Speech Grading Rubric

Emerging Developing Advanced Score

(0-12 points) (13-16 points) (17-20 points)
1. Organization Ideas may not be Main idea is evident, Ideas are clearly
(20 points) focused or developed; but the organizational organized, developed,
the main purpose is structure many need and supported to
not clear. The to be strengthened; achieve a purpose;
introduction is ideas may not clearly the purpose is clear.
undeveloped. Main develop or always flow The introduction gets
points are difficult to smoothly and the the attention of the
identify. Transitions purpose is not clearly audience and clearly
may be needed. There stated. The states the specific
is no conclusion or introduction may not purpose of the
may not be clear the be well developed. speech. Main points
presentation has Main points are not are clear and
concluded. Conclusion clear. Transitions may organized effectively.
does not tie back to be awkward. The conclusion is
the introduction. Supporting material satisfying and relates
Audience cannot may lack in back to introduction.
understand development. The (If the purpose of the
presentation because conclusion may need presentation is to
there is no sequence additional persuade, there is a
of information. development. clear action step
Audience has difficulty identified and an overt
understanding the call to action.)
presentation because
the sequence of
information is unclear.
2. Topic Knowledge Student does not have Student has a partial Student has a clear
(20 points) grasp of information; grasp of the grasp of information.
student cannot answer information. Citations are
questions about the Supporting material introduced and
subject. Few, if any, may lack in originality. attributed
sources are cited. Citations are generally appropriately and
Citations are attributed introduced and accurately. Supporting
incorrectly. attributed material is original,
Inaccurate, appropriately. Student logical and relevant.
generalized, or is at ease with Student demonstrates
inappropriate expected answers to knowledge about a
supporting material all questions but fails particular topic/ issue.
may be used. Over to elaborate. Over Speaking outline or
dependence on notes dependence on notes note cards are used
may be observed. may be observed. for reference only.
3. Audience The presenter is not The presenter is able The presenter is able
Adaptation able to keep the to keep the audience to effectively keep the
(20 points) audience engaged. engaged most of the audience engaged.
The verbal or time. When feedback Material is modified or
nonverbal feedback indicates a need for clarified as needed
from the audience idea clarification, the given audience verbal
may suggest a lack of speaker makes an and nonverbal
interest or confusion. attempt to clarify or feedback. Nonverbal
Topic selection does restate ideas. behaviors are used to
not relate to audience Generally, the speaker keep the audience
needs and interests. demonstrates engaged. Delivery
audience awareness style is modified as
through nonverbal and needed. Topic
verbal behaviors. selection and
Topic selection and examples are
examples are interesting and
 somewhat appropriate relevant for the
for the audience, audience and
occasion, or setting. occasion.
Some effort to make
the material relevant
to audience needs
and interests.
4. Language Use Language choices Language used is Language is familiar to
(Verbal may be limited, mostly respectful or the audience,
Effectiveness) peppered with slang inoffensive. Language appropriate for the
(20 points) or jargon, too is appropriate, but setting, and free of
complex, or too dull. word choices are not bias; the presenter
Language is particularly vivid or may “code-switch”
questionable or precise. (use a different
inappropriate for a language form) when
particular audience, appropriate. Language
occasion, or setting. choices are vivid and
Some biased or precise.
unclear language may
be used.
5. Delivery The delivery detracts The delivery generally The delivery is
(Nonverbal from the message; seems effective – extemporaneous --
Effectiveness) eye contact may be however, effective use natural, confident, and
(20 points) very limited; the of volume, eye enhances the
presenter may tend to contact, vocal control, message – posture,
look at the floor, etc. may not be eye contact, smooth
mumble, speak consistent; some gestures, facial
inaudibly, fidget, or hesitancy may be expressions, volume,
read most of the observed. Vocal tone, pace, etc. indicate
speech; gestures and facial expressions, confidence, a
movements may be clothing and other commitment to the
 jerky or excessive. nonverbal expressions topic, and a
The delivery may do not detract willingness to
appear inconsistent significantly from the communicate. The
with the message. message. The delivery vocal tone, delivery
Nonfluencies (“ums”) style, tone of voice, style, and clothing are
are used excessively. and clothing choices consistent with the
Articulation and do not seem out-of- message. Delivery
pronunciation tend to place or disrespectful style and clothing
be sloppy. Poise of to the audience or choices suggest an
composure is lost occasion. Some use awareness of
during any of nonfluencies are expectations and
distractions. Audience observed. Generally, norms. Limited use of
members have articulation and nonfluencies is
difficulty hearing the pronunciation are observed. Articulation
presentation. clear. Most audience and pronunciation are
members can hear the clear. All audience
presentation. members can hear the
presentation.
TOTAL: 100 points

2005. Adapted with permission from Northwest Regional Educational Laboratory (1998).