Creating an Oral Presentation Rubric
In-class activity.
This activity helps students clarify the oral presentation genre; do this after distributing an assignment–in this case, a standard individual oral presentation near the end of the semester which allows students to practice public speaking while also providing a means of workshopping their final paper argument. Together, the class will determine the criteria by which their presentations should–and should not–be assessed.
Guide to Oral/Signed Communication in Writing Classrooms
To collaboratively determine the requirements for students’ oral presentations; to clarify the audience’s expectations of this genre
rhetorical situation; genre; metacognition; oral communication; rubric; assessment; collaboration
- Ask students to free-write and think about these questions: What makes a good oral presentation? Think of examples of oral presentations that you’ve seen, one “bad” and one “good.” They can be from any genre–for example, a course lecture, a museum talk, a presentation you have given, even a video. Jot down specific strengths and weaknesses.
- Facilitate a full-class discussion to list the important characteristics of an oral presentation. Group things together. For example, students may say “speaking clearly” as a strength; elicit specifics (intonation, pace, etc.) and encourage them to elaborate.
- Clarify to students that the more they add to the list, the more information they have in regards to expectations on the oral presentation rubric. If they do not add enough, or specific enough, items, they won’t know what to aim for or how they will be assessed.
- Review the list on the board and ask students to decide what they think are the most important parts of their oral presentations, ranking their top three components.
- Create a second list to the side of the board, called “Let it slide,” asking students what, as a class, they should “let slide” in the oral presentations. Guide and elaborate, choosing whether to reject, accept, or compromise on the students’ proposals.
- Distribute the two lists to students as-is as a checklist-style rubric or flesh the primary list out into a full analytic rubric .
Here’s an example of one possible rubric created from this activity; here’s another example of an oral presentation rubric that assesses only the delivery of the speech/presentation, and which can be used by classmates to evaluate each other.
Presentation Grading Rubric | Printable PDF
Use this FREE rubric to provide students with clear expectations for their next oral presentation or speech! Public speaking is difficult for everyone, especially students. Getting up and speaking in front of the class is the last thing many of our students want to do. Help students prepare for their speech or presentation with a clear set of guidelines.
Rubrics provide students with…
- a clear set of criteria for evaluation
- objective benchmarks for assessment
- constructive feedback for improvement
Use this grading rubric for public speaking, presentations, and speeches. Download it for FREE today!
Criteria to Include in a Presentation Rubric:
- Content & Organization
- Time & Pacing
- Eye Contact
- Clear & Audible Voice
CLICK HERE TO DOWNLOAD THE FREE ORAL PRESENTATION RUBRIC!
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Rubrics for Oral Presentations
Introduction.
Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.
A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students. Creating Rubrics
Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.
A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.
When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions. Evaluating Group Projects
Creating Rubrics
The steps for creating an analytic rubric include the following:
1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?
