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Rubrics for Oral Presentations

Contest: ________________________________

Student Number:________       Student Name ___________________

Team Number: _______      Team (School) Name):______________________________

 
CATEGORY 4 3 2 1
Pitch Pitch was often used and it conveyed emotions appropriately. Pitch was often used but the emotion it conveyed soemtimes did not fit the content. Pitch was rarely used OR the emotion it conveyed often did not fit the content. Pitch was not used to convey emotion.
Pauses Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact. Pauses were effectively used once to improve meaning and/or dramatic impact. Pauses were intentionally used but were not effective in improving meaning or dramatic impact. Pauses were not intentionally used.
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Attire Business attire, very professional look. Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled. General attire not appropriate for audience (jeans, t-shirt, shorts).
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Evaluates Peers Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Fills out most of the peer evaluation but scoring appears to be biased.
Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.
Time-Limit Presentation is 5-6 minutes long. Presention is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes.
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.
Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation.
Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience.
Uses Complete Sentences Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Sometimes (70-80%) speaks in complete sentences. Rarely speaks in complete sentences.
Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was.
Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation.
Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.
Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members.