Public Speaking Competence
Assessment Rubric for Student Speeches
Performance Outcomes
The student…. Advanced
4 3
1. Selects a topic Topic engages audience;
appropriate to the topic is worthwhile,
audience and occasion timely, and presents
new information to the
audience
2. Formulates an Excellent attention
introduction that orients getter; firmly establishes
audience to topic and credibility; sound
speaker orientation to topic;
clear thesis; preview of
main points cogent and
memorable
3. Uses an effective Very well organized;
organizational pattern main points clear,
mutually exclusive and
directly related to thesis;
effective transitions and
signposts
4. Locates, synthesizes All key points are well
and employs compelling supported with a variety
supporting materials of credible materials
(e.g. facts, stats, quotes,
etc.); sources provide
excellent support for
thesis; all sources clearly
cited
5. Develops a Provides a clear and
conclusion that memorable summary of
reinforces the thesis and points; refers back to
provides psychological thesis / big picture; ends
closure with strong clincher or
call to action
6. Demonstrates a Language is
careful choice of words exceptionally clear,
imaginative and vivid;
completely free from
bias, grammar errors
and inappropriate usage
7. Effectively uses vocal Excellent use of vocal
expression and variation, intensity and
paralanguage to engage pacing; vocal expression
the audience natural and enthusiastic;
avoids fillers
8. Demonstrates Posture, gestures, facial
nonverbal behavior that expression and eye
supports the verbal contact well developed,
message natural, and display high
levels of poise and
confidence
9. Successfully adapts Speaker shows how
the presentation to the information is
audience personally important to
audience; speech is
skillfully tailored to
audience beliefs, values,
and attitudes; speaker
makes allusions to
culturally shared
experiences
10. Skillfully makes use Exceptional explanation
of visual aids and presentation of
visual aids; visuals
provide powerful insight
into speech topic; visual
aids of high professional
quality
11. Constructs an Articulates problem and
effectual persuasive solution in a clear,
message with credible compelling manner;
evidence and sound supports claims with
reasoning powerful /credible
evidence; completely
avoids reasoning
fallacies; memorable call
to action
© Lisa Schreiber 2010 Millersville University Millersville PA For use only with author’s written permission. Lisa.schreiber@millersville.edu
Assessment Criteria
Proficient Basic Minimal Deficient
2 1 0
Topic is appropriate to Topic is untimely or Topic is too trivial, too A single topic cannot be
the audience and lacks originality; complex, or deduced
situation and provides provides scant new inappropriate for
some useful information information to audience audience; topic not
to the audience suitable for the situation
Good attention getter; Attention getter is Irrelevant opening; little No opening technique;
generally establishes mundane; some-what attempt to build no credibility statement;
credibility; provides develops credibility; credibility; abrupt jump no background on
some orientation to awkwardly composed into body of speech; topic; no thesis; no
topic; discernible thesis; thesis; provides little thesis and main points preview of points
previews main points direction for audience can be deduced but are
not explicitly stated
Organizational pattern Organizational pattern Speech did not flow No organizational
is evident, main points somewhat evident; well; speech was not pattern; no transitions;
are apparent; main points are present logically organized; sounded as if
transitions present but not mutually transitions present but information was
between main points; exclusive; transitions are not well formed randomly presented
some use of signposts present but are
minimally effective
Main points were Points were generally Some points were not Supporting materials are
supported with supported using an supported; a greater non-existent or are not
appropriate material; adequate mix of quantity/ quality of cited
sources correspond materials; some material needed; some
suitably to thesis; nearly evidence supports thesis; sources of very poor
all sources cited source citations need to quality
be clarified
Appropriate summary Provides some summary Conclusion lacks clarity; No conclusion; speech
of points; some of points; no clear trails off; ends in a tone ends abruptly and
reference back to thesis; reference back to thesis; at odds with the rest of without closure
clear clincher or call to closing technique can be the speech
action strengthened
Language appropriate to Language selection Grammar and syntax Many errors in grammar
the goals of the adequate; some errors need to be improved as and syntax; extensive
presentation; no in grammar; language at can level of language use of jargon, slang,
conspicuous errors in times misused (e.g. sophistication; sexist/racist terms or
grammar; no evidence jargon, slang, awkward occasionally biased mispronunciations
of bias structure)
Good vocal variation Demonstrates some Sometimes uses a voice Speaks inaudibly;
and pace; vocal vocal variation; too soft or articulation enunciates poorly;
expression suited to enunciates clearly and too indistinct for speaks in monotone;
assignment; few if any speaks audibly; listeners to comfortably poor pacing; distracts
fillers generally avoids fillers hear; often uses fillers listeners with fillers
(e.g. um, uh, like)
Postures, gestures and Some reliance on notes, Speaker relies heavily on Usually looks down and
facial expressions are but has adequate eye notes; nonverbal avoids eye contact;
suitable for speech, contact, generally expression stiff and nervous gestures and
speaker appears avoids distracting unnatural nonverbal behaviors
confident mannerisms distract from or
contradict the message
Speaker implies the Speaker assumes but The importance of topic Speech is contrary to
importance of the topic does not articulate the is not established; very audience beliefs, values,
to the audience; importance of topic; little evidence of and attitudes; message is
presentation is adapted presentation was audience adaptation; generic or canned; no
to audience beliefs, minimally adapted to speaker needs to more attempt is made to
attitudes and values; an audience beliefs, clearly establish a establish common
attempt is made to attitudes, and values; connection with the ground
establish common some ideas in speech are audience
ground removed from
audience’s frame of
reference or experiences
Visual aids well Visual aids were Speaker did not seem Use of the visual aids
presented; use of visual generally well displayed well practiced with distracted from the
aids enhances and explained; minor visuals; visuals not fully speech; visual aids not
understanding; visual errors present in visuals explained; quality of relevant; visual aids
aids good quality visuals needs poor professional
improvement quality
Problem and solution Problem and solution Problem and/or solution Problem and/or solution
are clearly presented; are evident; most claims are somewhat unclear; are not defined; claims
claims supported with are supported with claims not fully not supported with
evidence and examples; evidence; generally supported with evidence; poor
sound reasoning sound reasoning; evidence; some reasoning; no call to
evident; clear call to recognizable call to reasoning fallacies action
action action present; call to action
vague
Insert discipline or course related outcomes here