Student name:_________________________ Topic: _____________________
ComS 222 Instructional Communication
Rubric for Evaluating Lecture
I.
Clarity of Goal:
1. Goal not stated
2. Goal noted, but in confusing fashion
3. Goal noted, but not clear
4. Goal noted, but not in student or audience terms
5. Goal clearly and appropriately identified
II.
Use of Language:
1. Often incorrect grammar and vocabulary (inhibited understanding)
2. Generally correct grammar, but poor vocabulary (relies on meaningless,
overworked words; e.g. "like," "really," "y=know")
3. Generally correct grammar and vocabulary
4. Good vocabulary, but some inappropriate uses (e.g. new terms introduced,
but not sufficiently defined)
5. Precise, clear, appropriate grammar and usage (promotes understanding and
provides excellent model for students or audience)
III.
Contextualization of Content
1. No context provided
3. Context was perfunctorily noted
5. Content was enriched by insightful connection to its context
IV.
Amount of information presented:
1. Inappropriate amount (too much or too little information for purpose and level
of preparation of students or audience)
3. Somewhat appropriate; treatment of topics lacked balance or key ideas not
sufficiently explained
5. Appropriate for objective, preparation and skill level of target audience.
V.
Rate of presentation:
1. Inappropriate rate (exceedingly slow or fast)
2. Some minor changes in rate, but generally inappropriate; changes did not
facilitate learning
3. Understandable, but rate was not used as a teaching tool
4. Showed some sense of need to vary rate; changes at points helped facilitate
understanding
5. Rate was shaped to meet the needs of the audience and clarify ideas
VI.
Degree of involvement with students or audience:
1. Self-involved
2. Acknowledged students= or audiences= presence, but solicited no or few responses
3. Some relevant interaction
4. Generated student/audience interest; took some opportunities for involvement and
reinforcement
5. Highly student oriented; excited student responses
VII.
Organization of lecture:
1. Disorganized and confusing
2. Missing two or more main parts of lecture as outlined
3. Missing some important part of the outlined lecture
4. Followed through an introduction, body and conclusion
5. Organized, and exhibited some knowledge of and application of instructional
communication theory
6. Well organized and organization occasionally added to student or audience
understanding
7. Highly organized; organization was a major contributor to student or audience
understanding
VIII.
Delivery:
1, 2. Self-directed; threatening tone and gesture
IX.
3, 4.
Self-directed; non-threatening
5, 6.
Generally open and immediate
7, 8.
Developed solidarity with immediate style of communication and nonverbal
activity
Preparation of written material:
1. Poorly detailed scenario; objectives not clear or relevant to lesson; outline or map not
completed or poorly prepared
.
.
.
5. Outstanding scenario (one can visualize the audience); excellent outline or map;
clear and appropriate objectives
Comments: