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Speech 
Speech
Students will research, plan, and compose a speech in which their performance will be evaluated in terms of specific standards set in class, including the clarity and completeness of your speech and the quality of your presentation in explaining your topic matter. Non-verbal communication is highlighted. Students will have 3 to 5 minutes to deliver the speech.
Rubric Code: N4WB5A
By ames88
Ready to use
Public Rubric
Subject: Communication  
Type: Presentation  
Grade Levels: (none)

Powered by iRubric Speech to Inform
  A

4 pts

B

3 pts

C

2 pts

D

1 pts

E

(N/A)

Introduction

A

Clever attention-getting introduction with a clear indication of the and major points to be discussed.
B

Introduction orients the audience to topic and theme, but is not engaging. The audience has an idea of what is to follow.
C

Introduction establishes the topic or the theme but not both. Not attention-getting.
D

Introduction does not grab attention. There is not an easily identifiable sequence of ideas or major points to be discussed.
E

Introduction is limited or absent
Content

A

Demonstrates complete understanding of neurological disease and uses effective transitions. Support material displays original, relevant, and logical thought.
B

Demonstrates a clear understanding of the assigned neurological disorder. Generally effective transitions but support material lacks in originality, relevancy and/or thought.
C

Content is accurate, but does not demonstrate depth,
development, or complete understanding.
D

Little or no grasp of the information. Support material may be inaccurate, inappropriate, and/or too general.
E

Understanding is limited or absent.
Conclusion

A

Student has effectively discussed all the major elements of their neurological disease outlined in the assignment guideline.
B

Student has effectively discussed most of the major elements of the neurological disease outlined in the assignment guidelines.
C

Student has satisfactorily discussed most of the major elements of the neurological disease outlined in the assignment guidelines.
D

Students has not discussed major points, and their information presented lacks relevance.
E

Students had made limited or no attempt to address the task
Organization

A

Thoughts are clearly organized, developed, and supported to achieve the purpose. Transitions are effectively utilized to create a smooth transition from point to point.
B

Ideas flow smoothly from introduction to conclusion. Transitions are generally effective.
C

Logical progression of thoughts, but transitions are awkward. An attempt at structure is present, but can be illogical or inconsistent.
D

There appears to be no clear structure of thoughts. Ideas lack direction. Transitions are awkward and/or non-existent.
E

No structure to presentation
Eye Contact

A

Speaker rarely refers to notes. Makes sustained eye contact with all members of the audience.
B

Speaker maintains inconsistent eye contact with the audience or focuses on one person/part of the audience, ignoring the rest.
C

Speaker frequently refers to notes and makes little eye contact with the audience.
D

Speaker reads the speech and/or rarely looks at the audience, if at all.
E

Speaker provides no eye contact
Vocal Delivery

A

Excellent vocal expression including appropriate variance in volume, pitch, and rate. Enthusiatic about topic.
B

Good vocal expression including appropriate volume, pitch, and rate.
C

Some vocal expression, but lacking in enthusiasm, volume, pitch, and/or rate.
D

Monotone and/or mumbling. Not effective in maintaining the audience's attention.
Lacking in enthusiasm, volume, pitch, and/or rate.
E

Very Poor vocal delivery
Elocution

A

Speaker uses correct pronunciation, grammar, and articulation. There are no vocalized pauses.
B

Speaker has good command of the language, but there are errors in pronunciation, grammar, and/or articulation. There are one to five vocalized pauses.
C

Speaker has a mediocre command of the language with frequent errors in pronunciation, grammar, and/or articulation. There are five to ten vocalized pauses.
D

Speaker has poor command of the language. Many words are used incorrectly. There are more than ten vocalized pauses.
E

Speaker uses many words out of context, and does not demonstrate command of language.
Body Language

A

Excellent posture with no swaying. Gestures are smooth and appropriate. There is no fidgeting. The speaker appears completely at ease.
B

Speaker usually maintains good posture, but may sway or lean on the podium. There is a small amount of fidgeting, but the speaker appears mostly at ease. There are a few gestures.
C

Speaker leans on the podium and/or fidgets. There was very little gesturing and/or movement.
D

Speaker leans on the podium and/or fidgets. There is no gesturing and/or movement.
E

Poor Body language



Keywords:
  • Speech to Inform



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