Oral Communication

Rubric

SLO 1

Demonstrate effective use of technologies appropriate to the task and discipline.

4 / 3 / 2 / 1
Use of technologies appropriate to the task and discipline / Uses technology effectively to acquire valid data and demonstrates understanding of how the limitations of the data acquisition equipment affect the conclusions drawn from the data; uses technology to adequately communicate and effectively integrate the depth and breadth of information; or uses technology to processes/analyze information in such a way that new information is derived and draws valid conclusions that generalize beyond the specific situation. / Uses technology effectively to acquire valid data and demonstrates understanding of the limitations of the data acquisition equipment (e.g. regarding the accuracy and precision of the measurements); uses technology to adequately communicate the depth and breadth of information; or uses technology to processes/analyze information in such a way that new information is derived and correctly interprets the derived information in the context of the specific situation. / Uses technology effectively to acquire valid data, adequately communicate either the depth or breadth of information, or process/analyze information in such a way that new information is obtained. / Uses technology to acquire data, inadequately communicate information, or create a representation of inputted information.

SLO 2

Demonstrate the ability to locate sources when information is needed, and to evaluate the authenticity, validity, and reliability of resources applied to a specific purpose.

4 / 3 / 2 / 1
Locate the needed Information / Locates relevant and highly valued information from the most appropriate sources. / Locates predominantly relevant information from a variety of sources. / Locates information with some relevance and quality but from limited and similar sources. / Locates information randomly, retrieves sources that lack relevance and quality.
Critically evaluate sources / Demonstrates appropriate evaluation of the authenticity, validity, and reliability of sources. / Demonstrates an appropriate evaluation of the authenticity or validity or reliability of sources. / Demonstrates rudimentary evaluation of the authenticity or validity or reliability of sources. / Shows an awareness of the concepts of authenticity, validity, and reliability of sources.

SLO 3

Create persuasive and well-reasoned arguments that are appropriate to topic and purpose.

4 / 3 / 2 / 1
Statement of student's position (perspective, thesis/hypothesis) / Specific position (perspective, thesis/hypothesis) is imaginative, sophisticated, and comprehensive. / Specific position (perspective, thesis/hypothesis) is stated and informed by the complexities of an issue. / Specific position (perspective, thesis/hypothesis) is stated and reflects a basic awareness of the complexities of an issue. / Specific position (perspective,
thesis/hypothesis) is stated, but is trivial or obvious.
Argument and related implications / Argument and its implications are compellingly and cogently presented.
Opposing viewpoints are synthesized within the argument. Limits of position are acknowledged. / Argument is compellingly tied to issue/material;
implications are clearly identified and explored. Opposing viewpoints are acknowledged. / Argument is logically tied to issue/material; some related implications are identified but oversimplified. / Argument is inconsistently tied to issue/material; implications of the argument are ignored.

SLO 4

Communicate in speech with an awareness of audience, by using language conventions appropriate to the occasion and task

4 / 3 / 2 / 1
Communicate in speech with an awareness of audience / Delivery techniques (e.g. posture, gestures, eye contact, and facial/vocal expressiveness) demonstrate a thorough awareness of audience and make the presentation compelling. Speaker appears polished and confident. / Delivery techniques (e.g. posture, gestures, eye contact, and facial/vocal expressiveness) demonstrate an adequate awareness of audience and make the presentation interesting. Speaker appears comfortable. / Delivery techniques (e.g. posture, gestures, eye contact, and facial/vocal expressiveness) demonstrate a moderate awareness of audience and make the presentation understandable. Speaker appears tentative. / Delivery techniques (e.g. posture, gestures, eye contact, and facial/vocal expressiveness) demonstrate limited or no awareness of audience and detract from the understandability of the presentation. Speaker appears uncomfortable.
Use language conventions appropriate to the occasion and task / Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to occasion and task. / Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to occasion and task. / Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is mostly appropriate to occasion and task. / Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to occasion and task.

SLO 6

Analyze texts, sources, and argumentation, identify cause and effect relationships and recognize fallacies of argument.

4 / 3 / 2 / 1
Analyze texts, sources, and argumentation, identify cause and effect relationships and recognize fallacies of argument. / Analyzes and synthesizes texts, sources, and arguments to reveal insightful patterns, differences, or similarities related to focus, thoroughly addressing fallacious reasoning. / Analyzes texts, sources, and arguments to reveal important patterns, differences, or similarities related to focus, correctly addressing fallacious reasoning. / Organizes texts, sources, and arguments, but the organization is not effective in revealing important patterns, differences, or similarities, and weakly .addresses fallacious reasoning. / Lists evidence and/or arguments, but it is not organized and/or is unrelated to focus, and rarely addresses fallacious reasoning.

SLO 7

Use and document sources and evidence in an ethical manner.

4 / 3 / 2 / 1
Use and Document Sources Ethically / Students use citations and references and do all of the following (choose between paraphrase/summary and quotation; use information in ways that are true to original context; distinguish between common knowledge and ideas requiring attribution). / Students use citations and references and do two of the following (choose between paraphrase/summary and quotation; use information in ways that are true to original context; distinguish between common knowledge and ideas requiring attribution). / Students use citations and references and do one of the following (choose between paraphrase/summary and quotation; use information in ways that are true to original context; distinguish between common knowledge and ideas requiring attribution). / Students use citations and references.