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Speaking Task Rubric

This rubric evaluates student presentations on 6 criteria: 1. Fluency - how smoothly and confidently the student speaks 2. Comprehension - how well the student understands the topic 3. Vocabulary - the appropriateness and complexity of words used 4. Grammar - use of complete and well-structured sentences 5. Pronunciation - clarity of speech and proper word pronunciation 6. Visual aid - how effectively any visuals support the presentation Scores of 5, 4, 3-2 and 1-0 are assigned for each category based on excellence, good, fair or poor demonstration of the criteria.

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Javier Guerrero
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104 views

Speaking Task Rubric

This rubric evaluates student presentations on 6 criteria: 1. Fluency - how smoothly and confidently the student speaks 2. Comprehension - how well the student understands the topic 3. Vocabulary - the appropriateness and complexity of words used 4. Grammar - use of complete and well-structured sentences 5. Pronunciation - clarity of speech and proper word pronunciation 6. Visual aid - how effectively any visuals support the presentation Scores of 5, 4, 3-2 and 1-0 are assigned for each category based on excellence, good, fair or poor demonstration of the criteria.

Uploaded by

Javier Guerrero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Speaking Task Rubric

Teacher Name: Mr. Javier Guerrero


Student Name: ________________________________________

CATEGORY 5 points - Excellent 4 points - Good 3-2 points - Fair 1-0 points - Poor

Depicts smooth and fluid speech; few to no Depicts smooth and fluid speech; few Depicts speech quite hesitant, some Depicts speech slow and exceedingly
1. Fluency hesitations; no attemps to search for hesitations; a slight search for words; sentences are left uncompleted; volume hesitant; difficult to perceive continuity in
words; volume is excellent. inaudible word or two. very soft; reads most of the time. sentences; too inaudible to evaluate.

Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of Does not seem to understand the topic
2. Comprehension Stays on topic all of the time. Answers Stays on topic most of the time. Answers the topic. Stays on topic some of the time. very well. It was hard to tell what the topic
audience questions correctly. questions. Tries to answer questions. was. Answers no questions.

Uses vocabulary appropriate for the Uses vocabulary related to the topic; but Uses vocabulary related to the topic but Uses basic vocabulary, which rarely is
3. Vocabulary audience and related to the topic. Includes forgets to include vocabulary learned in shows being dependent on a script from related to the topic or to what was seen in
vocabolary learned in class. class. which reads most of the time. class.

Rarely speaks in complete sentences,


Always speaks in complete and well- Mostly speaks in complete/well-structured Sometimes speaks in complete sentences,
4. Grammar shows lack of focus on the subject-verb-
structured sentences. sentences. sometimes not well-structured.
complement structure.

Speaks clearly and distinctly all the time, Speaks clearly and distinctly all the time, Speaks clearly and distinctly most of the Often mumbles or can not be understood;
5. Pronunciation and mispronounces one or no words. but mispronounces two words. Volume is time. Mispronounces some words. Volume mispronounces several words. Volume too
Volume is loud enough. loud enough. is loud enough. soft to be heard.

Uses visual aid that shows considerable Uses visual aid to help make the Uses visual aid that shows too much
Uses no visual aid to help make the
6. Visual aid work/creativity and which makes the presentation clearer, but does not show information on, which does not help the
presentation clearer.
presentation better. information analysis/considerable work. presenter; instead, just reads from it.

TOTAL

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