CRITERIA EXCELLENT MEETS EXPECTATIONS APPROACHES EXPECTATIONS NEEDS IMPROVEMENT SCORE

4- EXCELLENT 3- MEETS EXPECTATIONS 2- APPROACHES EXPECTATIONS 1- NEEDS IMPROVEMENT

Teamwork The group worked very well with each other and The group worked well with each other and Group communicated relatively well with a few lapses in Group did not work well together. There were
the presentation was shared equally among the communicated well. Some members participated the presentation; some students dominated the obvious miscommunications and lapses in the
group members. slightly more than others. presentation and others did not participate much. presentation.

Focus The thesis is very clearly stated; the topic is The thesis is clear or clearly implicit; it is implied The thesis is unclear; the topic is only partially limited; the The topic and thesis are unclear; no apparent
narrowed sufficiently; the specific audience has that the specific audience has been considered specific audience has been partially considered when attempt has been made to limit the topic; the
clearly been taken into account when delivering when delivering the speech delivering the speech specific audience has not been considered
the speech

Organization The speech has a clear introduction that catches The introduction and conclusion are clear and The introduction and conclusion may be ineffective and No attempt has been made to compose an
the audience’s attention effectively and is somewhat related to the whole; some transitions not related to the whole; the logical plan must be effective introduction or conclusion; there is no
connected to the whole; effective transitions recap are used inferred, as no transitions are used logical plan to the speech
each main point; the conclusion effectively
summarizes the speech and is related to the whole

Development All main points begin with a clear topic sentence; Most main points begin with a clear topic Some main points have stated or implied topic sentences; Main points contain no topic sentences; main
all main and supporting points are supported by sentence; Most main and supporting some main points are supported by specific points are not supported by specific
specific and highly effective examples/evidence; points include specific evidence/examples; most evidence/examples; some main and supporting points examples/evidence; little or no supporting
the main and supporting points all relate to each main and supporting points relate to each other relate to each other material is used; main and supporting points do
other not relate to each other

Style Language is memorable; language is well-chosen; Most language is somewhat memorable; language Language is not memorable; language usage is at times Language is not memorable or is confusing;
tone is appropriate. Visuals and/or interactions usage is correct; tone is usually inaccurate; tone is at times inappropriate. Visuals and/or language usage is often inaccurate; tone is
with audience are clear, engaging, and fully Appropriate. Visuals and/or interactions with interactions with audience are somewhat clear, engaging, inappropriate or distracting. Visuals and/or
support the presentation. audience are mostly clear, engaging, and support and support the presentation. interactions with audience are not clear,
the presentation. engaging, or supporting of the presentation.

Delivery Eye contact is effectively established with the Eye contact with the audience is somewhat Eye contact with the audience is hardly established; No eye contact is made with the audience;
audience; gestures and verbal established; gestures and verbal cues are gestures and verbal cues gestures and verbal cues are not used to
cues are used to reinforce particularly important sometimes used to reinforce particularly are seldom used to reinforce particularly important ideas; reinforce particularly important ideas; vocalized
ideas; no excessive use of vocalized pauses (e.g., important ideas; several vocalized pauses vocalized pauses are used frequently; student is not very pauses are used in abundance and distract from
“ah”, “um”); student is very articulate. Adheres to are used; student is somewhat articulate. Adheres articulate the overall message
time limit/requirement. to time limit/requirement.

Total

Group 2 Presentation Rubrics