Rubric: Oral Communication - Global Citizenship Program
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Exemplary: Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. Delivery appears natural and purposeful. There are no signs of speech anxiety.
1. Practice is Key!
The most important thing a student should know is that practice is the single most effective way to becoming a proficient oral communicator who is able to control the adrenaline that they may interpret as anxiety. A review of texts and research supports this as perhaps the one thing upon which all speech communication educators and scholars agree. Included are suggestions for practicing. Students should be encouraged to tape and critique speeches, practice in front of mirrors or with tape recorders, and ultimately practice as a “dress rehearsal” in which as much of the actual graded presentational context as possible is replicated. A checklist for preparation is included.
2. Video Tape
Videotaping is an invaluable resource for students. While it often generates additional anxiety, students’ abilities to watch themselves and provide a self-critique of their performance will contribute significantly to improvement in performance and an elevation in their confidence. While it may be an additional element to deal with in the classroom, it is a great idea to arrange for video-taping of the graded performance. A self-assessment assignment is included that assumes taping of in-class speeches onto students’ memory cards.
3. Warming Up
Any performer “warms up” before the performance. Athletes stretch out, shoot baskets, play catch, etc. Vocalists exercise their voices. Dancers stretch. Speakers can also warm up prior to speaking. The best two things—most simple things—speakers can do prior to speaking is take deep breaths, and limber up their vocal mechanisms. A list of tongue twisters is included for students to use prior to speaking.
4. Suggestions for discussing effective delivery
Bullet points are provided for discussing various aspects of delivery.
5. Evolving Feedback
It is a good idea to engage all students in the class as peer critics. Ask all students to make a list of three strengths and three areas for improvement for each speaker. After all speeches have been given for the day, ask students to give their constructive criticism to the speakers. Research supports the value of immediate feedback in facilitating long-term improvement. Additionally, ask students to keep a record of feedback throughout the year, amending it after each oral activity. Students should be encouraged to use this record as their checklist for preparing each speech, working to lessen the list of areas for improvement and expand the list of strengths. A “do and don’t” list is provided as a starting point.
6. Suggestions for discussing communication apprehension and constructive criticism
Bullet points are provided for discussing communication apprehension and constructive criticism. Constructive criticism is closely connected with managing apprehension.
- The Delivery Checklist
- Self-Assessment Activities for Delivery
- Practicing Articulation
- Characteristics of Effective Delivery
- Exploring Communication Apprehension
- Constructive Criticism
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- Last Updated: Feb 5, 2024 4:13 PM
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iRubric: Speech Delivery rubric
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Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
Delivery techniques enhance the effectiveness of the presentation when the speaker stands and moves with authority, looks more often at the audience than at their speaking materials/notes, uses the voice expressively, and uses few vocal fillers ("um," "uh," "like," "you know," etc.).
This rubric is intended for use in the assessment of student achievement at the institutional level. It can also be used as a guide for development of rubrics to measure writing at the program, course and section levels. Please send your comments and suggestions about this rubric to Kurt Ewen, LET Co-chair [email protected].
The vocabulary is awkward or inappropriate for the topic, making the speaker difficult to understand. 8. Uses tone, speed, and volume as tools. Points. Criteria. 5. The speaker manipulates tone, speed, and volume, using these tools to emphasize important ideas and hold the listener's attention. 3.
This rubric is designed to help you evaluate the organization, design, and delivery of standard research talks and other oral presentations. Here are some ways to use it: Distribute the rubric to colleagues before a dress rehearsal of your talk. Use the rubric to collect feedback and improve your presentation and delivery.
Framing Language. Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately.
The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonfluencies ("ums") are used excessively. Articulation
Vocal delivery is too soft to hear, too fast to understand and/or long unintended silences, & speech disruptions [repetitions; filled pauses, e.g., "um"] frequently distracts audience. Vocal delivery is audible. Rate, volume, or speech disruptions only occasionally distract from audience comprehension. Vocal delivery is clear and distinct.
Vocal Delivery Rate, volume, pronunciation, articulation great Slightly fast/slow; minor disfluencies (e.g., 'uh,' 'like') A few disfluencies (e.g., 'uh,' 'like'); heard fairly well Hard to hear; incorrect pronunciation, pace problems Vocal delivery interferes with entire speech Professionalism All aspects of speech and dress are
Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately. This rubric best applies to presentations ...
Very Poor: When the subject does not use any of the necessary criteria. Poor: The subject makes an effort but fails. Acceptable: When the subject meets the basic requirement. Good: When the subject is well-prepared and hence would do very well in a prepared presentation. Excellent: When the subject is a natural communicator and can talk about ...
Delivery appears natural and purposeful. There are no signs of speech anxiety. 1. Practice is Key! The most important thing a student should know is that practice is the single most effective way to becoming a proficient oral communicator who is able to control the adrenaline that they may interpret as anxiety.
4. You knew your audience and how to address them. Excellent posture and you kept eye contact with your audience. Your word choice was excellent and appropriate for the audience. You avoided "ums," "ers," and "likes.". Your content was always accurate. Maintained time frame. 3. There were a few people to which your speech did not apply.
Persuasive Speech Rubric Give this form to your instructor before you give your speech Name: Topic: Time: OUTLINE C 7-7.5 B 8-8.5 A 9-10 Notes Outline format (C) an attempt is made to follow the format provided (B) with correct enumeration, connections between ideas are logical, and evidence directly supports the ideas.
the task. Speech may be largely unintelligible. A response at this level is characterized by at least two of the following: Consistent pronunciation and intonation problems cause considerable listener effort and frequently obscure meaning. Delivery is choppy, fragmented, or telegraphic. Speech contains frequent pauses and hesitations.
Exhale completely through your mouth, making a whoosh sound, to a count of eight. This is one breath. Now inhale again and repeat the cycle three more times, for a total of four breaths. You'll notice that, after a few breaths, you'll feel calm, as the exercise is a natural tranquilizer for the nervous system.
presentation. (10 points) The delivery is natural, confident, and enhances the message - posture, eye contact, gestures, facial expressions, volume, pace, etc. Delivery style and clothing choices suggest an awareness of expectations and norms. Articulation and pronunciation are clear. All audience members can hear the presentation. (15 points) 6.
iRubric L77877: Rubric title Speech Delivery. <!---. Rubric possible points is 30. --->Built by sroozeboom using iRubric.com. Free rubric builder and assessment tools.
Informative Speech Rubric. 5 You clearly made your topic & purpose relevant and interesting to your specified audience, using appropriate word choices and level of complexity. 4 You could make your purpose more clearer or your topic or word choices more relevant to your specified audience. 3 Your purpose or relevance of topic were unclear or ...
Appendix A: Rubrics for Scoring the Speech Delivery. Area of Focus. Poor 0-2 points. Below Average 3 points. Average 4 points. Excellent 5 points Score. Body Language. No movement or descriptive gestures. Very little movement or descriptive gestures. Made movements or gestures that enhanced articulation.
Rubrics for Speech Delivery - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free.
Speech is fully memorized. Speech is mostly memorized, but speaker might pause occasionally to recall or need to be prompted. Speech is partially memorized, pauses often to recall. Speech is partially memorized and needs prompting often. x. Professional Appearance. Speaker's physical appearance is appropriate for the topic, audience, and venue.