1. Rubric for assessing oral presentations
Criteria Achieved
(4.0 a 5.0)
Emerging
(3.1 a 4.0)
Problematic
(1.0 a 2.9)
Approximations
Intentions Communicative function:
Describe, explain and ask, etc.
The purpose of the speech
was satisfactorily or
completely achieved.
The purpose of the speech
was satisfactorily achieved.
The purpose of the speech was
not achieved.
Stages of the presentation
(COHERENCE & COHESION))
Introduction There was a clear and
enlightening introduction to
the topic.
The given introduction was
not clear enough for the
audience.
There was no evident and/or
clear introduction to the topic.
Development Main ideas are shared
orderly and with a high
degree of connections.
Main ideas are mainly
presented with an order and
with some sort of
connections.
Main ideas are rarely or
occasionally presented in a
connected and ordered way.
Closure Conclusions were clear and
closely related to the topic.
Conclusions are generally
clear and with a high level of
connection.
Conclusions were not given or
were given with disconnections
and/or fragmentations.
Grammatical competence
Vocabulary Words were properly used to
convey meaning, facilitating
the achievement of the
discourse purpose.
Most words help to properly
convey meaning and to
achieve the purpose of the
discourse.
There was limited use of
words, making difficult the
process of meaning negotiation
and the achievement of
discourse intentionality.
Syntax Phrases and/or sentences
are, most of the time,
structured accurately,
following formal
requirements of language.
Phrases and/or sentences
are generally structured
following formal
requirements of language.
Phrases and/or sentences are
occasionally structured in an
accurate way.
Pronunciation Pronunciation promotes an
ongoing construction of
meaning between the
listener and the speaker.
Pronunciation generally
supports the process of
meaning construction.
Pronunciation obstructs the
process of meaning
negotiation, and makes ideas
diffused.
Sociolinguistic Competence Politeness conventions The discourse is respectfully
displayed, following
conventions that take
account of socio-cultural
values.
The discourse is generally
respectful, following certain
conventions that intend to
reinforce values socially
constructed.
The words, phrases and/ or
sentences often overlook
certain conventions that intend
to maintain respectful
relationships and reinforce
sociocultural values.
Register
(formal/informal/familiar)
A register that supports the
dialogic construction of
meaning and that considers
contextual elements was
usually used.
A register that encourages
others’ understanding and
that takes into consideration
the context was regularly
used.
A register that strengthens the
social construction of meaning
and that takes account of the
context was rarely used
Supporting elements Visual aids There are proper visual aids
that facilitate the
construction of meaning and
enjoyment of the
presentation.
Visual aids acceptably
support the construction of
meaning and enjoyment of
the presentation.
Visual aids neither support the
construction of meaning nor
the enjoyment of the
presentation.
