Oral Communication Rubric[1]
Definition: Oral communication is a prepared, purposeful presentation designed to increase knowledge, foster understanding, or promote change in the listeners' attitudes, values, beliefs, or behaviors.
Level of proficiency within a two-year college(insert raw numbers only and assess each indicator separately)
Indicators / Indicator is not assessable in assignment (NA) / Total # students assessed / Mastery (4) / Advanced (3) / Developing (2) / Beginning (1) / Pre-beginning (0)
1. Organization / Introduction, conclusion, and organizational pattern (sequenced material within the body, and transitions) are clearly and consistently identifiable and are skillful and make the content of the presentation cohesive. / Introduction, conclusion, and organizational pattern (sequenced material within the body, and transitions) are clearly and consistently identifiable within the presentation. / Introduction, conclusion, and organizational pattern (sequenced material within the body, and transitions) are intermittently identifiable within the presentation. / Introduction, conclusion, and organizational pattern (sequenced material within the body, and transitions) are not identifiable within the presentation. / Skill is not observed.
Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #:
2. Language / Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to the audience. / Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to the audience. / Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to the audience. / Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to the audience. / Skill is not observed.
Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #:
3. Delivery / Nonverbal behaviors (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. / Nonverbal behaviors (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. / Nonverbal behaviors (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. / Nonverbal behaviors (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. / Skill is not observed.
Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #:
4. Supporting material / A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic. / Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/authority on the topic. / Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/authority on the topic. / Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/authority on the topic. / Skill is not observed.
Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #:
5. Central
message / Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported). / Central message is clear and consistent with the supporting material. / Central message is basically understandable but is not often repeated and is not memorable. / Central message can be deduced, but is not explicitly stated in the presentation. / Skill is not observed.
Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #: / Tally: / Total #:
Details: All of your discipline’s/program’s observations will be compiled based on the details you provide below about your observations of your students’ work with regard to this CLA.
Course (e.g., GEOL& 101)
Teaching and learning activities: For your course, list the most significant teaching and learning activities you used to facilitate the learning of oral communication in your class.
Name of graded assignments: For your course, list the graded assignment – presentation, grant proposal, marketing or business plan, poster, literature review, lab, project, etc. – that assesses oral communication at its highest level.
Analysis of results: Please
(1) identify and report trends, successes, and areas of potential concern, based on your data gathering; (2) take time to describe the trends in student proficiency you see, but may not be evident to an outsider looking at your data. Please be thorough in your descriptions. / 1. Organization
2. Language
3. Delivery
4. Supporting material
5. Central message
Next steps to improve student learning in oral communication in your program/discipline
Suggestions for improving this report or process (if any)
[1] Reprinted and adapted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.