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Sample Research Informative Speech Rubric This rubric sets criteria for grading the Informative Speech presentations. Rubric Code: JX7B735 By Ms_Christina Ready to use Public Rubric Subject: Communication Type: Presentation Grade Levels: Undergraduate

Scoring
	N/A Did not attempt this element 0 pts	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Attention getter	N/A	Poor The student attempted to engage audience interest, or the attempt was made in an incoherent and disorganized fashion.	Fair Student attempted to engage audience interest, but the effort was incomplete, disorganized, or was negated by poor delivery.	Good Student used a story, hypothetical, rhetorical question, or other technique to attempt to attain the interest of the audience.	Excellent Student actively engaged the audience with a well practiced and delivered rhetorical device.
Reveal Topic	N/A	Poor Student did not state the topic of the speech.	Fair Student stated the topic of the speech, but it was unclear or misleading.	Good Student clearly stated the topic of the speech.	Excellent Student clearly stated the topic of the speech in a creative, innovative, or other rhetorically interesting way. The reveal included the GP.
Established Credibility	N/A	Poor Student did not make an attempt to establish his or her own credibility.	Fair Student made a statement to establish credibility, but was not relevant.	Good Student made a relevant claim to credibility.	Excellent Student made a relevant claim to credibility that was integrated within the introduction that effectively enhanced audience perception of credibility.
Reason to Listen (Value)	N/A	Poor A weak and unorganized value statement was made but did not engage the audience due to clarity and completeness.	Fair Student offered a value statement but it was not designed to fully engage all in the room	Good Student offered a relevant and organized value statement.	Excellent Student made a relevant and organized value statement that engaged the audience and included all in the audience. The statement was well throughout out and valid for the topi choice.
Preview	N/A	Poor Student preview was mixed in the intro or offered after the introduction. It was confusing to follow and ineffective.	Fair Student attempted to preview the speech in a general manner which did not mention the main points of the speech and or included a clear signpost 1,2,3 variation.	Good Student used a preview statement, it was identifiable but not clearly linked to the central idea however, the audience was able to follow along.	Excellent Student gave a preview of the main points of the speech which clearly established the central idea.
Transitions	N/A	Poor The student did not utilize transitions in the majority of the speech	Fair Transitions were used but no in all transition areas. This student may have used only one part of the rule instead of the 2 part rule for all transition areas	Good The tow part rule was used but missed some transition areas.	Excellent Transitions were used throughout the presentation following the two part transition rule.
Visual Aids	N/A	Poor Visual aids did not coordinate with the presentation at all. Student may have showed slides too late due to forgetting to use them. The presenter did not clearly explain the slides, did not leave the slides up long enough for the audience to really take in the info, and or did not black out slides between points.	Fair Student used a visual but did not use it effectively. The presenter did not clearly explain the slides, did not leave the slides up long enough for the audience to really take in the info, and or did not black out slides between points.	Good Visual aids were logical and presented smoothly. It was obvious the presentation had been practicing with the aids and were comfortable using the aids. The speaker explained the slides to help audience carification	Excellent Visual aids were used and timing was on point. It was obvious the presentation had been practicing with the aids and were comfortable using the aids. The aids were fully explained, helped with clarity, and the importance of each slide was stressed. The slides were effective and contributed greatly to the overall presentation.
Organization	N/A	Poor The explanation of the informative speech seemed to be in the wrong order, and/or confusing for the audience.	Fair The information itself was clear, but needed a defined structure. Student needed more practice with the outline for comfortability with the document.	Good Speech explained all the elements of the topic in an logical order. It was obvious the presentation had been practiced using the outline.	Excellent Students used an organizational pattern that made complete sense for the topic choice. The audience members could fully understand the flow of the speech due to the clear organization of ideas.
Citations	N/A	Poor Student did not use any citations in the speech.	Fair Student used less than three citations properly.	Good Student correctly used at least three citations.	Excellent All information used in the speech was correctly cited. at least 3 oral citations were used
Main points & development	N/A	Poor Main points were not clearly stated or developed. Very few, if any, relevant facts, definitions, details, etc. included in speech	Fair Main points were stated and an attempt at development was made but needs improvement. Topic needs more development. Included minimal significant and relevant facts, definitions, details, etc.	Good Main points were clearly stated, Developed topic by selecting significant and relevant facts, definitions, details, etc. appropriate to the purpose of the speech	Excellent Main points were clearly stated. Main points were well thoughtout and relevant to the overall topic. Developed topic thoroughly by selecting most significant and relevant facts, definitions, details, quotations, appropriate to purpose.