2. Look for existing rubrics that can be adopted or adapted for the specific assignment
3. Define the criteria to be evaluated
4. Choose the rating scale to measure levels of performance
5. Write descriptions for each criterion for each performance level of the rating scale
6. Test and revise the rubric
Examples of criteria that have been included in rubrics for evaluation oral presentations include:
- Knowledge of content
- Organization of content
- Presentation of ideas
- Research/sources
- Visual aids/handouts
- Language clarity
- Grammatical correctness
- Time management
- Volume of speech
- Rate/pacing of Speech
- Mannerisms/gestures
- Eye contact/audience engagement
Examples of scales/ratings that have been used to rate student performance include:
- Strong, Satisfactory, Weak
- Beginning, Intermediate, High
- Exemplary, Competent, Developing
- Excellent, Competent, Needs Work
- Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
- Exemplary, Proficient, Developing, Novice
- Excellent, Good, Marginal, Unacceptable
- Advanced, Intermediate High, Intermediate, Developing
- Exceptional, Above Average, Sufficient, Minimal, Poor
- Master, Distinguished, Proficient, Intermediate, Novice
- Excellent, Good, Satisfactory, Poor, Unacceptable
- Always, Often, Sometimes, Rarely, Never
- Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable
Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation
Using Rubrics Cornell University Center for Teaching Innovation
Rubrics DePaul University Teaching Commons
Building a Rubric University of Texas/Austin Faculty Innovation Center
Building a Rubric Columbia University Center for Teaching and Learning
Rubric Development University of West Florida Center for University Teaching, Learning, and Assessment
Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning
Designing Grading Rubrics Brown University Sheridan Center for Teaching and Learning
Examples of Oral Presentation Rubrics
Oral Presentation Rubric Pomona College Teaching and Learning Center
Oral Presentation Evaluation Rubric University of Michigan
Oral Presentation Rubric Roanoke College
Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness
Presentation Skills Rubric State University of New York/New Paltz School of Business
Oral Presentation Rubric Oregon State University Center for Teaching and Learning
Oral Presentation Rubric Purdue University College of Science
Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School
RUBRIC FOR A PERSUASIVE PRESENTATION
Dr. elise gold (engineering).
Below you will find the various criteria used to evaluate your presentation along with categories describing your performance in these areas. The boxes highlighted indicate your overall performance in the broader areas as described. Items specifically needing work may be underlined. Along with a grade, an overall evaluation follows, with a few major suggestions for improvement.
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| Presentation was excellent overall, shows outstanding control and skill, exceeds expectations in meeting the assignment’s requirements. | Presentation was very good overall, shows good control and skill, exceeds expectations in meeting most of the assignment’s requirements. | Presentation definitely showed strengths outweighing weaknesses, is meeting a number of the assignment’s requirements. | Presentation, though not developed enough with major weaknesses apparent, has begun to meet some of the assignment’s requirements. | Presentation exhibited consistent weaknesses throughout, isn’t meeting the assignment’s requirements. |
| Speaker captured and maintained audience=s attention and anticipated and addressed questions, needs, interests, knowledge well. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| In the introduction, speaker used good attention grabber, gave overview clearly indicating organization and content, and spoke strongly, emphatically, and confidently. Speaker effectively ordered major sections of the presentation in a logical, easy-to-follow manner; provided clear transitions from one section to the next, and used repetition as necessary to clarify and make points memorable. Speaker adequately signaled the end of presentation so listeners were not surprised, restated and drove main points home, left listeners with a lasting impression. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker effectively explained the controversial topic and its significance; presented appropriate background information, commenting on the problem’s causes/effects; clearly identified his/her position/proposal for change, opposing points and points in favor in a logical manner; supported points with reference to source materials consulted; and limited number of main points. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker remembered to solicit questions without awkward delay, welcoming them with confidence; showed questioners respect, repeated questions and asked for clarification as needed; responded clearly and precisely, elaborated well; maintained composure even with some tough questions, admitted lack of knowledge gracefully and offered to follow up rather than bluffs. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker used relevant visuals containing sufficient information (not too little, not too much) which enhanced rather than detracted from the presentation points (that is, not focused on graphics or PowerPoint “bells and whistles”; smoothly integrated visual/s, revealing points one by one; provided easily readable, attractively and functionally well designed, and professional-looking visuals with effective bulleting, clear font style and size, good use of space, and consistent look; kept visuals free of grammatical errors (i.e., missing end punctuation, faulty parallelisms, inconsistencies in outline format and capitalization, etc.); credited source/s of information and/or graphics correctly; knew how to use equipment well; had back-up plan if visuals fail; looked at audience not at visuals. | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker’s delivery added to rather than detracted from talk; he/ she obviously rehearsed rather than hardly practiced; delivered with brief references to notes rather than read a prepared script; kept close to the time limit (not much under or over). | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
| Speaker talked loudly enough and paced presentation well (not too slow or fast), avoiding halting speech, mumbling, trailing off at ends of sentences; conveyed enthusiasm for subject; used varied expression and good enunciation; avoided using fillers (Aum,@ Auh,@ Alike,@ etc.) and making major or frequent stumbles and/or becoming flustered by them.
