This document provides a rubric for evaluating oral presentations. It rates presentations on a scale of 1 to 4 in several categories including originality, structure, language usage, vocabulary, pronunciation, delivery, and provides space for teacher feedback. The categories assess elements such as how well the presentation sustains audience interest, achieves its purpose, is organized, uses proper grammar and vocabulary, pronounces words clearly, and how prepared and engaging the presenter is. A score of 1 is below average while 4 is excellent. The rubric provides clear criteria for evaluating oral presentation skills.
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Rubric
Oral Presentation - RUBRIC
Aspect
Excellent
(A = 4)
Good
(B = 3)
Satisfactory
(C = 2)
Needs Improvement
(D = 1)
Score
Introduction
(1) Gains the attention of the Audience,
(2) Clearly identifies the topic,
(3) Establishes credibility,
(4) Previews the rest of the speech
Meets any three of the four criteria
Meets any two of the four criteria
Meets only one of the four criteria
Preparation
Completely prepared, has obviously rehearsed the speech.
Prepared, but could use additional rehearsals.
Somewhat prepared, but it seems that the speech was not rehearsed.
Unprepared
Enthusiasm
Facial expression and body language convey strong enthusiasm and interest
Facial expression and body language sometimes convey strong enthusiasm and interest
Facial expression and body language seem contrived
Apparent disinterest in the topic
Eye Contact
Eye contact with audience virtually all the time (except for brief glances at notes)
Eye contact with audience less than 75% of the time
Eye contact with audience less than 50% of the time
Little or no eye contact
Use of Language
Use of language contributes to effectiveness of the speech, and vocalized pauses
(um uh er etc.)
not distracting
Use of language does not have negative impact, and vocalized pauses
(Um uh er etc.)
not distracting
Use of language causes potential confusion, and/or vocalized pauses
(Um uh er etc.)
are distracting
Use of language is inappropriate
Confidence
Speaks neither too quickly nor too slowly
Speaks either slightly too quickly or too slowly
Speaks either too quickly or too slowly
Tempo of speech is inappropriate
Clarity
Speaks clearly and distinctly all the time, no mispronounced words
Speaks clearly and distinctly nearly all the time, no more than one mispronounced word
Speaks clearly and distinctly most of the time, no more than one mispronounced word
Often mumbles or can not be understood, more than one mispronounced word
Topic
Well focused, creative and appropriate
Appropriate and reasonably focused
Topic is appropriate but lacks some focus or strays a bit
Inappropriate topic
Visual Aids
Visual aids well chosen and presented
Minor problems with visual aids
Significant problems with visual aids
No visual aids
Conclusion
(1) Cues the audience that the end of the speech is at hand
(2) Brings closure
(3) Memorable
Cues the audience and brings closure
Brings closure
Does not bring closure; the audience is left hanging
Questions
Able to answer all questions
Able to answer most questions
Able to answer some questions
Unable to answer most questions
...
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
4
A-level qualities (90-100)
Exceeds Expectations
3
B-level qualities (80-89)
Meets Expectations
2
C-level qualities (70-79)
Meets Some Expectations
1
F-level qualities (below 70)
Below Expectations
SCORE
Organization A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
consistently observable and are
skillful and make the content of the
presentation cohesive.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are clearly and
frequently observable and are
clearly and often observable within
the presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are
intermittently observable within the
presentation.
A specific introduction and
conclusion, sequenced exercise
physiology material within the
body, and transitions are not
observable within the
presentation.
Language Language choices are imaginative,
memorable, and compelling, and
enhance the effectiveness of the
presentation. Exercise physiology
language is most appropriate to
audience.
Language choices are thoughtful
and generally support the
effectiveness of the presentation.
Exercise physiology language is
relevant to audience.
Language choices are mundane and
commonplace and partially support
the effectiveness of the
presentation. Exercise physiology
language is limited but
understandable to audience.
Language choices are unclear
and do not support the
effectiveness of the presentation.
Exercise physiology language is
inappropriate for audience.
Delivery
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation compelling. The
speaker appears polished and
confident.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation interesting. The
speaker appears comfortable.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation understandable. The
speaker appears tentative.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) detract from the
understandability of the
presentation. The speaker
appears uncertain.
Supporting
Material
Vivid and varied types of
supporting exercise physiology
materials make appropriate
reference to information or analysis
that significantly supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference to information or analysis
that generally supports the
presentation or establishes the
presenter's credibility/authority on
the topic.
Supporting exercise physiology
materials make appropriate
reference ...
1. Oral Presentation Rubric
1=Below Average 2=Satisfactory 3=Above Average 4= Excellent
CATEGORY 4 3 2 1
Originality The presenter
sustained the interest
of the audience in
clever and innovative
ways and achieved
the purpose of the
presentation.
The presenter kept the
attention of the audience
the whole time and the
purpose of the
presentation was
achieved.
The presenter was somewhat
enthusiastic and kept the
audience's attention for the
most part. The purpose of the
presentation was mainly
achieved.
The presenter was un-
enthusiastic; the
audience's attention
showed disinterest
and the purpose for
the presentation was
not achieved.
Structure The introduction and
actual presentation
were exceptionally
well- organized and
easy to understand.
Presenter gave a clear
and concise introduction
of the topic. The flow of
the presentation was
clear and concise and
easy to follow.
Presenter gave a clear
introduction of the topic, but
the presentation was
somewhat unclear. For the
most part it was somewhat
confusing to follow.
Presenter did not give
a clear and concise
introduction of the
topic. The flow of the
presentation was
unclear and confusing
to follow.
Language Usage
(grammar and
syntax)
Presenter used the
BEST sentence
structure/syntax that
supported the topic.
Presenter used correct
sentence
structure/syntax that
was appropriate in
supporting the topic
Presenter used correct
sentence structure/syntax
that was mostly appropriate
for the topic
Presenter used
incorrect sentence
structure/syntax that
was not appropriate
for the topic..
Vocabulary Uses the BEST
vocabulary for the
audience. Defines
words that might be
new to most of the
audience.
Uses vocabulary
appropriate for the
audience. Includes 1-2
words that might be new
to most of the audience,
but does not define them.
Uses vocabulary appropriate
for the audience. Does not
include any vocabulary that
might be new to the
audience.
Uses several (5 or
more) words or
phrases that are
inappropriate and not
understood by the
audience.
Pronunciation +
Enunciation
Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-95%)
the time, but
mispronounces one
word.
Speaks clearly and distinctly
most (94-85%) of the time.
Mispronounces 2-5 words in
the presentation.
Frequently mumbles
OR mispronounces
several (6+) key
words in the
presentation.
Delivery The presenter is VERY
WELL prepared and
delivers ideas in a
clear and concise
manner, without
depending too much
on notes. Volume,
pacing and gestures
contribute maximally
to the presentation.
Presenter was well
prepared and delivered
ideas with lots of eye
contact. Appropriate
voice volume, tone and
pacing. Gestures
supported the overall
presentation.
Presenter was somewhat
prepared. Delivery of the
presentation was made but
with strong dependence on
notes and hesitation. Some
eye contact and good voice
volume, tone and pacing.
Some appropriate gestures
that supported the
presentation.
Presenter was clearly
unprepared to present
to the audience.
Marked lack of eye
contact, poor voice
volume, tone and
pacing. Inappropriate
gestures which
detracted from the
presentation.
