Juan Lu, PhD
Steve Cohen, DrPH, MPH
Department of Family Medicine and Population Health
Division of Epidemiology
October 31, 2013
Oral Presentation Rubric
What is an
Presenter is easy to hear.
Rates of speech are appropriate.
Speaker makes eye contact with everyone
and has no nervous habits. Speaker has
Presentation involves audience, allowing
time for audience to think and respond.
(1) a list of criteria, or "what
counts" in a project or
Presentation is well organized with a
beginning, middle, and end. There is a
strong organizing theme, with clear main
ideas and transitions.
(2) gradations of quality,
with descriptions of
strong, middling, and
Speaker loses train of thought, does not Presentation shows little organization,
stay with the the proposed outline, or
unclear purpose, and/or unclear
connections are attempted but not made relationships or transitions.
clear for the audience.
Information is complete and accurate. Clear Research component is less evident
evidence of research.
than in distinguished category or
resources are present but less than
adequate for assignment.
Very little eye contact is made with the
audience. It may sound like the speaker
is reading the presentation. Nervous
habits that distract the audience are
Audience is involved but inadequate
Speaker does not involve audience.
processing or response time is provided.
Eye contact may focus on only one
member of the audience or a select few
members. Mildly distracting nervous
habits are present but do not override
Speaker may at times seem like s/he is The rates of speaking are too slow or too
rushing or exaggerating pauses.
Audience is able to hear as a whole, but Presenter is difficult to hear.
there are times when volume is not quite
A one–or two–page
levels of quality for a
Details and examples are lacking or not
well chosen for the topic or audience.
Lacks evidence of research.
Visual aids are well done and are used to
Visuals are adequate but do not inspire Very little or poor use of visual materials.
engagement with the material.
No handouts provided.
Aids/Handouts make presentation more interesting and
Appropriate length. Clear summary is
provided. Audience is involved in
synthesizing the information.
Time is appropriately used, but may run Presentation lacks conclusion and/or
slightly over or under allotted time and/or time is not appropriately used.
information is not tied together or
conclusion is inadequate.
Why use rubrics?
A picture here for fun?
Provide timely feedback
Provide students with more informative feedback
about their strengths and areas in need of
Encourage critical thinking
Facilitate communication skills
Helps us refine our teaching methods
Level the playing field
How do you make an
Look at models
Pack and unpack criteria
Articulate levels of quality
Create a draft rubric
Revise the draft
Tools and References
VCU Center for Teaching Excellence
Online teaching and resource guide
1. Why Use Rubrics? Chapter 2 in An
Introduction to Rubrics by Barbara
Walvoord, 2012, pp. 17-28.
2. What Do We Mean by Results? Volume
57, Number 5 in Using Rubrics to
Promote Thinking and Learning by Heidi
Goodrich Andrade, 2000, pp. 13-18.