iRubric: ESL Individual Presentation Rubric

Student presents information in a logical, interesting sequence which the audience can follow. Student integrates the information from the research well.

Student presents information in a logical sequence which the audience can follow. The research information supports the main topic.

Audience has difficulty following the presentation because the student jumps around. The research does not relate well to the rest of the presentation.

Audience cannot understand the presentation because there is no sequence of information. Student does not refer to any research.

Student's notes and note cards help keep the presentation organized. The cards have helpful information. Student maintains eye contact with audience, seldom returning to notes, which demonstrates preparedness. Student is in the required time frame.

Student has notes and note cards, but they are not as helpful as they could be. The cards either have too much or too little information on them. Student maintains eye contact most of the time but frequently returns to notes. Student is not more than 20 seconds over or under the time frame.

Student may be missing one or more components of the notes. The note cards do not summarize the main ideas of the presentation. Student occasionally uses eye contact, but still reads most of the report. Student is up to 1 minute over or under the time frame

Student does not have supporting note cards or has written the entire report out and read that to the class. Student does not make eye contact. Student is more than one minute under or over the time frame.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Intonation is clear. Grammar mistakes are rare.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. There are some intonation problems. Grammar mistakes are few.

Student's voice is low and difficult to hear. Student incorrectly pronounces terms and/or grammar mistakes are noticeable. The intonation does not follow English patterns.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear and/or grammar mistakes are common or excessive. There are severe intonation issues.