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The rubric provides grading criteria for public speaking and oral presentations across five categories: organization, topic knowledge, audience adaptation, language use, and delivery. Each category is scored on a scale from 0-20 points and describes the characteristics of presentations at an emerging, developing, or advanced level. The rubric focuses on how well organized, knowledgeable, engaging, appropriate, and polished a presentation is for its intended audience.
The rubric provides grading criteria for public speaking and oral presentations across five categories: organization, topic knowledge, audience adaptation, language use, and delivery. Each category is scored on a scale from 0-20 points and describes the characteristics of presentations at an emerging, developing, or advanced level. The rubric focuses on how well organized, knowledgeable, engaging, appropriate, and polished a presentation is for its intended audience.
The rubric provides grading criteria for public speaking and oral presentations across five categories: organization, topic knowledge, audience adaptation, language use, and delivery. Each category is scored on a scale from 0-20 points and describes the characteristics of presentations at an emerging, developing, or advanced level. The rubric focuses on how well organized, knowledgeable, engaging, appropriate, and polished a presentation is for its intended audience.
(0-12 points) (13-16 points) (17-20 points) 1. Organization Ideas may not be focused or Main idea is evident, but the Ideas are clearly organized, (20 points) developed; the main purpose is not organizational structure many need developed, and supported to clear. The introduction is to be strengthened; ideas may not achieve a purpose; the purpose is undeveloped. Main points are clearly developed or always flow clear. The introduction gets the difficult to identify. Transitions smoothly and the purpose is not attention of the audience and may be needed. There is no clearly stated. The introduction may clearly states the specific purpose conclusion or may not be clear the not be well developed. Main points of the speech. Main points are presentation has concluded. are not clear. Transitions may be clear and organized effectively. Conclusion does not tie back to awkward. Supporting material may The conclusion is satisfying and the introduction. Audience cannot lack in development. The relates back to introduction. (If understand presentation because conclusion may need additional the purpose of the presentation is there is no sequence of development. Audience has to persuade, there is a clear action information. difficulty understanding the step identified and an overt call to presentation because the sequence action.) of information is unclear. 2. Topic Knowledge Student does not have grasp of Student has a partial grasp of the Student has a clear grasp of (20 points) information; student cannot information. Supporting material information. Citations are answer questions about the may lack in originality. Citations are introduced and attributed subject. Few, if any, sources are generally introduced and attributed appropriately and accurately. cited. Citations are attributed appropriately. Student is at ease Supporting material is original, incorrectly. Inaccurate, with expected answers to all logical and relevant. Student generalized, or inappropriate questions but fails to elaborate. demonstrates full knowledge supporting material may be used. Over dependence on notes may be (more than required) by Over dependence on notes may be observed. answering all class questions with observed. explanations and elaboration. Speaking outline or note cards are used for reference only. 3. Audience The presenter is not able to keep The presenter is able to keep the The presenter is able to Adaptation the audience engaged. The verbal audience engaged most of the time. effectively keep the audience (20 points) or nonverbal feedback from the When feedback indicates a need for engaged. Material is modified or audience may suggest a lack of idea clarification, the speaker makes clarified as needed given interest or confusion. Topic an attempt to clarify or restate ideas. audience verbal and nonverbal selection does not relate to Generally, the speaker demonstrates feedback. Nonverbal behaviors audience needs and interests. audience awareness through are used to keep the audience nonverbal and verbal behaviors. engaged. Delivery style is Topic selection and examples are modified as needed. Topic somewhat appropriate for the selection and examples are audience, occasion, or setting. Some interesting and relevant for the effort to make the material relevant audience and occasion. to audience needs and interests. 4. Language Use Language choices may be limited, Language used is mostly respectful Language is familiar to the (Verbal Effectiveness) peppered with slang or jargon, too or inoffensive. Language is audience, appropriate for the (20 points) complex, or too dull. Language is appropriate, but word choices are setting, and free of bias; the questionable or inappropriate for a not particularly vivid or precise. presenter may “code-switch” particular audience, occasion, or (use a different language form) setting. Some biased or unclear when appropriate. Language language may be used. choices are vivid and precise. 5. Delivery The delivery detracts from the The delivery generally seems The delivery is extemporaneous (Nonverbal message; eye contact may be very effective – however, effective use of -- natural, confident, and Effectiveness) limited; the presenter may tend to volume, eye contact, vocal control, enhances the message – posture, (20 points) look at the floor, mumble, speak etc. may not be consistent; some eye contact, smooth gestures, inaudibly, fidget, or read most of hesitancy may be observed. Vocal facial expressions, volume, pace, the speech; gestures and tone, facial expressions, clothing etc. indicate confidence, a movements may be jerky or and other nonverbal expressions do commitment to the topic, and a excessive. The delivery may not detract significantly from the willingness to communicate. The appear inconsistent with the message. The delivery style, tone of vocal tone, delivery style, and message. Nonfluencies (“ums”) voice, and clothing choices do not clothing are consistent with the are used excessively. Articulation seem out-of-place or disrespectful to message. Delivery style and and pronunciation tend to be the audience or occasion. Some use clothing choices suggest an sloppy. Poise of composure is lost of nonfluencies are observed. awareness of expectations and during any distractions. Audience Generally, articulation and norms. Limited use of members have difficulty hearing pronunciation are clear. Most nonfluencies is observed. the presentation. audience members can hear the Articulation and pronunciation presentation. are clear. All audience members can hear the presentation.
2005. Adapted with permission from Northwest Regional Educational Laboratory (1998).