Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

Emerging Developing Advanced Score
(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 to developed, and supported to achieve
clear. The introduction is be strengthened; ideas may not a purpose; the purpose is clear. The
undeveloped. Main points are clearly developed or always flow introduction gets the attention of the
difficult to identify. Transitions may smoothly and the purpose is not audience and clearly states the
be needed. There is no conclusion or clearly stated. The introduction may specific purpose of the speech. Main
may not be clear the presentation has not be well developed. Main points points are clear and organized
concluded. Conclusion does not tie are not clear. Transitions may be effectively. The conclusion is
back to the introduction. Audience awkward. Supporting material may satisfying and relates back to
cannot understand presentation lack in development. The conclusion introduction. (If the purpose of the
because there is no sequence of may need additional development. presentation is to persuade, there is a
information. Audience has difficulty clear action step identified and an
understanding the presentation overt call to action.)
because the sequence 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 answer information. Supporting material information. Citations are introduced
questions about the subject. Few, if may lack in originality. Citations are and attributed appropriately and
any, sources are cited. Citations are generally introduced and attributed accurately. Supporting material is
attributed incorrectly. Inaccurate, appropriately. Student is at ease with original, logical and relevant. Student
generalized, or inappropriate expected answers to all questions but demonstrates full knowledge (more
supporting material may be used. fails to elaborate. Over dependence than required) by answering all class
Over dependence on notes may be on notes may be observed. questions with explanations and
observed. elaboration. Speaking outline or note
cards are used for reference only.
3. Audience Adaptation The presenter is not able to keep the The presenter is able to keep the The presenter is able to effectively
(20 points) audience engaged. The verbal or audience engaged most of the time. keep the audience engaged. Material
nonverbal feedback from the When feedback indicates a need for is modified or clarified as needed
audience may suggest a lack of idea clarification, the speaker makes given audience verbal and nonverbal
interest or confusion. Topic selection an attempt to clarify or restate ideas. feedback. Nonverbal behaviors are
does not relate to audience needs and Generally, the speaker demonstrates used to keep the audience engaged.
interests. audience awareness through Delivery style is modified as needed.
nonverbal and verbal behaviors. Topic selection and examples are
Topic selection and examples are interesting and relevant for the
somewhat appropriate for the audience and occasion.
audience, occasion, or setting. Some
effort to make the material relevant
to audience needs and interests.

switch” (use a different language particular audience. tone of delivery style. Some use suggest an awareness of expectations distractions. look at the floor. 5. The vocal tone. the presenter may “code- questionable or inappropriate for a particularly vivid or precise. or too dull. may not be consistent. facial expressions. Articulation and voice. articulation and nonfluencies is observed. gestures and movements may tone. confident. too or inoffensive. Nonfluencies (“ums”) are message. message. seem out-of-place or disrespectful to Delivery style and clothing choices Poise of composure is lost during any the audience or occasion. Language is appropriate. or form) when appropriate. but word choices are not of bias. Delivery The delivery detracts from the The delivery generally seems The delivery is extemporaneous -- (Nonverbal Effectiveness) message. and enhances the (20 points) limited. or read most of the hesitancy may be observed. message – posture. eye contact. eye contact. facial expressions. . fidget. Audience members have of nonfluencies are observed. indicate speech. inaudibly. The delivery other nonverbal expressions do not topic. The delivery style. the presentation. Generally. effective use of natural. Language used is mostly respectful Language is familiar to the audience. and clothing are used excessively. etc. occasion. Language Use Language choices may be limited. vocal control. Language setting. some smooth gestures. Vocal volume. Some biased or unclear choices are vivid and precise. Language is appropriate for the setting. speak etc. pronunciation tend to be sloppy.4. Limited use of difficulty hearing the presentation. and a willingness to may appear inconsistent with the detract significantly from the communicate. the presenter may tend to volume. pace. clothing and confidence. mumble. and free (20 points) complex. 2005. and norms. language may be used. Adapted with permission from Northwest Regional Educational Laboratory (1998). eye contact may be very effective – however. a commitment to the be jerky or excessive. and clothing choices do not consistent with the message. All audience members can hear presentation. (Verbal Effectiveness) peppered with slang or jargon. Most Articulation and pronunciation are audience members can hear the clear. pronunciation are clear.