visual presentation rubric

Oral Presentation Rubric

About this printout

This rubric is designed to be used for any oral presentation. Students are scored in three categories—delivery, content, and audience awareness.

Teaching with this printout

More ideas to try, related resources.

Oral presentation and speaking are important skills for students to master, especially in the intermediate grades. This oral presentation rubric is designed to fit any topic or subject area. The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1–4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm toward the topic and how well they came across to their intended audience. Give students the oral presentation rubric ahead of time so that they know and understand what they will be scored on. Discuss each of the major areas and how they relate to oral presentation.

• After students have completed their oral presentations, ask them to do a self-assessment with the same rubric and hold a conference with them to compare their self-assessment with your own assessment.
• Provide students with several examples of oral presentations before they plan and execute their own presentation. Ask students to evaluate and assess the exemplar presentations using the same rubric.
• Students can do a peer evaluation of oral presentations using this rubric. Students meet in partners or small groups to give each other feedback and explain their scoring.
• Lesson Plans
• Student Interactives

Students research engineering careers and create poetry to understand the vocabulary of STEM (science, technology, engineering, and mathematics).

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

• Print this resource

Explore Resources by Grade

• Kindergarten K

Rubric for Evaluating Student Presentations

• Kellie Hayden
• Categories : Student assessment tools & principles
• Tags : Teaching methods, tools & strategies

Make Assessing Easier with a Rubric

The rubric that you use to assess your student presentations needs to be clear and easy to read by your students. A well-thought out rubric will also make it easier to grade speeches.

Before directing students to create a presentation, you need to tell them how they will be evaluated with the rubric. For every rubric, there are certain criteria listed or specific areas to be assessed. For the rubric download that is included, the following are the criteria: content, eye contact, volume and clarity, flow, confidence and attitude, visual aids, and time.

Student Speech Presentation Rubric Download

Assessment Tool Explained in Detail

Content : The information in the speech should be organized. It should have an engaging introduction that grabs the audience’s attention. The body of the speech should include details, facts and statistics to support the main idea. The conclusion should wrap up the speech and leave the audiences with something to remember.

In addition, the speech should be accurate. Teachers should decide how students should cite their sources if they are used. These should be turned in at the time of the speech. Good speakers will mention their sources during the speech.

Last, the content should be clear. The information should be understandable for the audience and not confusing or ambiguous.

Eye Contact

Students eyes should not be riveted to the paper or note cards that they prepare for the presentation. It is best if students write talking points on their note cards. These are main points that they want to discuss. If students write their whole speech on the note cards, they will be more likely to read the speech word-for-word, which is boring and usually monotone.

Students should not stare at one person or at the floor. It is best if they can make eye contact with everyone in the room at least once during the presentation. Staring at a spot on the wall is not great, but is better than staring at their shoes or their papers.

Volume and Clarity

Students should be loud enough so that people sitting in the back of the room can hear and understand them. They should not scream or yell. They need to practice using their diaphragm to project their voice.

Clarity means not talking too fast, mumbling, slurring or stuttering. When students are nervous, this tends to happen. Practice will help with this problem.

When speaking, the speaker should not have distracting pauses during the speech. Sometimes a speaker may pause for effect; this is to tell the audience that what he or she is going to say next is important. However, when students pause because they become confused or forget the speech, this is distracting.

Another problem is verbal fillers. Student may say “um,” “er” or “uh” when they are thinking or between ideas. Some people do it unintentionally when they are nervous.

If students chronically say “um” or use any type of verbal filler, they first need to be made aware of the problem while practicing. To fix this problem, a trusted friend can point out when they doing during practice. This will help students be aware when they are saying the verbal fillers.

Confidence and Attitude

When students speak, they should stand tall and exude confidence to show that what they are going to say is important. If they are nervous or are not sure about their speech, they should not slouch. They need to give their speech with enthusiasm and poise. If it appears that the student does not care about his or her topic, why should the audience? Confidence can many times make a boring speech topic memorable.

Visual Aids

The visual that a student uses should aid the speech. This aid should explain a facts or an important point in more detail with graphics, diagrams, pictures or graphs.

These can be presented as projected diagrams, large photos, posters, electronic slide presentations, short clips of videos, 3-D models, etc. It is important that all visual aids be neat, creative and colorful. A poorly executed visual aid can take away from a strong speech.

One of the biggest mistakes that students make is that they do not mention the visual aid in the speech. Students need to plan when the visual aid will be used in the speech and what they will say about it.