Recap	N/A	Poor Student did not recap the main ideas as part of the conclusion.	Fair Student attempted to reinforce the main ideas, but did not clearly execute a summation or other appropriate technique.	Good Student clearly reinforced the main ideas in a way that brought the speech to a clear finish.	Excellent Student used an appropriate and memorable method of reinforcing the main ideas and was extremely clear that he or she wrapping up the speech.
Closing statement	N/A	Poor Student did not use any connection to the attention getter. The speech ended abruptly.	Fair Student, attempted to wrap the speech back to the attention getter but it lacked impact and memorability.	Good Student circled back to reference the attention getter and it was a clear and smooth ending.	Excellent Student used creativity beyond "In conclusion" to effectively signal the audience that he/she was concluding the speech. The speech clearly circled back to attention getter with such as a summation, quotation, or other method to help impact and effectiveness of the memorable statement.
Language	N/A	Poor Very few appropriate word choices, vocabulary, examples. Details and word choices not professional or well thought out	Fair You used some appropriate word choices, vocabulary, examples. Word choice can improve and be more professional.	Good You used appropriate word choices, vocabulary, and examples. Detail and word choice were appropriate to audience.	Excellent You made your topic interesting to specified audience, using appropriate word choices, vocabulary, figurative language and level of complexity.
Physical Presentation	N/A	Poor Student did not make eye contact with the audience, had lot of extra movement, slouched, held hands behind back, leaned on the podium, did not keep even weight on each leg etc... Their physical presentation distracted from their speech.	Fair Student slumped over podium or leaned on table, had lots of unnecessary movement, or didn't use their hands for gestures, etc... Student had moments of eye contact with the audience, but spent parts of the speech focused on the outline, back wall, table, etc...	Good Student had good posture and use of gestures. Student maintained good eye contact with entire room during the speech. Student seemed aware of his or her non-verbals and worked hard to send a professional message through the non verbal communication	Excellent Student integrated posture, gestures, and other nonverbal behaviors so that they completed and enhanced the speech. The non-verbals added to the speakers overall credibility.
Vocal Presentation	N/A	Poor Student was very hard to hear, had very poor articulation, spoke much too quickly, took unnecessary pauses, etc. Vocal presentation made it very hard to understand the information being communicated.	Fair Student has a basically clear vocal presentation, with a few areas of mispronunciation, excessive use of filler words, rapid rate of speech, volume issues, etc..	Good Student spoke clearly, articulated well, loud enough for everyone in audience to hear, slowly enough so that audience could understand and did not use any unnecessary pauses or mispronounced words.	Excellent Student's vocal presentation went beyond basic functionality to include uses of vocal variety and language use that created an engaging performance. The speakers vocal brought the desired energy to the presentation and helped engage the audience.
Professionalism	N/A	Poor Did not take self or presentation seriously	Fair Student took parts of the presentation seriously but needs to work on this element.	Good Student made a great effort to take self and the assignment seriously through verbals and non-verbals.	Excellent Student was professional throughout and was aware of non-verbals and verbals throughout the presentation. Well done!
Speaking outline & works cited	N/A	Poor Student came unprepared with no form of notes other than the preparation outline. The work cited page is extremely weak or was not handed in.	Fair Student's speaking outline was poorly done to the point that it detracted from performance; not typed, too much text, confusing formatting, etc. Weak works cited page	Good Student's speaking outline effectively aided in the execution of the speech. A work cited page was handed in with few errors.	Excellent Student's speaking outline was effective and formatted in the style recommended by the textbook/professor. Works cited page was attached and correctly formatted
Enter Title Note: points increase for time (10 point scale).
	Not meeting time 2 pts	Poor 4 pts	Fair 6 pts	Good 8 pts	Excellent 10 pts
Time I will round up at the 30 sec. mark If you go over time you will be placed at a score of poor and grading will stop at that point.	Not meeting time Under 3 minutes	Poor 3 minutes	Fair 4 minutes	Good 5-6 minutes	Excellent 6min 30sec -7 minutes
Enter Title Note: points increase for extemporaneous speaking style (20 point scale).
	Manuscript 0 pts	Poor 5 pts	Fair 10 pts	Good 15 pts	Excellent 20 pts
Extemporaneous Style	Manuscript Read from a manuscript.	Poor Student read directly from the outline, maintaining very little contact with the audience during the presentation.	Fair Student relied heavily on the outline, becoming lost or confused and needing long pauses to reorient himself/herself.	Good Student had moments of good explanation of the process, but relied on the outline more than necessary.	Excellent Student was able to explain the process conversationally, maintaining good contact with the audience throughout the speech, and only referring to the outline periodically as a guide and for direct quotes, stats, etc.
Enter Title Q & A Note scale change (2 point scale).
	Q&A 1 pts	Q&A 2 pts	Enter Title (N/A)	Enter Title (N/A)	Enter Title (N/A)
Q & A	Q&A Could not answer most questions, seemed under-prepared for questions, uncomfortable with answering questions and this hurt overall credibility	Q&A Answered all questions fully and competently adding to speaker credibility	Enter Title	Enter Title	Enter Title

Subjects:

Communication

Types:

Presentation

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