Speaker chose an appropriate level of language, avoided heavy use of jargon, used technical language clearly, chose words well, spoke grammatically correct, and used good pronunciation.
Speaker appeared comfortable, had good posture (i.e., avoided leaning on lectern); faced the audience and made eye contact throughout; gestured appropriately and avoided distracting tics (i.e., weight shifting or rocking, scratching, touching face or hair, playing with/ straightening/banging note cards or sheets, putting hands in or pulling them out of pockets, playing with paper clips, jingling keys, etc.) | Speaker achieved most of the aspects listed. | Speaker achieved many of the aspects listed. | Speaker has begun to achieve some of aspects listed. | Speaker did not achieve most of aspects listed. |
GRADE: _________
(Points lost for not showing up for presentation, not submitting copy of presentation outline, notes, and handout copy of slides on day of presentation for not being present to serve as a peer=s assigned questioner? __________)
OVERALL EVALUATION:
Rubric for Evaluating Student Presentations
- Kellie Hayden
- Categories : Student assessment tools & principles
- Tags : Teaching methods, tools & strategies
Make Assessing Easier with a Rubric
The rubric that you use to assess your student presentations needs to be clear and easy to read by your students. A well-thought out rubric will also make it easier to grade speeches.
Before directing students to create a presentation, you need to tell them how they will be evaluated with the rubric. For every rubric, there are certain criteria listed or specific areas to be assessed. For the rubric download that is included, the following are the criteria: content, eye contact, volume and clarity, flow, confidence and attitude, visual aids, and time.
Student Speech Presentation Rubric Download
Assessment Tool Explained in Detail
Content : The information in the speech should be organized. It should have an engaging introduction that grabs the audience’s attention. The body of the speech should include details, facts and statistics to support the main idea. The conclusion should wrap up the speech and leave the audiences with something to remember.
In addition, the speech should be accurate. Teachers should decide how students should cite their sources if they are used. These should be turned in at the time of the speech. Good speakers will mention their sources during the speech.
Last, the content should be clear. The information should be understandable for the audience and not confusing or ambiguous.
Eye Contact
Students eyes should not be riveted to the paper or note cards that they prepare for the presentation. It is best if students write talking points on their note cards. These are main points that they want to discuss. If students write their whole speech on the note cards, they will be more likely to read the speech word-for-word, which is boring and usually monotone.
Students should not stare at one person or at the floor. It is best if they can make eye contact with everyone in the room at least once during the presentation. Staring at a spot on the wall is not great, but is better than staring at their shoes or their papers.
Volume and Clarity
Students should be loud enough so that people sitting in the back of the room can hear and understand them. They should not scream or yell. They need to practice using their diaphragm to project their voice.
Clarity means not talking too fast, mumbling, slurring or stuttering. When students are nervous, this tends to happen. Practice will help with this problem.
When speaking, the speaker should not have distracting pauses during the speech. Sometimes a speaker may pause for effect; this is to tell the audience that what he or she is going to say next is important. However, when students pause because they become confused or forget the speech, this is distracting.
Another problem is verbal fillers. Student may say “um,” “er” or “uh” when they are thinking or between ideas. Some people do it unintentionally when they are nervous.
If students chronically say “um” or use any type of verbal filler, they first need to be made aware of the problem while practicing. To fix this problem, a trusted friend can point out when they doing during practice. This will help students be aware when they are saying the verbal fillers.
Confidence and Attitude
When students speak, they should stand tall and exude confidence to show that what they are going to say is important. If they are nervous or are not sure about their speech, they should not slouch. They need to give their speech with enthusiasm and poise. If it appears that the student does not care about his or her topic, why should the audience? Confidence can many times make a boring speech topic memorable.
