The student maintained eye contact with the audience at least 90% of the time. Eye contact was maintained less than 25% of the time. The student refrained from the use of language filler sounds. A - interested in topic - has done what is necessary for presentation F - accepted topic but has not fully embodied it P - little attempt to investigate topic : E - clear, creative, clever, innovative use of visual aids seamlessly integrated into speech G - good use of visual aids. The speech has some level of added showmanship.
The speaker answers questions with confidence. Students are scored on a scale of 1—4 in three major areas. Rates are separated into five groups ranging from Excellent to Poor or Not Attempted. The student stayed within the time limits. Language Ø Language is appropriate to audience, subject, place and purpose of presentation. Rubrics Are for Students and Teachers It is easy to think that skipping the rubric stage of assignment preparation will save you time and trouble. Audience did not need to strain to hear.
Ø Speech rate is even and moderate. Lord of the Flies is rife with character development. P - made no attempt to deliver speech effectively : E - varied rate to suit speech - excellent understanding of when to slow, when to go faster, when to pause G - some variation of rate appropriate to speech A - little variation of rate however understandable F - lost audience through either too fast or too slow but managed to pull back in some parts P - ineffective fixed rate delivery E - volume controlled, appropriate and flexible - easily moved up or down according to speech and audience need G - volume sustained and appropriate. It is clear the speaker has put forth effort to become an expert on the subject. Nothing is presented that is distracting to the audience. Additional props may have benefited the clarity of the demonstration. Discuss each of the major areas and how they relate to oral presentation.
Click on a link to jump directly to a section. This step by step presentation typically involves the use of a visual aid to complement the verbal message. Grade speeches alongside them and then compare and discuss results. The student mostly refrained from filler sounds. Topics are not related to one another, or should be in a different order. No 'question and answer' time was offered. G - a relevant opening that arouses audience interest.
Ø Never apologize for your work. No real attempt to define it or the parameters of the speech. If you have ever received a lesson on something new, it probably began with an informal demonstration speech. The demonstration was clear and informative. The audience feels connected to the speech. The rubric helps you, the teacher, offer fair and consistent grading to your students.
G - good use of language as above but less polished A - adequate use of language - some of features present in G or E but less of them and less successfully used F - attempted but unsustained use of varied language. Sample Rubric for Essays Excellent Above Average Average Below Average Poor or Not attempted Score Props Did the student use props during the presentation? Was the demonstration clear and informative? Click to download a blank 5 point scale: If you're new to grading speeches. A - visual aids made but not so effective - grafted into speech a little clumsily. Introduced topic clearly: E - topic and the angle taken is introduced in an interesting and succinct manner - the scope of the speech is clear G - topic is introduced and a stance or angle is indicated rather than clearly specificed A - topic is adequately introduced but little attempt is made to be creative or interesting F - topic is vaguely introduced. Use subject-related vocabulary and correct pronunciation. Faculty considering a demonstration speech as a class assignment should use a demonstration speech evaluation form for the assignment.
Did the prop use compliment or deter from the overall presentation? Can sound false through forcing. It's the middle section that demands more concentrated focus! While not quite reaching the pinnacle, his cooking skills did improve. How can you use it? How: Use this form while listening to the student speeches so you may enter their grade and hand them the evaluation form at the end of class. The evaluation form contains criteria which is traditionally used when evaluating a speech. Students will understand what they need to work on to improve their speeches.
A well written rubric can be given to students as a preparatory device to guide them to success as they work on their assignment. The evaluation form or rubric will permit more efficient grading on the part of faculty. Use this rubric to guide students and assess their work, or to inform your thinking as you create your own assessment tools. Give students the oral presentation rubric ahead of time so that they know and understand what they will be scored on. Why do we like it? Ø Do not memorize what you will say.