Organization/Content

Introduction: The speaker “hooks” the audience and clearly states the thesis or purpose of speech.

Body:  The speaker covers the main points of the presentation, including the research, the product and the learning stretch.

Clarity:  The speaker demonstrates clarity and unity of focus.  The speaker makes smooth transitions between ideas.

Depth and accuracy of research:  Information presented goes beyond general knowledge and is correct.

Evidence of self-evaluation and learning stretch:  Personal reflection is clearly present, and the speaker explains/supports the learning stretch.

Tone:  The speaker maintains a professional attitude.

Conclusion:  The speaker engages the audience and wraps up the speech.

Delivery

Volume:  The speaker projects clearly, enunciates, and pronounces technical words without hesitation.

Rate:  The speaker delivers the speech without speaking too rapidly and without needless gaps, pausing when appropriate.

Time:  The student meets time requirements.

8-10 minutes = 5

Thirty seconds to one minute above/below = 4

Two minutes above/below = 3

Three minutes above/below = 2

Four minutes above/below = 1

Four minutes above/below = 0

Poise and posture:  The speaker stands up straight and does not lean on the podium or shift weight from foot to foot.  The speaker avoids nervous gestures and appears confident.

Eye contact:  If the student uses note cards/prompts, reading is avoided and eye contact is maintained.

Language:  The speaker uses standard grammar and defines technical terms.

Enthusiasm:  The speaker demonstrates energy, personality, and/or humor.

Preparation:  Speech practice is evident; the delivery extends beyond reading note cards.

A-V Aids

Inclusion of aids:  The speaker includes aids that relate specifically to the presentation.

Quality of aids:  The aids are of high quality.**

Use of aids:  The student refers to and explains the aids at appropriate times but does not read from them or turn away from the audience.  The student appears comfortable and prepared with the aids.

Appearance:  The student has dressed appropriately for the presentation.

Question and answer period:  The speaker listens carefully to the questions, rephrases the questions within the context of the answer, and answers questions intelligently and confidently.  The quality of answers represents depth and understanding of researched information.

Total

5 - Sophisticated

The student demonstrates skills with power and finesse.  The shared information demonstrates a superior understanding and depth of knowledge.  Information is research-based and accurate.  The student is able to use presentation skills in an unusual, diverse, highly polished, and seemingly effortless manner.  The student demonstrates insightful self-evaluation.  The organization patterns demonstrate complexity and strong transitional devices.  The student demonstrates contagious enthusiasm and passion for topic.  He or she uses humor appropriately.  Visuals are professional and are used effectively. 

4 - Capable

The student displays a consistent pattern of thoughtful, planned, and accurate information.  He or she makes predictable, conscientious use of presentation and speaking skills.  Self-evaluation is evident.  Organization is clear, though the inconsistent use of clear transitions between ideas may be present.  The student uses some vivid language and/or humor, and displays enthusiasm and passion for his/her topic.  The student demonstrates capable, solid, and able speaking skills.  The student integrates visuals to enhance presentation.

3 - Emerging

The presentation demonstrates beginning or novice skills.  These skills are not fully developed or controlled by the learner.  The student may demonstrate inconsistent results.  The skills may seem very controlled or forced and may be limited in use.  The student demonstrates an obvious awareness of what he or she should be doing, but lacks the ability to integrate a consistent use of the skills in an effective manner.  The student may not fully develop ideas or may lack adequate organization.  The use of visuals may be distracting or otherwise ineffective.

2-1 - Undeveloped

The student’s skills seem unpracticed or not deliberate.  The speech lacks clarity, purpose, and organization; the information seems superficial or possibly incorrect.  The student includes visuals, but they may not be of high quality or may be distracting to the audience, and the speaker may not refer to them at appropriate times, or may fail to refer to them at all. 

0 - Not Exhibited

The behavior or quality is not evident or exhibited in the student speech.