Bridging The Gap - Education Component - Evaluation Tools

Speaking Rubrics and Checklists:
Presentation Rubric
Speaking Rubric
Speaking Assessment Criteria
Debate Rubric
Oral Presentation Checklist
Speaking Rubric II

Presentation Rubric

	Apprentice	Basic	Learned	Exemplary
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student’s graphics relate to text and presentation.	Student’s graphics explain and reinforce screen text and presentation.
Mechanics	Student’s presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Speaking Rubric

Apprentice

Basic

Learned

Exemplary

· Presentation shows lack of interest.

· Speech difficult to understand.

· Lack of eye contact.

· Knowledge is minimal.

· Volume is uneven.

· Lacks focus.

· Lacks information.

· Grammatical errors.

· Presentation lacks enthusiasm.

· Speech is adequate.

· Lapses in sentence structure and grammar.

· Fact not included.

· Volume is uneven.

· Speech is clear.

· Eye contact is made intermittently.

· Grammar usually correct.

· Knowledge and facts are partially included.

· Volume is appropriate.

· Speech is clear.

· Eye contact is made.

· Grammar is conventional.

· Knowledge and facts are included.

· Volume is appropriate.

Speaking Assessment Criteria

	Apprentice	Basic	Learned	Exemplary
Content	* The speaker says practically nothing. * The speaker focuses primarily on irrelevant content. * The speaker is highly egocentric. The speaker appears to ignore the listener and the situation.	* The speaker does not provide enough content to meet the requirements of the task. * The speaker includes some irrelevant content. The speaker wanders off the topic. * The speaker adapts poorly to the listener and the situation. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language).	* The speaker provides enough content to meet the requirements of the task. * The speaker focuses primarily on relevant content. The speaker sticks to the topic. * The speaker adapts the content in a general way to the listener and the situation. * The speaker uses words and concepts which are appropriate for the knowledge and experience of a general audience. * The speaker uses arguments which are adapted to a general audience.	* The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. * The speaker adapts the content in a specific way to the listener and situation. The speaker takes into account the specific knowledge and experience of the listener, adds explanations as necessary and refers to the listener’s experience. The speaker uses arguments which are adapted to the values and motivations of the specific listener.
Delivery	* The volume is so low that you cannot understand most of the message. * The rate is so fast that you cannot understand most of the message. * The pronunciation and enunciation are so unclear that you cannot understand most of the message.	* The volume is too low or too loud. * The rate is too fast or too slow. Pauses are too long or at inappropriate spots. * The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as “ahs,” “uhms,” or “you knows.” * You are distracted by problems in the delivery of the message. * You have difficulty understanding the words in the message. You have to work to understand the words.	* The volume is not too low or too loud. * The rate is not too fast or too slow. Pauses are not too long or at inappropriate spots. * The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as “ahs,” “uhms,” or “you knows”.	* The speaker uses delivery to emphasize and enhance the meaning of the message. The speaker delivers the message in a lively, enthusiastic fashion * The volume varies to add emphasis and interest. * Rate varies and pauses are used to add emphasis and interest. * Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as “ahs,” “uhms,” or “you knows”.
Organization	* The message is so disorganized you cannot understand most of the message.	* The organization of the message is mixed up; it jumps back and forth. * The organization appears random or rambling. * You have difficulty understanding the sequence and relationships among the ideas in the message. You have to make some assumptions about the sequence and relationship of ideas. * You cannot put the ideas in the message into an outline.	* The message is organized. You do not have difficulty understanding the sequence and relationships among the ideas in the message. You do not have to make assumptions about the sequence and relationships of ideas. * You can put the ideas in the message in an outline.	* The message is overtly organized. * The speaker helps you understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing.
Language	* The grammar and vocabulary are so poor that you cannot understand most of the message.	* The speaker makes many grammatical mistakes. * The speaker uses very simplistic, bland language. The speaker uses a “restricted code,” a style of communication characterized by simple grammatical structure and concrete vocabulary.	* The speaker makes few grammatical mistakes. * The speaker uses language which is appropriate for the task, e.g., descriptive language when describing, clear and concise language when giving information and explaining, persuasive language when persuading. The speaker uses an “elaborate code,” a style of communication characterized by complex grammatical structure and abstract vocabulary.	* The speaker mades very few grammatical mistakes. * The speaker uses language in highly effective ways to emphasize or enhance the meaning of the message. As appropriate to the task, the speaker uses a variety of language techniques such as vivid language, emotional language, humor, imagery, metaphor, simile.

Debate Rubric

Name:

Date:

Period:

Subject of Debate:

Pro or Con (Circle One) Which Side Won:

**Points Earned: ___________________________________________/100 Points**
Critria	Rate 1-10	Comments
Appearance of Team (Professionally dressed.)
Opening statements were well organized.
Team members addressed remarks to the audience.
Opening statements were not read from cards.
Both team members participated equally in opening statement.
Students spoke loud enough to be heard.
Rebuttal was specific to arguments made in the opposing team’s opening statement.
Both team members participated equally in the rebuttal.
Answers to audience questions were well thought out.
Respect was shown throughout the debate for the opposing team. (No name calling, interruptions, etc.)