Another problem with slide presentations is that students read word-for-word what is on each slide. The audience can read. Students need to talk about the slide and/or offer additional information that is not on the slide.

The teacher needs to set the time limit. Some teachers like to give a range. For example, the teacher can ask for short speeches to be1-2 minutes or 2-5 minutes. Longer ones could be 10-15 minutes. Many students will not speak long enough while others will ramble on way beyond the limit. The best way for students to improve their time limit is to practice.

The key to a good speech is for students to write out an outline, make note cards and practice. The speech presentation rubric allows your students to understand your expectations.

• A Research Guide.com. Chapter 3. Public Speaking .
• 10 Fail Proof Tips for Delivering a Powerful Speech by K. Stone on DumbLittleMan.
• Photo credit: Kellie Hayden
• Planning Student Presentations by Laura Goering for Carleton College.

Center for Excellence in Teaching

Home > Resources > Group presentation rubric

Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

Download this file

Download this file [63.74 KB]

Back to Resources Page

visual presentation rubric

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Visual presentation rubric

Visual Presentation Rubric (Google Docs or Google Slides)

• Word Document File

Research Project Oral and Visual PowerPoint Presentation Rubric

Visual Aid and Oral Presentation Rubric

Rhythm and Visual Movement Drawing Lesson: Presentation and Rubric

Visual Art, Oral Presentation , Media Literacy Rubric all in One!

• Google Docs™

Op Art Vortex Drawing Lesson with Presentation , Rubric , Worksheet and Videos!

Student Presentation Rubric , Self-Reflection and Peer-Reflection

Advanced High School Visual Art Drawing Projects: Semester Curriculum, Lessons

Mixed Media Collage Visual Journal Art Bundle Middle School Art High School Art

Persuasive Speech & Visual Aid Project with Rubric

2 Oral Presentation Rubrics in Spanish & English | Used for any Language!

Weather and Climate Project for 5th Grade Science - Includes Worksheets & Rubric

Ancestor Project, Presentation , and Grading Rubric

Book Talk / Oral Book Report Presentation RUBRIC

Middle-High School Clay & Ceramics Visual Story Mugs

Research Project Rubrics for Individual Presentations -3 versions

Genius Hour Presentation Rubric

Element of Design: Form-Big Head Sculpture Lesson: Presentation and Rubric

Student Choice framework for High School Visual Arts - TAB Art Projects

High School Level 2 Art Course. Lessons, videos, presentations and rubrics

Gelli Monoprint 5 Ways: Unit Lesson Presentation and Rubric

Visual Arts: Get to Know You Diptych Assignment

General Oral Presentation Rubric

Crafts-: Embroidery Unit : Presentations , Rubric and Handout Worksheets

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• help_outline help

iRubric: Visual aid rubric

• Presentation

Rubrics for Oral Presentations

Introduction.

Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.

A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students.  Creating Rubrics

Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.

A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.

When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions.  Evaluating Group Projects

Creating Rubrics

The steps for creating an analytic rubric include the following:

1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?

2. Look for existing rubrics that can be adopted or adapted for the specific assignment

3. Define the criteria to be evaluated

4. Choose the rating scale to measure levels of performance

5. Write descriptions for each criterion for each performance level of the rating scale

6. Test and revise the rubric

Examples of criteria that have been included in rubrics for evaluation oral presentations include:

• Knowledge of content
• Organization of content
• Presentation of ideas
• Research/sources
• Visual aids/handouts
• Language clarity
• Grammatical correctness
• Time management
• Volume of speech
• Rate/pacing of Speech
• Mannerisms/gestures
• ​​​​​​​Eye contact/audience engagement

Examples of scales/ratings that have been used to rate student performance include:

• Strong, Satisfactory, Weak
• Beginning, Intermediate, High
• Exemplary, Competent, Developing
• Excellent, Competent, Needs Work
• Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
• Exemplary, Proficient, Developing, Novice
• Excellent, Good, Marginal, Unacceptable
• Advanced, Intermediate High, Intermediate, Developing
• Exceptional, Above Average, Sufficient, Minimal, Poor
• Master, Distinguished, Proficient, Intermediate, Novice
• Excellent, Good, Satisfactory, Poor, Unacceptable
• Always, Often, Sometimes, Rarely, Never
• Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable

Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Using Rubrics Cornell University Center for Teaching Innovation

Rubrics DePaul University Teaching Commons

Building a Rubric University of Texas/Austin Faculty Innovation Center

Building a Rubric Columbia University Center for Teaching and Learning

Rubric Development University of West Florida Center for University Teaching, Learning, and Assessment

Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning

Designing Grading Rubrics ​​​​​​​ Brown University Sheridan Center for Teaching and Learning

Examples of Oral Presentation Rubrics

Oral Presentation Rubric Pomona College Teaching and Learning Center

Oral Presentation Evaluation Rubric University of Michigan

Oral Presentation Rubric Roanoke College

Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness

Presentation Skills Rubric State University of New York/New Paltz School of Business

Oral Presentation Rubric Oregon State University Center for Teaching and Learning

Oral Presentation Rubric Purdue University College of Science

Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School

• Request info
• Majors & Degrees
• Prospective Students
• Current Undergraduate Students
• Current Graduate Students
• Online Students
• Alumni and Friends
• Faculty and Staff

USM Honors Extraordinary Research Efforts with Innovation Awards

Tue, 04/30/2024 - 08:42am | By: Van Arnold

The University of Southern Mississippi (USM) has announced the 2024 Innovation Awards which recognize the creative research endeavors of students, faculty, and staff.

The Innovation Awards, a long-standing tradition at USM, recognizes extraordinary research contributions by faculty, staff, and graduate students. The recognition is held in conjunction with the Faculty Staff Awards program.

“The Innovation Awards are designed to commend outstanding research and creative scholarly endeavors by our faculty, staff, and graduate students. This recognition pays tribute to those nominated by their peers for their exceptional commitment to advancing knowledge within their fields. Southern Miss is honored to celebrate the invaluable contributions of each individual recognized,” said Dr. Kelly Lucas, USM Vice President for Research.

2024 Innovation Awardees:

Applied Research Award  

The Applied Research Award honors a faculty member who has employed the results of basic research to solve specific scientific or social problems or to serve pragmatic purposes such as the practical implementation of research, or to suggest system or policy changes in his/her research area.   

Dr. Megan Renna , Assistant Professor in the School of Psychology  

Dr. Renna is an Assistant Professor in the School of Psychology at USM and a licensed clinical psychologist in the state of Mississippi. Dr. Renna received her Ph.D. in clinical psychology from Teachers College, Columbia University and joined the USM faculty in August 2021 after completing a post-doctoral fellowship in cancer prevention and control at the Ohio State University’s Institute for Behavioral Medicine Research. Her research focuses broadly on the intersection between psychological and physical health. She is especially interested in how emotion regulation and negative emotionality disrupts normative biological functioning to enhance risk for and maintenance of chronic health issues with a specific interest in cancer and cardiovascular diseases. In addition to directing the Psychophysiology, Emotionality, and Treatment lab within the School of Psychology, Dr. Renna also teaches at the undergraduate and doctoral levels and provides clinical supervision to doctoral students within the Center for Behavioral Health.  

Academic Partnership Award  

The Academic Partnership Award honors a faculty member who has pioneered or sustained innovative partnerships between The University of Southern Mississippi and other institutions or groups (including but not necessarily limited to businesses, state and federal agencies, professional associations, community groups or nonprofit organizations).   

Dr. Zachary LaBrot , Assistant Professor in the School of Psychology  

Dr. LaBrot is an Assistant Professor of School Psychology and a licensed psychologist in Mississippi. He received his doctorate in school psychology from the University of Southern Mississippi and went on to receive extensive training and experience in pediatric psychology at the University of Nebraska Medical Center’s Munroe-Meyer Institute. Dr. LaBrot’s research and professional interests center around the prevention of young children’s social-emotional and behavioral difficulties, preparing relevant stakeholders to serve young children, and supporting youth with neurodevelopmental disorders. In particular, Dr. LaBrot is passionate about serving preschool age children, their families, and their teachers. This passion has fueled Dr. LaBrot’s collaboration with the Pearl River Valley Opportunity Center’s Head Start and Early Head Start program, which was the focus of his Academic Partnership Award. Outside of his work, Dr. LaBrot’s truest passion is spending time with his wife, Shelbie, and his two wonderful daughters, Spencer and Savannah.    

Basic Research Award  

The Basic Research Award honors a faculty member who has conducted systematic research to advance general knowledge, understand phenomena or build theories through her/his research and built the rubric of his/her research.   

