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