Oral Presentation Checklist

Content

Resources

Organization

Presentation Aids

Delivery

* I used a strong attention-getting device.

* I used words that the audience could understand.

* My vocabulary was strong and unambiguous.

* I used facts and logical appeals where appropriate.

* I used opinions or emotional appeals where appropriate.

* I used supportive details.

* The information I gave was valuable.

* The information and arguments were easy to follow.

* I stayed focused; I did not stray off my topic.

* I was well informed on my topic.

* I presented information that others didn’t know.

* I was able to answer questions from the audience.

* I used credible library resources.

* I used credible Internet resources.

* I used interviews with others as a resource.

* I cited my resources using the appropriate format.

* I gave credit to the resources in my speech.

* A bibliography was available.

* I put things into my own words.

* I was able to answer questions from the audience.

* I organized ideas in a meaningful way.

* I stated my topic clearly in the introduction.

* I included necessary background information.

* A clear introduction was present.

* The introduction included a statement of the main points.

* The audience could predict the presentation’s basic structure from the introduction alone.

* The body of the presentation contained support for the main points.

* I used helpful transitions between main points (e.g.: “First of all…” or “Similarly…”etc).

* Ideas flowed logically from one point to the next.q A strong conclusion was present.

* The conclusion had a clear call to action or belief.

* The conclusion was a creative summary of my topic.

* The audience could distinguish the introduction, body, and conclusion.

* Presentation aids were used during the speech.

* Presentation aids were relevant.

* Presentation aids enhanced the speech or reinforced main points.

* Presentation aids did not distract the audience.

*Presentation aids were creative.

* Visual aids were easy to read or see.

* Audio aids were easy to hear.

* Presentation aids contained no spelling or grammar errors.

* I maintained eye contact most of the time.

* I spoke to the entire audience, not just one or two people.

* My pronunciation was clear and easy to understand.

* My rate of speech was not too fast or too slow.

* My volume was not too loud or too soft.

* My body language was not too relaxed or too tense.

* My voice varied in pitch; it was not monotone.

* I used meaningful gestures.

* I used notes sparingly; I did not read from them.

* I used standard grammar.

* I didn’t hesitate or lose my place.

* I didn’t use filler words (uhm, uh, ah, mm, like).

* I didn’t call attention to errors by apologizing.

* I didn’t fidget, rock back and forth, or pace.

* I maintained good posture.

Speaking Rubric II

	Apprentice	Basic	Learned	Exemplary
Vocal Expression-Expressiveness (Voice Usage)	Monotonous.	Some variation.	Enthusiastic.	Energizes the audience with enthusiasm.
Vocal Expression-Clarity (Distinctness of the articulation and pronunciation of words)	Poor articulation.	Generally clear.	Clear throughout.	Precisely clear.
Vocal Expression-Audibility (Appropriateness of the vocal volume used by the speaker)	Cannot be heard.	Generally audible	Audibility dropped a couple of times.	Audible throughout.
Physical Expression-Eye Contact (Degree to which the speaker maintains eye contact with the listener(s))	Avoids eye contact.	Some eye contact.	Much eye contact.	Involves audience with eye contact.
Physical Expression – Bodily Movement (Movements of the entire body as well as facial expression, and to the use of gestures)	Stiff or erratic.	Some order.	Good order.	Effective order.
Organization-Order (Sequencing of main points within the message)	No order.	Some order.	Good Order.	Effective order.
Organization-Focus (Extent to which the central thesis is clear and the subpoints are related to this thesis)	Unclear focus (purpose).	Clear focus (purpose).	Focus (purpose) ideas well related.	Audience never loses sight of the speaker’s focus (purpose).
Organization-Transitions (Extent to which the speaker provides internal summaries and signal words (“in the first place,” “finally,” etc.) for the listener).	No transitions.	Some transitions.	Good transitions.	Effective transitions/summaries.
Support and Elaboration-Reasoning (Clarity and use of the reasoning process).	No support.	Some elaboration.	Good elaboration and support.	Full/effective elaboration with documentation.
Support and Elaboration-Illustrating, Exemplifying, Clarifying and Documenting (The way the speaker works with each idea).	Reasoning unclear.	Reasoning clear.	Reasoning clear and somewhat effective.	Reasoning clear and effective.
Adaptation to Audience (Extent to which the speaker uses language and conventions appropriate for the listener/audience).	Inadequate (unclear meaning, inappropriate style).	Adequate (appropriate use, clear meaning).	Effective (appropriate and effective style).	Audience engaged during the entire presentation.


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