Dr. Heather Stur, Professor of History  

Dr. Heather Marie Stur is professor of history at the University of Southern Mississippi and co-director of the Dale Center for the Study of War & Society. She is the author of four books, including 21 Days to Baghdad: General Buford Blount and the 3rd Infantry Division in the Iraq War (Osprey Publishing, 2023), Saigon at War: South Vietnam and the Global Sixties (Cambridge 2020), The U.S. Military and Civil Rights Since World War II (ABC-CLIO 2019), and Beyond Combat: Women and Gender in the Vietnam War Era (Cambridge 2011). She is also co-editor of Integrating the U.S. Military: Race, Gender, and Sexual Orientation Since World War II (Johns Hopkins 2017). Dr. Stur’s op-eds and articles have been published in the New York Times, Washington Post, BBC, National Interest, Orange County Register, Diplomatic History, War & Society, and other journals and newspapers. In 2013-14, Dr Stur was a Fulbright scholar in Vietnam, where she was a visiting professor on the Faculty of International Relations at the University of Social Sciences and Humanities in Ho Chi Minh City.  

Dr. Xiaodong Zhang, Endowed Chair and Professor of Marine Science  

Dr. Zhang is Endowed Chair and Professor of Marine Science with the School of Ocean Science and Engineering. Prior to USM, he had been a faculty member at the University of North Dakota after obtaining the PhD degree in Oceanography from Dalhousie University, Canada. Dr. Zhang is passionate about observing and deciphering the change of light in color, direction, and polarization caused by various constituents suspended in the aquatic environment. His research enables people to utilize optical data, gathered both in situ and from remote sensing platforms, to conduct comprehensive regional and global investigations on water quality, marine resources and carbon cycle across extensive temporal and spatial scales. Through leading or contributing to nearly $50 million grants from NASA, NSF and other federal and state agencies, and publishing nearly 100 peer reviewed journal articles and book chapters, Dr. Zhang has established himself as a world leading expert in the field of ocean optics and ocean color.  

Creative Research Award  

The Creative Activities Award honors a faculty member who has achieved a high degree of accomplishment in one or more areas of creative work at The University of Southern Mississippi. Discipline areas include, but are not necessarily limited to, creative writing, dance, theater, music, visual arts, film, radio, broadcast, or creative activities related to the sciences.     

Meg Brooker , Professor and Director of the School of Performing and Visual Arts  

Brooker specializes in the early modern dance techniques developed by Isadora Duncan and Florence Fleming Noyes and presents this work as Artistic Director of Duncan Dance South . Her creative research includes embodied, kinesthetic, and traditional archival methodologies and results in new choreography and performance, often in collaboration with visual artists and musicians, and published scholarship. National venues include Nashville’s Parthenon, Harvard’s Center for Hellenic Studies, the Museum of Fine Arts Houston, among others. For fifteen years (2005-2019), she traveled and performed extensively in Russia as a legacy Isadora Duncan dancer. Recent credits included featured interviews and dance performance for Season 2: Episode 5 of Io e Lei: Isadora Duncan for SkyArte (Italy). Awards and grants include Mississippi Presenters Network, Mississippi Artists Roster listing, Dancer Laureate for the City of Murfreesboro, TN, Dance Chair for the Hellenic Institute of Cultural Diplomacy, National Endowment for the Humanities grant for the Noyes School of Rhythm Archives, among others.     

Graduate Student Research Award  

The Graduate Student Award recognizes a graduate student who has demonstrated exemplary scholarly or creative achievement, alongside documented outstanding research accomplishments.  

Abdulsalam Adegoke, Graduate Student in the School of Biological, Environmental and Earth Sciences  

Adegoke is a graduate student completing their Ph.D. in the School of Biological, Environmental & Earth Sciences under the supervision of Dr. Shahid Karim. His doctoral research focuses on elucidating the immune biology of ticks and its implications for their ability to transmit bacterial pathogens. Employing a systems biology approach, Abdulsalam employs pharmacological inhibition, reverse genetics, and transcriptomic analysis to gain novel insights into the responses of various tick species to tick-borne pathogens. His doctoral work has yielded three first-authored publications in prestigious scientific journals and numerous scientific presentations. Throughout his doctoral studies, Abdulsalam has actively contributed to several collaborative research projects, resulting in seven additional peer-reviewed publications, including three as the first author. In 2024, Abdulsalam received the Dissertation Completion Grant, earned the Research Assistant of the Year award, and was inducted into the Graduate School Hall of Fame. He has also played a vital role in mentoring undergraduate researchers in the laboratory and have consistently taught laboratory courses in lower-level biology, as well as upper-level courses in anatomy, physiology, human parasitology, and medical entomology.  

