PVCC General Education Oral Communications Rubric
Dimension
Score = 2: meets or exceeds
standards for competence
Score = 1: needs improvement
Revised February 26, 2010
Score = 0: does not meet minimum
standards for competence
ORGANIZATION – Dimensions are aligned with Six Step Guide to Organizing Effective Presentations; see http://www.pvc.maricopa.edu/AL/gened_oral.html
Student completes all of the following: Student completes two of the
Student completes one of the
1. Opening Steps:
1. captures the audience’s attention
following:
following or does none of the
Excite, Launch, &
2. states the specific purpose
1. captures the audience’s attention
following:
Relate
2. states the specific purpose
1. captures the audience’s attention
3. tells the audience how they will
3. tells the audience how they will
2. states the specific purpose
benefit from hearing the speech.
benefit from hearing the speech.
3. tells the audience how they will
benefit from hearing the speech.
The student presents information in an The student presents information with The student uses no apparent logic or
2. Inform Step
organized and logical manner using
some structure and some supporting
organization for the information
appropriate supporting materials and
materials, but the speech does not flow presented and does not use appropriate
transitions.
logically and/or lacks transitions.
supporting materials or transitions.
The student summarizes key points
The student attempts to summarize but The student ends the presentation
3. Closing Steps:
the key points are unclear and/or the
abruptly without summarizing the key
Reiterate & Energize from the presentation and brings the
presentation to a satisfying close.
concluding remarks are not fully
points. The audience is left wondering
developed.
if the presentation is finished.
DELIVERY - Dimensions are aligned with Six Step Guide to Delivering Effective Presentations; see http://www.pvc.maricopa.edu/AL/gened_oral.html
The student generally uses appropriate At times, the student uses
The student uses inappropriate vocal
4. Vocal Variety,
vocal variety (volume, rate, pitch,
inappropriate vocal variety,
variety, pronunciation, and/or
Pronunciation, &
quality), pronunciation, and
pronunciation, and/or articulation;
articulation so often that the audience
Articulation
articulation. Audience remains
however, it does not significantly
loses focus.
focused on presentation.
distract the audience from the
presentation.
The student uses appropriate eye
At times, the student uses
The student uses inappropriate eye
5. Eye Contact,
contact, gestures, facial expressions,
inappropriate eye contact, gestures,
contact, gestures, facial expressions,
Gestures, Facial
facial expressions, posture, and/or
posture, and/or movements so often
Expressions, Posture, posture, and movements.
movements; however, it does not
that the audience loses focus.
& Movements
significantly distract the audience
from the presentation.
The student uses vocalized pauses
At times, the student uses vocalized
The student uses vocalized pauses
6. Vocalized Pauses
(such as “um” or “uh”) and distracting pauses and/or distracting mannerisms; and/or distracting mannerisms so often
and Distracting
mannerisms (such as jiggling coins in however, it does not significantly
that the audience loses focus.
Mannerisms
a pocket or touching hair) minimally.
distract the audience from the
presentation.