Speech and Presentation Grading Rubric

Emerging Developing Advanced Score

(0-12 points) (13-16 points) (17-20 points)
1. Organization Ideas may not be focused or developed; the Main idea is evident, but the organizational Ideas are clearly organized, developed, and
(20 points) main purpose is not clear. The introduction structure many need to be strengthened; supported to achieve a purpose; the
is undeveloped. Main points are difficult to ideas may not clearly developed or always purpose is clear. The introduction gets the
identify. Transitions may be needed. There flow smoothly and the purpose is not clearly attention of the audience and clearly states
is no conclusion or may not be clear the stated. The introduction may not be well the specific purpose of the speech. Main
presentation has concluded. Conclusion developed. Main points are not clear. points are clear and organized effectively.
does not tie back to the introduction. Transitions may be awkward. Supporting The conclusion is satisfying and relates
Audience cannot understand presentation material may lack in development. The back to introduction. (If the purpose of the
because there is no sequence of conclusion may need additional presentation is to persuade, there is a clear
information. development. Audience has difficulty action step identified and an overt call to
understanding the presentation because the action.)
sequence of information is unclear.
2. Topic Knowledge Student does not have grasp of information; Student has a partial grasp of the Student has a clear grasp of information.
(20 points) student cannot answer questions about the information. Supporting material may lack in Citations are introduced and attributed
subject. Few, if any, sources are cited. originality. Citations are generally appropriately and accurately. Supporting
Citations are attributed incorrectly. introduced and attributed appropriately. material is original, logical and relevant.
Inaccurate, generalized, or inappropriate Student is at ease with expected answers to Student demonstrates full knowledge (more
supporting material may be used. Over all questions but fails to elaborate. Over than required) by answering all class
dependence on notes may be observed. dependence on notes may be observed. questions with explanations and
elaboration. Speaking outline or note cards
are used for reference only.
3. Audience Adaptation The presenter is not able to keep the The presenter is able to keep the audience The presenter is able to effectively keep the
(20 points) audience engaged. The verbal or nonverbal engaged most of the time. When feedback audience engaged. Material is modified or
feedback from the audience may suggest a indicates a need for idea clarification, the clarified as needed given audience verbal
lack of interest or confusion. Topic selection speaker makes an attempt to clarify or and nonverbal feedback. Nonverbal
does not relate to audience needs and restate ideas. Generally, the speaker behaviors are used to keep the audience
interests. demonstrates audience awareness through engaged. Delivery style is modified as
nonverbal and verbal behaviors. Topic needed. Topic selection and examples are
selection and examples are somewhat interesting and relevant for the audience
appropriate for the audience, occasion, or and occasion.
setting. Some effort to make the material
relevant to audience needs and interests.
4. Language Use Language choices may be limited, peppered Language used is mostly respectful or Language is familiar to the audience,
(Verbal Effectiveness) with slang or jargon, too complex, or too inoffensive. Language is appropriate, but appropriate for the setting, and free of bias;
(20 points) dull. Language is questionable or word choices are not particularly vivid or the presenter may “code-switch” (use a
inappropriate for a particular audience, precise. different language form) when appropriate.
occasion, or setting. Some biased or Language choices are vivid and precise.
unclear language may be used.
5. Delivery The delivery detracts from the message; The delivery generally seems effective – The delivery is extemporaneous -- natural,
(Nonverbal Effectiveness) eye contact may be very limited; the however, effective use of volume, eye confident, and enhances the message –
(20 points) presenter may tend to look at the floor, contact, vocal control, etc. may not be posture, eye contact, smooth gestures,
mumble, speak inaudibly, fidget, or read consistent; some hesitancy may be facial expressions, volume, pace, etc.
most of the speech; gestures and observed. Vocal tone, facial expressions, indicate confidence, a commitment to the
movements may be jerky or excessive. The clothing and other nonverbal expressions do topic, and a willingness to communicate.
delivery may appear inconsistent with the not detract significantly from the message. The vocal tone, delivery style, and clothing
message. Nonfluencies (“ums”) are used The delivery style, tone of voice, and are consistent with the message. Delivery
excessively. Articulation and pronunciation clothing choices do not seem out-of-place or style and clothing choices suggest an
tend to be sloppy. Poise of composure is disrespectful to the audience or occasion. awareness of expectations and norms.
lost during any distractions. Audience Some use of nonfluencies are observed. Limited use of nonfluencies is observed.
members have difficulty hearing the Generally, articulation and pronunciation are Articulation and pronunciation are clear. All
presentation. clear. Most audience members can hear the audience members can hear the
presentation. presentation.