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iRubric: Ancient Rome Oral Presentation rubric

iRubric: Ancient Rome Oral Presentation rubric

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Ancient Rome Oral Presentation 
Social Studies Oral Presentation Rubric
Rubric Code: AX84352
By AdachiSensei
Ready to use
Public Rubric
Subject: History  
Type: Presentation  
Grade Levels: 6-8

Powered by iRubric Oral Presentation
 

4 pts


3 pts


2 pts


1 pts

Content

4

The topic is clearly identified and introduced. Student provides deep explanations. All required information is covered. After the presentation, the student successfully defends the topic by answering questions with thought and precision.
3

The topic is identified and introduced. Student provides some explanations. Most of the required information is covered. After the presentation, the student is able to defend the topic by answering questions accurately.
2

The topic is not clearly identified nor introduced. Student struggles to provide clear explanations. Some of the required information is left out. After the presentation, the student struggles to defend the topic accurately.
1

The topic is not identified or is unrelated to the task. Explanations are limited or absent. Required information is not covered. After the presentation, the student is unable to defend the topic accurately.
Organization

4

Information is presented in a logical and interesting sequence. The audience can easily follow the flow of ideas.
3

Information is presented in logical sequence. The audience can easily follow the flow of ideas.
2

Information is presented out of sequence. The audience has difficulty following the flow of ideas.
1

Information is not sequenced or presented in a logical manner. The audience cannot follow the flow of ideas.
Language & Fluency

4

Student exercises mastery of word choice and grammar throughout the presentation. There is a clear and smooth flow to the presentation without the use of filler words.
3

Student considers word choice and grammar throughout the presentation. There is a flow to the presentation with minimal use of filler words.
2

Student may struggle with word choice and grammar throughout the presentation. There may be a lack of flow to the presentation with minor use of filler words.
1

Student does not consider word choice or grammar throughout the presentation. There is a lack of flow to the presentation with a noticeable use of filler words.
Presentation

4

Student consistently looks at someone or some groups and rarely looks at notes. Student stands up straight, faces the audience, and does not fidget. Student speaks at the appropriate volume.
3

Student occasionally looks at someone or some groups during presentation. Occasionally looks at notes. Student stands up, may face the audience, and does not fidget. Student speaks at the appropriate volume.
2

Only focuses attention to one particular part of the class and does not scan the audience. Student frequently looks at notes. Student may not stand up straight or face the audience. Student may have issues with volume.
1

Student does not attempt to look at the audience and reads the notes most of the time. Student does not stand up straight or face the audience. Student has issues with volume.
Additional Resources

4

Student uses appropriate visual aids. The technology is purposeful and adds to the overall presentation. Visual aids are written with respect for capitalization, usage, punctuation, and spelling. Student has included sources.
3

Student uses appropriate visual aids. The technology is purposeful. Visual aids are written with respect for capitalization, usage, punctuation, and spelling. Student has included sources.
2

Few visual aids are used or may not be applicable. The technology may not be purposeful and distracts from the overall presentation. Visual aids may not be written with respect for capitalization, usage, punctuation, and spelling. Student has included sources but are not thorough.
1

Student does not use visual aids. The technology is not purposeful and detracts from the overall presentation. Visual aids are not written with respect for capitalization, usage, punctuation, and spelling. Student has not included sources.
Curriculum Outcomes
Information & Ideas

4

Clearly presents information and ideas orally, visually, concretely, or electronically.
3

Mostly presents information and ideas orally, visually, concretely, or electronically.
2

Adequately presents information and ideas orally, visually, concretely, or electronically.
1

Does not present information and ideas orally, visually, concretely, or electronically.
Identification

4

Clearly identifies people, events, and ideas in ancient
Rome.
3

Mostly identifies people, events, and ideas in ancient
Rome.
2

Adequately identifies people, events, and ideas in ancient
Rome.
1

Does not identify people, events, and ideas in ancient
Rome.
Defining Characteristics

4

Clearly identifies defining characteristics of the ancient civilization of Rome from 500 BCE to 500 CE.
3

Mostly identifies defining characteristics of the ancient civilization of Rome from 500 BCE to 500 CE.
2

Adequately identifies defining characteristics of the ancient civilization of Rome from 500 BCE to 500 CE.
1

Does not identify defining characteristics of the ancient civilization of Rome from 500 BCE to 500 CE.
Technologies

4

Clearly describe technologies and achievements in ancient Rome.
3

Mostly describe technologies and achievements in ancient Rome.
2

Adequately describe technologies and achievements in ancient Rome.
1

Does not describe technologies and achievements in ancient Rome.
Conclusions

4

Draws conclusions based on research and evidence.
3

Draws some conclusions based on research and evidence.
2

Draws minimally conclusions based on research and evidence.
1

Does not draw conclusions based on research and evidence.






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