Public speaking remains one of the most sought-after skill sets by employers. However, a method to accurately assess these public speaking skills has long been debated by educators and scholars alike (Morreale, Hugenberg, & Worley, 2006). This study sought to ex-amine the assessment tools used to demonstrate student learning of public speaking skills in the hybrid orientation of the basic communication course. Statistical analyses were conducted to determine the validity of two assessment instruments (Informative Presentation Assessment Form and Persuasive Presentation Assessment Form) measuring student public speaking competency. Results established concurrent validity of the two assessment instruments used to measure students’ public speaking competency for the informative and persuasive presentations. Another goal of the cur-rent study was to assess the change in student public speaking behaviors after receiving public speaking training. A pre-post design was used to determine whether trained or untrained students would improve more throughout the course of the semester. Results revealed the trained group experienced a greater increase in competency than the untrained group. Discussion and implications for future research are included.



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