NEIU Oral Communication Rubric* (updated: 11/10/06)
Quality
Criteria
CONTENT
Accurate
explanation of key
concepts/ theories
Includes thorough
application of
theory
Insightful/interestin
g to the listener
STRUCTURE
Introduction
No/Limited Proficiency
(condensed)
Accuracy
Depth
(condensed)
Purpose/
Thesis/Intent
Conclusion
Body
Supporting
Material
Presentation Aids
Organization
Presentation
Aids
DELIVERY
Effective nonverbal
communication
Personal
appearance
(condensed)
Nonverbals
Pronunciation
Enunciation
Articulation
Grammaticality
Bias-free
Language
Use
Fluent speech &
vocal variety
Fluency
Some Proficiency
Proficiency
Enough errors to distract
knowledgeable listener. Some
accurate information. Presentation
is useful if listener can determine
what information is reliable.
Explanations of concepts/theories
are incomplete. Little attempt is
made to tie theory to practice.
Listeners gain little.
No significant errors are made.
Listeners recognize any errors to be
the result of nervousness or
oversight.
Information used in the
presentation is consistently
accurate.
For the most part, explanations of
concepts/theories are complete.
Some helpful applications are
included. Listeners gain some
insights.
Complete explanation of key
concepts/theories. Applications of
theory are included. Listeners
gain insights.
Does not communicate a clear and
identifiable thesis/specific purpose, and
lacks summary of main ideas.
Either a clear thesis/purpose or a
summary of main ideas is missing.
Listener is largely unable to follow
presentation. Points made lack
development and logical organization. No
transitions.
No communication aids are used, or are
used in such a way that they hinder rather
than help the presentation (e.g. no
apparent relationship between
presentation and visuals)
Listener can follow presentation with
effort. Some unclear arguments.
Organization is haphazard and
transitions may be lacking.
Communication aids are poorly
prepared or used inappropriately.
Font is too small and too much
information and unimportant
material are highlighted.
Within the opening few sentences of
the speech, the speaker identifies
the specific purpose/thesis of the
speech. Speaker summarizes main
ideas at the end.
Presentation is generally clear.
Ideas are developed and organized.
Transitions are present.
There is continuity between a
precisely communicated
thesis/purpose at the beginning
and the summary of main ideas at
the end.
Presentation is clear, logical, and
well-organized. Transitions
enhance line of reasoning.
Communication aids contribute to
quality of presentation. Appropriate
font size and information is included.
Some material is not supported by
visual aids.
Communication aids enhance
presentation. Font is appropriate,
information is organized so that
audience understands. Aids
focus on main points, not details.
Kinesic (posture, gesture, facial
expressions, eye contact) and proxemic
(interpersonal distance and spatial
arrangement) behaviors and dress detract
from the verbal message.
Frequent errors in pronunciation,
enunciation, articulation, and grammar
make it difficult for the audience to
understand the message, AND/OR biases
are obvious in the presentation.
Body language reflects some
discomfort AND/OR detachment
from the audience.
Body language reflects no or little
discomfort or detachment, and at
times enhances the verbal
message.
No detachment visible in body
language. Body language
enhances the verbal message
throughout the presentation.
Occasional errors in pronunciation,
enunciation, etc. make it difficult for
the audience to understand the
message.
Minor biases included in the
presentation.
Poor execution of vocal variety
AND/OR fails to speak in a
conversational style.
Errors are rare and do not affect
comprehension and understanding
of the message. Presentation is free
from (sexist, racist, etc.) bias.
Good pronunciation, enunciation,
and articulation enhance the
message. No grammatical errors.
Presentation is free from (sexist,
racist, etc.) bias.
Errors and/or contradictions are apparent
and serious enough to make it almost
impossible to determine what info is
reliable.
Explanations of concepts/theories are
incomplete. Theoretical explanations are
largely missing. Listeners gain no
insights.
Lacks vocal variety (pace, volume, pitch,
etc.) and fails to speak in a conversational
style (e.g. just reads from a paper).
Vocalics are generally well-paced
and varied to enhance the message.
Adheres mostly to a conversational
style.
High Proficiency
Vocalics are well-paced and
varied to enhance the message
Free from vocal fillers
consistently throughout the
Polished, yet
presentation. Dynamic
conversational style
conversational style.
* Based on rubrics from Susan Colon and Nanette Potee (NEIU), the Dept. of Ed. Leadership & Policy Studies at Iowa State, and the National Communication Association