Speaking and Listening Rubric Draft #5
EIU graduates prepare, deliver, and critically evaluate presentations and other formal speaking activities by:
Exemplary
4
Satisfactory
3
Partial
2
Minimal
1
Collecting,
comprehending,
analyzing,
synthesizing and
ethically incorporating
source material
Source material cited exceeds
expectations in number and
quality; is exceedingly
specific, credible, and
interesting; is clearly related
to the thesis and main points
of the speech; and decidedly
enhances the credibility of the
speaker and the clarity of the
topic
Source material is cited
adequately by the speaker; is
adequately specific, credible,
and interesting; is adequately
related to the thesis and
main points of the speech;
and adequately enhances the
credibility of the speaker
and the clarity of the topic
Source material is cited
partially by the speaker; is
partially specific, credible, or
interesting; is partially related
to the thesis and main points
of the speech; and only
partially enhances the
credibility of the speaker and
the clarity of the topic
Source material is minimally
cited by the speaker; is
minimally specific, credible,
and/or interesting; is
minimally related to the
thesis and main points of the
speech; and minimally
enhances the credibility of
the speaker and the clarity of
the topic
Adapting formal and
impromptu
presentations,
debates, and
discussions to their
audience and purpose
Topic, general approach, and
structure is adapted
exceedingly well to the
audience, occasion, and
purpose, speaker exhibits
sophisticated consideration
for the demographic,
psychological, and situational
elements of the audience
Topic, general approach,
and structure is adapted
adequately to the audience,
occasion, and purpose,
adequate evidence of
consideration for the
demographic, psychological,
and situational elements of
the audience
Topic, general approach, and
structure is adapted partially
to the audience, occasion,
and purpose, partial
evidence of consideration
for the demographic,
psychological, and situational
elements of the audience
Topic, general approach, and
structure is minimally
adapted to the audience,
occasion, and purpose,
minimal evidence of
consideration for the
demographic, psychological,
and situational elements of
the audience
Developing and
organizing ideas and
supporting them with
appropriate details
and evidence
Organization and content
enhance ideas presented in
the speech at a level of
sophistication that exceeds
expectations; exceptional
evidence of logical
progression between ideas;
structure (introduction, main
and sub-points, conclusion,
transitions) provides
exceptional guidance for the
audience
Organization and content
enhance adequately ideas
presented in the speech;
adequate evidence of logical
progression between ideas;
structure (introduction,
main and sub-points,
conclusion, transitions)
provides adequate guidance
for the audience
Organization and content
enhance partially ideas
presented in the speech;
partial evidence of logical
progression between ideas;
structure (introduction, main
and sub-points, conclusion,
transitions) provides partial
guidance for the audience
Organization and content
minimally enhance ideas
presented in the speech;
minimal evidence of logical
progression between ideas;
structure (introduction, main
and sub-points, conclusion,
transitions) provides minimal
guidance for the audience
Using effective
language skills
adapted for oral
delivery, including
appropriate
vocabulary, grammar,
and sentence structure
Exceptional evidence of
varied sentence structure and
word choice; language choice
supports exceptionally the
effectiveness of the speech;
content is adapted
exceptionally well to oral
delivery; exceptional evidence
of appropriateness of
standards of usage
Adequate evidence of varied
sentence structure and word
choice; language choice
supports adequately the
effectiveness of the speech;
content is adapted
adequately to oral delivery
resulting in no disfluencies;
adequate evidence of
appropriateness of
standards of usage
Partial evidence of varied
sentence structure and word
choice; language choice only
supports partially the
effectiveness of the speech;
content is adapted partially
to oral delivery resulting in
partial disfluencies; partial
evidence of appropriateness
of standards of usage
Minimal evidence of varied
sentence structure and word
choice; language choice
minimally supports the
effectiveness of the speech;
content is minimally adapted
to oral delivery resulting in
occasional disfluencies;
minimal evidence of
appropriateness of standards
of usage
Using effective vocal
delivery skills,
including volume,
pitch, rate of speech,
articulation,
pronunciation, and
fluency
Vocal delivery skills are
exceptional; exceptional vocal
variety employed; delivery
exceptionally enhances the
message
Vocal delivery skills are
adequately effective;
adequate vocal variety
employed; delivery
adequately enhances the
message
Vocal delivery skills are
partially effective; partial
vocal variety employed;
delivery partially enhances
the message
Vocal delivery skills are
minimally effective and
occasionally distract from
the message; minimal vocal
variety employed; delivery
only minimally enhances the
message
Employing effective
physical delivery
skills, including eye
contact, gestures, and
movement
Physical delivery skills are
exceptional; exceptional use
of effective eye contact,
gestures, and movement that
result in a dynamic and
engaging speech
Physical delivery skills are
adequate and enhance the
message; adequate use of
effective eye contact,
gestures, and movement
Physical delivery skills are
partially effective and rarely
distract from the message;
only partial effective use of
eye contact, gestures, and
movement
Physical delivery skills are
minimally effective and
occasionally distract from
the message; minimal
effective use of eye contact,
gestures, and movement
Using active and
critical listening skills
to understand and
evaluate oral
communication
Active listening is exceptional
as evidenced by nonverbal
cues such as body position
and eye contact; critical
listening is exceptional as
evidenced by questions
posed; understanding is
exceptional as evidenced by
paraphrasing and information
recall; evaluation is
exceptionally effective as
evidenced by comments for
self and/or others that are
highly specific, descriptive,
and constructive
Active listening is adequate
as evidenced by nonverbal
cues such as body position
and eye contact; critical
listening is adequate as
evidenced by questions
posed; understanding is
adequate as evidenced by
paraphrasing and
information recall;
evaluation is adequate as
evidenced by comments for
self and/or others that are
specific, descriptive, and
constructive
Active listening is partial as
evidenced by nonverbal cues
such as body position and
eye contact; critical listening
is partial as evidenced by
questions posed;
understanding is partial as
evidenced by paraphrasing
and information recall;
evaluation is partially
effective as evidenced by
comments for self and/or
others that are partially
specific, descriptive, and
constructive
Active listening is minimally
evidenced by nonverbal cues
such as body position and
eye contact; critical listening
is minimally evidenced by
questions posed;
understanding is minimally
evidenced by paraphrasing
and information recall;
evaluation is minimally
effective as evidenced by
comments for self and/or
others that are not specific,
descriptive, and constructive