Emily M. Goldsmith, Graduate Student in the School of Humanities  

Goldsmith (they/them) is an English/Creative Writing Ph.D. student at the University of Southern Mississippi, where they are a graduate instructor and the Composition Program Assistant. They were recently awarded the 2024 Teaching Assistant of the Year Award. Goldsmith’s research interests include Louisiana Creole Literature, Southern Gothic, Queer and Trans Theory, and Caribbean Studies. Goldsmith has presented their scholarship at various conferences, including the Interdisciplinary Nineteenth-Century Studies Conference and The International Conference on Narrative. They have been invited to present their ongoing work on Louisiana Creole identity and culture at the Louisiana Creole Research Association and at The Federal University of Pará in Brazil. Goldsmith’s chapter regarding Louisiana Creole writers and Circum-Caribbean storytelling was accepted to an edited collection, forthcoming in 2025. They were awarded the 2023 Summer Derven Scholar position at the Historic New Orleans Collection, where they conducted oral history interviews about Kouri-Vini/Kréyòl language preservation. Their creative writing has been published in The Penn Review, and elsewhere. Their poetry chapbook, Alligator is a Fish, was named a 2023 contest finalist with both Two Sylvia’s Press and DIAGRAM.

Multidisciplinary Research Award  

The Multidisciplinary Awards honors a faculty member who is a pioneer in cross-disciplinary research collaboration to identify innovative solutions or intellectual accomplishments that extend beyond their field. Nominees should demonstrate high levels of external recognition.

Dr. Alen Hajnal, Professor of Psychology  

Dr. Hajnal is a professor of psychology at the University of Southern Mississippi. He obtained his PhD in experimental psychology in 2007 from the University of Connecticut. Dr. Hajnal investigates the interaction between body movements and perception through the concept of affordances. He has published more than 40 journal articles in internationally recognized peer reviewed journals. He co-edited a book of affordances that was published in 2024. He is the director of the Perception, Action, and Cognition Lab at the School of Psychology, and was the coordinator of the Brain and Behavior PhD program from 2018 until 2022. During his 2019 sabbatical he was a visiting scholar at the Budapest University of Technology in Hungary where he investigated visual perception in virtual reality. His current multidisciplinary research involves collaboration with Dr. Oliveira from the School of Kinesiology on fall risk prevention in the elderly using virtual reality technology.  

Research Advocate Award  

The Research Advocate Award honors an administrator or staff member who has contributed significantly to fostering research at The University of Southern Mississippi.   

Dr. Jamye Foster, Associate Dean of Research and Graduate Education, College of Business & Economic Development, Professor of Marketing, School of Marketing       

Dr. Foster is a dedicated advocate for student research and collaborative academic endeavors, fostering a culture of innovation and curiosity within her college. As a faculty member, she championed the development of aspiring researchers, leading to numerous academic conference proceedings and quality journal publications with student researchers. As School Director, Dr. Foster cultivated interdisciplinary collaboration, established mentorship programs for junior faculty, and promoted inclusivity in research efforts, resulting in increased research activity.  

 As Associate Dean, she continues to foster a culture of collaborative research through the creation of the External Funding Task force, developing stronger connections with ORA, and facilitating more opportunities for faculty to share their research. She transformed the research impact report into a comprehensive publication recognizing the wider range of activities that raise our research profile. Her efforts increased peer-reviewed journal publications and external funding, elevating the visibility of faculty contributions and shaping the future of research and innovation in the college community.         

Lifetime Research Award  

The Lifetime Achievement Award honors a senior faculty member whose scholarly or creative career has made an extraordinary and significant impact on their discipline, as perceived not only by our university's faculty community, but also by other members of that profession.  

Dr. Andrew Wiest, Distinguished Professor of History  

Dr. Wiest’s film work includes Nat Geo’s Brothers in War for which he received an Emmy nomination, and for his work on Vietnam in HD he received a New York Festivals Gold Medal. He has written and published 19 books.  Best known of his works include the bestselling The Boys of ’67.  He also published Vietnam’s Forgotten Army, which won the highest award in the field – the Society for Military History’s Distinguished Book Award.   Wiest served visiting stints at the Royal Military Academy, Sandhurst and at the United States Air Force Air War College.  He has won the Excellence in Teaching Award, the HEADWAE Award, and the Mississippi Humanities Council Teacher of the Year Award.  Wiest founded the multi-million-dollar Dale Center for the Study of War and Society at Southern Miss, which is now internationally renowned and attracts students from across the country and internationally. And he is working to establish the Center for the Study of the National Guard here at Southern Miss.  

Categories: Research

Recent News Articles

Usm student embraces european culture in unforgettable study abroad program, usm, native plant society hosting doug tallamy for presentation on biodiversity may 3.