Marking Key

Faculty HEALTH AND EDUCATION

Assessment Name
Continuous Paper Code D5CS-17
Ex: Mid/End/Sup

COMMUNICATION
Module Name Module Code D5 CS1-17
AND STUDY SKILLS

Month October Year 202

Total Marks 50 Duration

Instructions

1. Each category takes up to 10 marks

2. Total Marks: 50
GL-ASM-007|Rev 002

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 Marking Key

D5 CS1 Assessment 4 Marking Guide: Speech

Student Name:     ________________________________________

Tota
CATEGORY Strong Moderate Poor Unsatisfactory l
Enthusias Facial expressions Facial expressions Facial expressions and Very little use of
m and body language and body language body language are used facial expressions
generate a strong sometimes to try to generate or body language.
interest and generate a strong enthusiasm, but seem Did not generate
enthusiasm about interest and somewhat faked. much interest in
the topic in others. enthusiasm about topic being
the topic in others. presented.
Speaks Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
Clearly distinctly all the distinctly all the distinctly most of the cannot be
time, and time, but time. Mispronounces understood OR
mispronounces no mispronounces one no more than one mispronounces
words. word. word. more than one
word.
Uses Always speaks in Mostly speaks in Sometimes speaks in Rarely speaks in
Complete complete sentences. complete complete sentences. complete
Sentences sentences. sentences.

Pauses Pauses were Pauses were Pauses were Pauses were not
effectively used 2 or effectively used intentionally used but intentionally
more times to once to improve were not effective in used.
improve meaning meaning and/or improving meaning or
and/or dramatic dramatic impact. dramatic impact.
impact.
GL-ASM-007|Rev 002

Posture Stands up straight, Stands up straight Sometimes stands up Slouches and/or

and Eye looks relaxed and and establishes eye straight and establishes does not look at
Contact confident. contact with the eye contact. the camera
Establishes eye camera. during the
contact with the speech.
camera.

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