summarized from Toastmasters material by Graham Tritt, 1995
Evaluation is cooperative work - both speaker and evaluator contribute, and the results benefit them both.
By an "evaluation dialog" we mean a continual sequence of conversations between speaker and evaluator, which can begin well before the presentation and continue long after. It's somewhat like the relationship between a student and a teacher, except that it can be reversed at any time!
It can begin with the club organiser, toastmaster of the evening and master evaluator deciding on particular themes for presentations or for evaluations. For instance, evaluators may be asked to concentrate on physical aspects of delivery.
Then a speaker can discuss his plans with the evaluator assigned to him - perhaps asking that the evaluator be particularly aware of some habits the speaker is trying to correct or improve. It is the responsibility of the evaluator to search out the speaker, to say hello to him, help him relax and reduce his anxiety.
During and following the speech, the evaluator has to work hard and fast - making notes, collecting ideas, and organising his response. The evaluation itself forms a speech subject to the same rules as any other - and it will in turn also be evaluated! In addition, it is measured for its effectiveness in proposing some changes and in persuading the speaker to follow them.
These two speeches comprise the formal part of the dialog.
Informally, the evaluator should observe the effect his advice has on the speaker (and on fellow toastmasters). The speaker can report on how he felt that he performed, how he read the audience response, and whether he feels the evaluation is correct, useful, or just wrong! Others in the audience may also have a chance to comment, perhaps in written notes or in conversation later.
The evaluator should make time for private conversation later. First, to check whether he himself has misunderstood the speaker in any way! Then, to check whether the speaker understands the comments and to ask whether he found them practicable. At the same time, the evaluator can ask the speaker for help to improve his ability as an evaluator, by giving feedback on the evaluation.
In terms of Transactional Analysis, the special relationship between speaker and evaluator begins in a Child-Parent format. Provided that the club assists and encourages every member in both speaking and evaluating skills, and that the evaluator promotes balanced and constructive discussions and not criticism, the relationships in the club move towards an Adult-Adult format in which all benefit.