presentation speech rubric

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

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.

ESL Presentation Rubric

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In-class presentations are a great way to encourage a number of English communicative skills in a realistic task that provides students not only help with their English skills but prepares them in a broader way for future education and work situations. Grading these presentations can be tricky, as there are many elements such as key presentation phrases beyond simple grammar and structure, pronunciation and so on that make a good presentation. This ESL presentation rubric can help you provide valuable feedback to your students and has been created with English learners in mind. Skills included in this rubric include  stress and intonation , appropriate linking language, body language , fluency, as well as standard grammar structures.

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Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

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Trump, Biden spar over whether Trump's 30-second pause was intentional or a 'glitch'

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(c)2024 The Tribune (San Luis Obispo, Calif.) Distributed by Tribune Content Agency, LLC.