Oral Presentation Example Rubric

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Oral Presentation Example Rubric
Outcome: Students will graduate with the ability to give professional presentations.
Work Product: Oral presentation





Idea development, use of language, and the organization of ideas are effectively used to achieve a purpose.

A. Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear.

B. The introduction gets the attention of the audience.

C. Main points are clear and organized effectively.

D. Supporting material is original, logical, and relevant (facts, examples, etc.).

E. Smooth transitions are used.

F. The conclusion is satisfying.

G. Language choices are vivid and precise.

H. Material is developed for an oral rather than a written presentation.

A. The main idea is evident, but the organizational structure may need to be strengthened; ideas may not always flow smoothly.

B. The introduction may not be well-developed.

C. Main points are not always clear.

D. Supporting material may lack in originality or adequate development.

E. Transitions may be awkward.

F. The conclusion may need additional development.

G. Language is appropriate, but word choices are not particularly vivid or precise.

A. Idea “seeds” have not yet germinated; ideas may not be focused or developed; the main purpose is not clear.

B. The introduction is undeveloped or irrelevant.

C. Main points are difficult to identify.

D. Inaccurate, generalized, or inappropriate supporting material may be used.

E. Transitions may be needed.

F. The conclusion is abrupt or limited.

G. Language choices may be limited, peppered with slang or jargon, too complex, or too dull.

The nonverbal message supports and is consistent with the verbal message.

A. The delivery is natural,

confident, and enhances

the message — posture,

eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate.

B. The vocal tone, delivery

style, and clothing are consistent with the message.

C. Limited filler words (“ums”) are used.

D. Clear articulation and pronunciation are used.

A. The delivery generally seems effective—however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed.

B. Vocal tone, facial expressions, clothing and other nonverbal expressions do not detract significantly from the message.

C. Filler words are not distracting.

D. Generally, articulation and pronunciation are clear.


A. 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 or all of the speech; gestures and movements may be jerky or excessive.

B. The delivery may appear inconsistent with the message.

C. Filler words (“ums,”) are used excessively.

D. Articulation and pronunciation tend to be sloppy.

Idea development, use of language, and the organization of ideas for a specific audience, setting, and occasion are appropriate.

A. Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch” (use a different language form) when appropriate.

B. Topic selection and examples are interesting and relevant for the audience and occasion.

C. Delivery style and clothing choices suggest an awareness of expectations and norms.

A. Language used is not disrespectful or offensive.

B. Topic selection and examples are not inappropriate for the audience, occasion, or setting; some effort to make the material relevant to audience interests, the occasion, or setting is evident.

C. The delivery style, tone of voice, and clothing choices do not seem out-of-place or disrespectful to the audience.

A. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used.

B. Topic selection does not relate to audience needs and interests.

C. The delivery style may not match the particular audience or occasion—the presenter’s tone of voice or other mannerisms may create alienation from the audience; clothing choices may also convey disrespect for the audience.

Rubric is a modification of one presented by: Northwest Regional Educational Laboratory. (1998). Oral presentation rubric. Retrieved October 23, 2008 from http://www.nwrel.org/assessment/pdfRubrics/oralassess.PDF