocal tics are normal and natural to the way humans speak. I can’t imagine standing front and centre having ums and ahhs evaluated. The pressure would have me saying a lot more. 

Lastly be very cautious who from Toastmaster you take critique from. Attendees follow a strict framework and that’s where the critique will be delivered from. 

The best speeches and presentations are unexpected jewels that don’t follow the rules. 

Work With An Expert That Has A Deep Breadth And Depth Of Knowledge

Working with a public speaking coach or a specialist in communication will provide expert perspective that Toastmaster, friends, or colleagues can’t. Subject Matter Experts (SME) are trained in the art of influence and persuasion. SME’s are fixated on how your speech or presentation will inspire or compel your audience to take on your thoughts, ideas, or point of view. 

A presentation coach or communication expert will be fully invested in your success. It’s their focussed specialty and comes without the distraction of work projects or whether the dishes are done.

A coach will constantly measure your content and delivery against your goals and objectives. They won’t let you or your speech waiver from it. 

Often SME’s will work with clients for months/years and build a trusted relationship with you. They will intimately understand your experience and are dedicated to how to improve your public speaking skills. 

In order to give or receive feedback you need to understand how to give or receive feedback – see the other perspective. 

The feedback loop is not a one-off endeavour. It’s a work in progress. 

When done right, feedback is a brilliant opportunity to grow as a leader and accelerate your career. It’s worth the time to hone your skills and be both a good recipient and receiver of feedback. 

Do you have a speech or presentation scheduled to deliver in the next few months? Get in touch to talk about if we might work together or review my speech coach services .

It would be my pleasure to take you through all the important steps to deliver a memorable presentation that you will be proud of. 

Share this post:

Related Posts

How Much Should I Charge to Give a Keynote Speech?

Someone has just asked you how much you charge to give a keynote speech. What should you answer? It depends. I’m a public speaking coach. That gives me an insider’s view of keynote speaking costs

7 Public Speaking Books Actually Worth Your Time

Most people dislike public speaking. In fact, the stats say 73% of people fear delivering presentations or talks. If you are one of the 73%, you don’t have to be. There is an abundance of standout books

Yes, Anyone Can Become a Charismatic Speaker. Here’s how.

Is it possible to become a charismatic speaker if you weren’t born with the talent?  Someone asked me that question at one of the first workshops I delivered as a public speaking coach. And it

Janice Tomich Site Map

Testimonials

Social Media

© 2023 Janice Tomich. All Rights Reserved. Privacy Policy   |   Terms of Use

Give the keynote. Without the nerves.

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock A locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Voice, Speech, and Language

• Developmental Language Disorder

Diseases and Conditions

• Apraxia of Speech
• Auditory Processing Disorder
• Autism Spectrum Disorder: Communication Problems in Children
• Recurrent Respiratory Papillomatosis or Laryngeal Papillomatosis
• Spasmodic Dysphonia
• Vocal Fold Paralysis

More Health Information

• Clinical Studies: Information for the Public and Potential Volunteers
• MedlinePlus Consumer Health Database — at nlm.nih.gov

Communication Resources

Information specialists can answer your questions in English or Spanish.

Our glossary provides definitions of medical words used on the NIDCD website.

Order free publications. Find organizations. Get content for your site and much more.

Voice, Speech, and Language in the News: NIDCD-Supported Research

• May 29, 2024 Babies babble squeals and growls in clustering patterns observable from birth through the first year, suggesting this active vocal exploration is important to speech development
• May 28, 2024 Is It a Sound of Music…or of Speech? Scientists Uncover How Our Brains Try to Tell the Difference
• May 8, 2024 Take care of your voice - NIH News in Health

Related Topics

• Nearly 1 in 12 Children Ages 3–17 Has a Disorder Related to Voice, Speech, Lang…
• Prevent Voice Problems: Stay Hydrated (Multimedia content)
• Statistics and Epidemiology
• Developmental Milestones in Children Through Age 5 - Centers for Disease Contro…