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Public speaking & presentations (advanced) final grading rubric
This document provides a scoring rubric for evaluating final presentations. It rates presentations on a scale of 1 to 4 in several categories, including organization, analysis/coherence, delivery, and timing. For each category, it describes the characteristics and skills exhibited for each rating level. The highest rating of 4 represents mastery of the category, while 1 represents weaknesses or lack of skills. Presenters are evaluated based on this rubric and receive feedback and scores after their presentation.
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Public speaking & presentations (advanced) final grading rubric
- 1. Scoring Rubric forFinal Presentation _______________________ 60 Name:_____________________________ Topic: ______________________________________ Class: _____________________Time:___________________ 1: Novice 2: Beginner 3: Proficient 4: Expert Score Organization Opening No clear opening. Audience is unsure what theme is. No Basis for audience to predict or follow. Opening only orients the audience to the topic or theme but not both. Audience has some sense of what will follow. Clear opening that orients audience to topic and theme but is not engaging. Audience has a good sense of what will follow. Engaging opening that orients the audience to the topic and theme. Audience knows what will follow. Includes “A Wiseowl” checklist Conclusion No clear conclusion. The speech just seems to stop. There is some restatement of the main theme and major support. Clear restatement of main theme and major supports. Audience is asked to action or belief. Creative and memorable restatement of main theme and major supports. Strong call to action or beliefs. Transition Words/Signposting/ Verbal Road Signs Does not supply any words and/or phrases that link ideas throughout. Supplies a few words and/or phrases that link ideas throughout. Inconsistently supplies words and/or phrases that link ideas throughout. Supplies words and/or phrases that link ideas throughout. Uses the useful language studied in class. Question & Answer Session Could not answer any questions, lacked confidence and pausing for preparation. Appeared intimidated. Made a mild attempt at addressing some aspects of the question. Lacked confidence and pausing for preparation. Attempted to answer the question, but failed to follow the checklist for answering questions. Confidence could be improved. Followed the checklist for answering questions. Appeared professional and confident. Furthered rapport with audience. Analysis/ Coherence Focus on Topic Seems to stray from topic and off into side issues. Focuses on topic with some major tangents. Focuses on topic with few major tangents. Focuses tightly on topic and everything revolves about theme. Language Uses vague and weak and/or inappropriate language Uses occasional strong, accurate language that is appropriate to the theme and the audience. Uses strong accurate language throughout that is appropriate to theme and audience. Uses precise, evocative language throughout that is appropriate to the theme and audience. Uses personal pronouns, refers to audience.
- 2. Originality Topic Choice Chose uninspiredtopic that he/she does not seem to care about Chose a hackneyed or clichéd topic or topic that is inappropriate for setting, time and audience. Chose a traditional but appropriate topic that speaker seems invested in. Chose novel topic or gives new or unusual perspective on old theme and seems enthusiastic. Visuals Use of Visuals Failed to include any visuals in the presentation. Visuals were included, but they were not properly introduced or referred to in the presentation. Visuals included some minor errors, or weren’t emphasized in a clear manner. Clear, concise visuals were included that enhanced the presentation. Followed the rule of six, emphasized important points flawlessly. Delivery Eye Contact Does not make eye contact with the audience. Makes some eye contact with some of the audience. Makes varied inconsistent eye contact with the entire audience. Makes varied and sustained eye contact with the entire audience. Voice Speaker speaks in a monotone or a voice that is clearly uncontrolled. Uses some variance in pitch, rate, and volume to appropriately enhance their meaning. Practice and control are evident. Uses much variance in pitch, rate, and volume to appropriately convey their meaning. Exhibits some practice and control. Uses variance in pitch, rate, and volume to appropriately convey their meaning throughout. Exhibits practiced purposeful control. Body Language Uses no body language or some that inappropriately reinforces his/her meaning. Speaker uses some body language that appropriately enhances their meaning. Speaker uses a variety of body language that appropriately enhances their meaning. Speaker uses body language that appropriately enhances their meaning throughout speech. Filler Words ("uh") Frequently user filler words or phrases, or pauses inappropriately, pauses as if at a loss. Smooth flowing language, with occasional filler words or verbal tics. Smooth flowing language, with one or two filler words or verbal tics. Smooth flowing language, totally devoid of any filler words or verbal tics. Timing Way over or under the allotted time. A few minutes over/under the allotted time. Presenter spoke a little fast/a little slow but a good effort was made to keep time. Timing flowed naturally and was within the allotted time period. Feedback – Self _____ /4 Peer ________ /4
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