Dual Interpretive Reading Evaluative Rubric
Criteria
Professionalism
___/5 x 1 =
4 (Superior)
The selection was obviously
rehearsed. The meaning of the
selection was powerfully and
clearly conveyed in the
introduction. Any added
transitions contributed to a
seamless performance. Attire
was professional.
3 (Good)
The students seemed pretty
prepared but would have
benefitted from a few more
rehearsals. The introduction
and transitions were clear.
Attire was professional.
2 (Satisfactory)
The students were
somewhat prepared, but
more rehearsal was needed
to improve familiarity with
the material. The
introduction/transitions
could be smoother. Attire
was clean and casual.
Material
___/5 x 1 =
The selection met the
requirements of the category in
that it is humorous or dramatic
and from a published source.
The selection fit within the
specified time limit and any
cuts/companion pieces
enhanced the selection. The
selection contained vocabulary,
strong imagery, or another
single aspect that elevated its
difficulty and made the
performance impressive.
The students conveyed the
meaning of the lines and
feelings and thoughts of the
character(s) so well that the
audience was moved to the
same understanding. The
students were charismatic, and
facial expressions and body
language generated a strong
interest and enthusiasm about
the topic in others. If
characters were used, it was
easy to tell them apart from the
narration.
All words were pronounced
correctly, and the volume and
intonation greatly enhanced the
performance. The pacing was
appropriate for the selection.
Pitch and pauses were often
used to convey emotions,
augmenting the
humorous/dramatic effect.
The selection was a
straight-forward and
entertaining piece that met
the requirements of the
category. The selection fit
within the specified time
limit.
While the selection may be
delightful on some level, a
more substantive piece
would provide greater value
for the performers and the
audience. The selection met
most requirements of the
category and was close to
the time limit.
The students read the text
in an interesting way,
perhaps exchanging lines at
intentional spots or using
mild gestures, facial
expressions, or vocal
enhancements to make
characters distinctive.
Parts of the performance
were lively. Perhaps the
students used expressions
and body language to
excess, or the students’
portrayal appeared faked or
half-hearted.
The performance had little
use of facial expressions or
body language. The
performance did not generate
much interest in the
selection.
The volume, pace, rhythm
and pronunciation of the
selection were mostly clear.
Pitch and pauses were used
somewhat to improve
meaning and/or
humorous/dramatic impact.
The students’ voices did not
carry very far, nor did the
students speak very clearly
or with feeling. Pitch was not
used to convey emotion.
Pauses were not intentionally
used.
The students carefully
considered gestures and
movement to support the
interpretation of the text. The
students stood up straight and
appeared relaxed and confident.
All qualities of the contestant’s
physical presence worked
together to the benefit of the
performance. The illusion of
reading was maintained.
The students’ body
language appeared natural.
Posture was straight and
confident. The student was
able to maintain
characterizations
throughout the
performance. Any minor
errors were handled with
poise. The illusion of
reading was maintained.
Mostly the students did
well performing but they
had some difficulty with
speaking loudly, clearly,
and with emotion. Pitch
was rarely used OR the
emotion it conveyed often
did not fit the content.
Pauses were intentionally
used but were not effective
in improving meaning or
humorous/dramatic impact.
Mostly the students were
poised performers.
Occasional nervous
gesturing or movements
distracted from the
performance some. The
students may have broken
character, slouched or lost
poise momentarily. The
illusion of reading was
mostly maintained.
Character
Development
___/5 x 2 =
Voice/Diction
___/5 x 2 =
Physical
Presence
___/5 x 1 =
Total Points = _____/35
1 (Needs Improvement)
Oops! The student did not
seem at all prepared to
present. Either the student
did not seem to know the
selection well, the attire was
not appropriate for audience
(jeans, t-shirt, shorts), or the
student forgot to introduce
the selection or add
transitions.
The selection did not meet
the requirements of the
category or the performance
was outside of the time limit
guidelines.
Perhaps the students moved
nervously, used too many
distracting gestures, moved
out of the one-step
performance radius or lost
poise more than one time.
The illusion of reading was
mostly maintained.