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Oral Presentation Example Rubric
Oral Presentation Example Rubric Outcome: Students will graduate with the ability to give professional presentations. Work Product: Oral presentation
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
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
Building a Rubric University of Texas/Austin Faculty Innovation Center
Building a Rubric Columbia University Center for Teaching and Learning
Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning
Types of Rubrics DePaul University Teaching Commons
Creating Rubrics University of Texas/Austin Faculty Innovation Center
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
IMAGES
COMMENTS
Information. Well-versed in subject, responds to questions with further explanation. Overall command of subject matter, responds to questions on a basic level. Generally comfortable with material, able to answer most questions.
Presentation Assessment Rubric. Presenters: Distribute this rubric to audience members in your practice runs to gather their feedback about the key aspects of your message, design, and delivery. Audience members: Circle the option in each row that best matches the presenter’s performance and sum at the end.
The goal of this rubric is to identify and assess elements of research presentations, including delivery strategies and slide design. How to use this rubric: • Self-assessment: Record yourself presenting your talk using your computer’s pre-downloaded recording software or by using the
Oral Presentation Grading Rubric. Holds attention of entire audience with the use of direct eye contact, seldom looking at notes or slides. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from notes.
Oral Presentation Rubric. 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.
Assessment Rubric for Presentations. The presentation has a concise and clearly stated focus that is relevant to the audience. The presentation is well-structured with a clear storyline. Ideas are arranged logically; they strongly support the presentation focus. Sections are well- connected with smooth transition.
Oral Presentation Example Rubric. Outcome: Students will graduate with the ability to give professional presentations. Work Product: Oral presentation. Outcome/Skills. Advanced. Developing. Emerging. Idea development, use of language, and the organization of ideas are effectively used to achieve a purpose.
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.
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.
The type of presentation is appropriate for the topic and audience. Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. Presentation draws on theories and themes from the course. Presentation contains accurate information.