Visual Aids
The visual that a student uses should aid the speech. This aid should explain a facts or an important point in more detail with graphics, diagrams, pictures or graphs.
These can be presented as projected diagrams, large photos, posters, electronic slide presentations, short clips of videos, 3-D models, etc. It is important that all visual aids be neat, creative and colorful. A poorly executed visual aid can take away from a strong speech.
One of the biggest mistakes that students make is that they do not mention the visual aid in the speech. Students need to plan when the visual aid will be used in the speech and what they will say about it.
Another problem with slide presentations is that students read word-for-word what is on each slide. The audience can read. Students need to talk about the slide and/or offer additional information that is not on the slide.
The teacher needs to set the time limit. Some teachers like to give a range. For example, the teacher can ask for short speeches to be1-2 minutes or 2-5 minutes. Longer ones could be 10-15 minutes. Many students will not speak long enough while others will ramble on way beyond the limit. The best way for students to improve their time limit is to practice.
The key to a good speech is for students to write out an outline, make note cards and practice. The speech presentation rubric allows your students to understand your expectations.
- A Research Guide.com. Chapter 3. Public Speaking .
- 10 Fail Proof Tips for Delivering a Powerful Speech by K. Stone on DumbLittleMan.
- Photo credit: Kellie Hayden
- Planning Student Presentations by Laura Goering for Carleton College.
Oral Presentation Rubric
Add to calendar, add to favourites, description.
Use this rubric when assessing your students' oral presentations. Adaptable to any oral presentation context!
Pointers covered include:
- Time Management
- Preparedness
- Speaking clearly
- Creativity.
Students are assessed on a scale of 4 points to give you a clear idea of their ability level and simplify the reporting process.
Want some help putting your oral presentation project together? Make it easy with our Oral Presentation Package!
Additional information
| Australian Curriculum Code | AC9E1LY02, AC9E1LY07, AC9E2LY02, AC9E2LY07, AC9E3LY02, AC9E3LY07, AC9EFLY02, AC9EFLY07 |
|---|---|
| File Format |
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How to Make a “Good” Presentation “Great”
- Guy Kawasaki
Remember: Less is more.
A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.
- Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
- Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
- Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
- Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.
As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.
- Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.
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You are not alone: mastering English presentations as a non-native speaker
Non-native speakers can boost their confidence by slowing down their speech, pausing for audience comprehension and avoiding unnecessary pressure to sound like a native speaker.
COMMENTS
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being ...
Organization. Logical, interesting, clearly delineated themes and ideas. Generally clear, overall easy for audience to follow. Overall organized but sequence is difficult to follow. Difficult to follow, confusing sequence of information. No clear organization to material, themes and ideas are disjointed. Evaluation.
Oral Presentation Grading Rubric Name: _____ Overall Score: /40 Nonverbal Skills 4 - Exceptional 3 - Admirable 2 - Acceptable 1 - Poor Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye
Oral Presentation Rubric Criteria Unsuccessful Somewhat Successful Mostly Successful Successful Claim Claim is clearly and There is no claim, or claim is so confusingly worded that audience cannot discern it. Claim is present/implied but too late or in a confusing manner, and/or there are significant mismatches between claim and argument/evidence.
organization. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric. Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Central message: The main point/thesis/"bottom line"/"take-away" of a presentation.
most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonfluencies ("ums") are used excessively. Articulation and pronunciation tend to be sloppy. Poise of composure is lost during any distractions. Audience members have difficulty hearing the presentation.
This rubric is designed to help you evaluate the organization, design, and delivery of standard research talks and other oral presentations. Here are some ways to use it: Distribute the rubric to colleagues before a dress rehearsal of your talk. Use the rubric to collect feedback and improve your presentation and delivery.
Oral Presentation Rubric. Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes.
Distribute the two lists to students as-is as a checklist-style rubric or flesh the primary list out into a full analytic rubric. Here's an example of one possible rubric created from this activity; here's another example of an oral presentation rubric that assesses only the delivery of the speech/presentation, and which can be used by ...
