Effective Communication: Spoken
Students construct clear written and spoken messages demonstrating understanding of audience and context, including
response to verbal and nonverbal feedback.
Class/Assignment:
Skill Component Exemplary
Opening/Attention getter is
highly effective and engaging.
Topic/thesis statement is
clearly stated and well
developed.
Wording is clear, specific, and
Content appropriate for the topic.
Outstanding evidence,
examples, and/or explanation
support the topic and purpose.
Conclusion is clear/decisive.
<Insert part of the
actual assignment or
describe the part of
the assignment here>.
<operationalize here>
Remove prompts
from any unused
skill components or
levels.
Information and ideas are
exceptionally relevant, logical,
and organized around a central
Organization
theme.
Transitions and/or flow
between ideas are excellent.
<Insert part of the <operationalize here>
actual assignment or
describe the part of
Effective_Comm_Spoken_Rubric_Template_6-17-2016
Proficient
Opening/Attention getter is
effective, but not engaging.
Topic/thesis statement is
evident and partially
developed.
Wording is partially clear,
specific, and appropriate for
the topic.
Evidence, examples, and/or
explanation support the topic,
but lack consistency.
Conclusion apparent, but not
strong.
<operationalize here>
Most information is relevant
and organized around a central
theme.
Transitions and/or flow
between ideas are evident.
<operationalize here>
Page 1 of 3
Developing
Opening/Attention getter is
evident, but not effective.
Topic/thesis statement is not
completely clear.
Wording is at times unclear,
lacks specificity, or is
inappropriate for the topic.
Some examples and
explanation support the topic.
Conclusion weak or unclear.
<operationalize here>
Some information is relevant,
but unorganized.
Awkward transitions and/or
flow between ideas.
<operationalize here>
Does Not
No Evidence
Apply
Attention getter is not
present.
Topic/thesis statement is
missing.
Wording is unclear, lacks
specificity, or inappropriate
for the topic.
Evidence, explanation, and/or
explanation do not support the
topic and purpose.
No conclusion.
<operationalize here>
Information is not relevant or
organized.
Transitions and/or flow
between ideas are non-
existent.
<operationalize here>
Based on Rubric Revision November, 2014
 Effective Communication: Spoken
Students construct clear written and spoken messages demonstrating understanding of audience and context, including
response to verbal and nonverbal feedback.
Class/Assignment:
Skill Component Exemplary
the assignment here>.
All necessary oral citations are
Documentation
present.
<Insert part of the
actual assignment or
<operationalize here>
describe the part of
the assignment here>.
Topic effectively and
accurately targets the audience.
Information is appropriate and
Audience effective for the audience.
Word choice is effective,
eloquent, and appropriate for
the audience.
<Insert part of the
actual assignment or
<operationalize here>
describe the part of
the assignment here>.
Presentation Skills Sustained eye contact over
entire audience.
Body language reflects
confidence and ease when
interacting with audience.
Appropriate volume
throughout.
Vocal fluency is effective and
absent of vocal clutter (e.g.,
um, er, ah, uh, you know).
Speaking pace is exceptionally
Effective_Comm_Spoken_Rubric_Template_6-17-2016
Proficient
Most necessary oral citations
are present.
<operationalize here>
Topic reflects attention to the
target audience.
Most information is
appropriate and effective for
the audience.
Word choice is effective and
appropriate for the audience.
<operationalize here>
General eye contact with
majority of audience.
Body language reflects
comfort when interacting with
audience.
Volume is appropriate most of
the time.
Occasional excess verbiage;
does not detract from
presentation.
Page 2 of 3
Developing
Several oral citations are
missing.
<operationalize here>
Topic somewhat reflects
attention to the target audience.
Some information is
appropriate and effective for
the audience.
Word choice is partially
appropriate for the audience.
<operationalize here>
Occasional eye contact with
some of the audience.
Body language reflects
discomfort when interacting
with audience.
Volume is occasionally
inaudible or too loud.
Some excess verbiage;
occasionally detracts from
presentation.
Speaking pace occasionally too
Does Not
No Evidence
Apply
No evidence of oral citations.
<operationalize here>
No recognition of target
audience in topic selection.
Information is neither
appropriate nor effective for
the audience.
Word choice is not appropriate
for the audience.
<operationalize here>
Little to no eye contact with
the audience.
Body language reveals a
reluctance to interact with
audience.
Poor volume control.
Distracting verbiage and vocal
clutter.
Speaking pace consistently too
fast or too slow.
Based on Rubric Revision November, 2014
 Effective Communication: Spoken
Students construct clear written and spoken messages demonstrating understanding of audience and context, including
response to verbal and nonverbal feedback.
Class/Assignment:
Skill Component Exemplary
effective.
Vocal tone is exceptional and
appropriate to the presentation.
<Insert part of the
actual assignment or
<operationalize here>
describe the part of
the assignment here>.
Visual aids enhance and add
impact.
Text is effective and
appropriate within visual aids.
Outstanding use of color and
Visual Aids fonts.
Excellent use of sound or
graphics.
Spelling and grammar are
correct.
<Insert part of the
actual assignment or
<operationalize here>
describe the part of
the assignment here>.
Effective_Comm_Spoken_Rubric_Template_6-17-2016
Proficient
Speaking pace is effective.
Vocal tone is effective and
appropriate.
<operationalize here>
Visual aids contribute to the
quality of the presentation.
Amount of text is appropriate.
Good use of color and fonts.
Sound or graphics are
appropriate.
Spelling and grammar are
generally correct (e.g., 2+
errors).
<operationalize here>
Page 3 of 3
Developing
fast or too slow.
Vocal tone is occasionally
distracting fast or too slow.
<operationalize here>
Visual aids occasionally
detract from the presentation.
Amount of text is occasionally
appropriate.
Poor use of color or fonts.
Sound or graphics are
occasionally inappropriate or
distracting.
Spelling and grammar have
multiple errors (e.g., 4+
errors).
<operationalize here>
Does Not
No Evidence
Apply
Monotone.
<operationalize here>
No visual aids or they detract
from presentation.
Amount of text is not
appropriate.
Inappropriate use of color and
fonts.
Sounds or graphics are
consistently inappropriate or
distracting.
Spelling and grammar detract
from the content.
<operationalize here>
Based on Rubric Revision November, 2014