Rubric for Speeches Subject: This rubric for oral presentations focuses on knowledge of audience, posture and eye contact, word choice, content of speech, use of time, confidence, and sources disclosed. The rubric can be used for any unit that requires oral presentations. Created Date: 5/27/2005 5:09:00 PM
Use this FREE rubric to provide students with clear expectations for their next oral presentation or speech! Public speaking is difficult for everyone, especially students. Getting up and speaking in front of the class is the last thing many of our students want to do. Help students prepare for their speech or presentation with a clear set of ...
Examples of criteria that have been included in rubrics for evaluation oral presentations include: Knowledge of content. Organization of content. Presentation of ideas. Research/sources. Visual aids/handouts. Language clarity. Grammatical correctness.
Along with a grade, an overall evaluation follows, with a few major suggestions for improvement. EXCEPTIONAL: A. STRONG: AB. EFFECTIVE: B. DEVELOPING: BC/C. INADEQUATE: D/F. MAJOR CRITERIA FOR EVALUATION. Presentation was excellent overall, shows outstanding control and skill, exceeds expectations in meeting the assignment's requirements.
Oral Presentation Scoring Guide, Hampden‐Sydney College. Top‐half score (4, 5, or 6): Despite differences among them, oral presentations that receive a top‐half score all demonstrate a speaker's proficiency in the use of spoken language to express an idea: the speaker chooses a topic and develops a specific purpose appropriate for the ...
The vocabulary is awkward or inappropriate for the topic, making the speaker difficult to understand. 8. Uses tone, speed, and volume as tools. Points. Criteria. 5. The speaker manipulates tone, speed, and volume, using these tools to emphasize important ideas and hold the listener's attention. 3.
Oral Presentation Rubric OBJECTIVES Level 5 Level 4 Level 3 Level 2 Level 1 Overall Content Sophisticated use of evidence and research, ... Makes entire speech have meaning to audience Makes attempts at having speech relate to audience Fits some of speech to audience Does not consider audience in giving
Oral Presentation Rubric. No movement or descriptive gestures. Very little movement or descriptive gestures. Movements or gestures enhance articulation. Movements seemed fluid and helped the audience visualize. No eye contact with audience. Minimal eye contact with audience. Consistent use of direct eye. contact with some audience.
ORAL PRESENTATION RUBRIC . TOPIC: Does the presentation establish a central idea? EXCELLENT (A) Presentation has an appropriately focused topic with a clearly communicated understanding of the purpose for the speech. GOOD (B) Presentation has a focused topic with partially demonstrated understanding of the purpose for the speech. COMPETENT (C ...
1Evaluation standards may be based on disciplinary frameworks and defined at program level. Oral Presentation Rubric College of Science Purdue University Criteria1-----Level-----Beginning Developing Proficient Mastery
Presentation is a planned conversation, paced for audience understanding. It is not a reading of a paper. Speaker is comfortable in front of the group and can be heard by all. Level of presentation is generally appropriate. ... Rubric for Formal Oral Communication 2 of 2. Adapted from Huba, M.E., & Freed, J.E. (2000). Learner-centered ...
For the rubric download that is included, the following are the criteria: content, eye contact, volume and clarity, flow, confidence and attitude, visual aids, and time. Student Speech Presentation Rubric Download. Assessment Tool Explained in Detail. Content: The information in the speech should be organized. It should have an engaging ...
Use this rubric when assessing your students' oral presentations. Adaptable to any oral presentation context! Pointers covered include: Time Management Content Preparedness Enthusiasm Speaking clearly Creativity. Students are assessed on a scale of 4 points to give you a clear idea of their ability level and simplify the reporting process. Want some help putting your […]
A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you're pitching an idea, reporting market research, or sharing something ...
Non-native speakers can boost their confidence by slowing down their speech, pausing for audience comprehension, avoiding unnecessary pressure to sound like a native speaker, and "overlearning ...