Public Speaking Rubric – Grades 7 & 8
Elements
Visuals
Content
1 Significantly Below
Standard

Does not enhance
or add clarity to
the overall
presentation

does not have a
visual

Visual is lacking in
either graphics or
text

not organized

technology not
consistently used/
parts of the visual
are handwritten
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does not engage
the audience
weak introduction
that may omit
either: the
purpose or
background
information of the
experiment/
project
gives few or no
examples and
facts, relevant to
the topic (support
is weak)
weak use, if any,
of scientific
terminology
2 Slightly Below Standard
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3 On Standard
Enhances and
adds clarity to the
overall
presentation
Visually lacking in
either graphics or
text
Fairly well
organized
technology was
used/ but a small
amount of the
text is
handwritten

engages audience
interest
somewhat, but
does not hold
their attention
introduction
that includes the
purpose and some
background
information of the
experiment/
project
gives general
examples and
facts, relevant to
the topic (support
is weak in that it
is non-specific)
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Enhances and
adds clarity to the
overall
presentation
visually appealing
(using both
graphics and text)
well organized
evidence of
technology/
computer usage
(word processing,
etc.)
engages the
audience at the
beginning and
holds audience
interest for the
most part
obvious
introduction
that includes the
purpose and
background
information of the
experiment/
project
gives a few
specific examples,
facts, and/or
statistics relevant
4 Outstanding, exceeds
the standard

Enhances and
adds clarity to the
overall
presentation

Extends
understanding of
the presentation

visually appealing
(using both
graphics and text)

well organized

evidence of
technology/
computer usage
(word processing,
etc.)

engages the
audience & holds
their attention
throughout
(shocking
statement/
statistics,
interesting
questions/
examples,
incorporation of
visuals, etc.)

clear introduction
that includes the
purpose and
background
information of the
experiment/
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no connections
made (how to
apply theory to
the world around
us)
incomplete
summary/
explanation of
experiment/
project and facts
weak or lacking in
closure
no sources
referenced
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occasional use of
scientific
terminology
attempts to make
connections (how
to apply theory to
the world around
us)
completely
summarizes/
explains
experiment/
project and facts
obvious closure
references only 1
source
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to the topic
uses correct
scientific
terminology (&
can define terms)
ability to make
connections (how
to apply theory to
the world around
us)
knowledge goes
beyond
summarizing of
facts, some
evidence of higher
order thinking
(Bloom’s
Taxonomy:
analysis,
synthesis,
evaluation)
obvious closure
references 2 or
more sources
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Diction
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Often in-correct
pronunciation of
words and
terminology
often incorrect
grammar usage
evident
poor articulation
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Generally correct
pronunciation of
words and
terminology, few
errors
Some incorrect
grammar usage
evident
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
correct
pronunciation of
words and
terminology
correct grammar
usage
clear articulation
and annunciation

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
project
gives a plethora of
examples, facts,
and/or statistics
relevant to the
topic
uses correct
scientific
terminology (&
can explain/
illustrate terms)
ability to make
connections (how
to apply theory to
the world around
us)
knowledge goes
beyond
summarizing of
facts, strong
evidence of higher
order thinking
(Bloom’s
Taxonomy:
analysis,
synthesis,
evaluation)
obvious closure
references
multiple sources
(more than 2)
correct
pronunciation of
words and
terminology
correct grammar
usage
clear articulation
and annunciation
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Demeanor
and annunciation
of words (words
are mumbled)
in-appropriate
volume
poor voice
inflection/
modulation,
monotone evident
much of the time
filler words
utilized often
(umm, uh, er,
etc.)
rate often is too
fast or too slow
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attire only
partially meets
the standard
(noted in the
overview)

good posture is
not evident (ie;
stands up
straight, doesn’t
shift from side
to side
facial and hand
gestures are
appropriate (there is a
minimum of nervous
mannerisms, such as;
hands by the mouth,
shifting weight from
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Fair articulation
and annunciation
of words
(occasionally
words are
mumbled)

Varying
appropriateness of
volume

varying voice
inflection/
modulation,
monotone evident
some of the time

filler words
utilized sometimes
(umm, uh, er,
etc.)

rate varies
sometimes too
fast or too slow)

attire only
partially meets
the standard
(noted in the
overview)

good posture is
attempted but
sporadic (ie;
stands up
straight, doesn’t
shift from side
to side
facial and hand
gestures detract
slightly from the
presentation (there is
evidence of several
nervous mannerisms,
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of words
appropriate
volume
throughout most
of the
presentation
engaging voice
inflection/
modulation
occasionally
little to no filler
words utilized
(umm, uh, er,
etc.)
rate (generally
appropriate,
sometimes too
fast or too slow)
attire meets the
standard (noted in
the overview)
excellent posture
stands up straight
does not shift
from side to side
facial and hand
gestures are
appropriate (there
is a minimum of
nervous
mannerisms, such
as; hands by the
mouth, shifting
weight from side
to side, etc.)
makes eye contact
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of words
appropriate
volume
throughout the
entire
presentation
engaging voice
inflection/
modulation
throughout the
entire piece
filler words
omitted (umm,
uh, er, etc.)
rate (appropriate
not too fast, not
too slow)
attire meets the
standard (noted in
the overview)
excellent posture
stands up straight
does not shift
from side to side
facial and hand
gestures enhance
the conveying of
information and
add to the
effectiveness of
the presentation
eye contact with
the audience
develops a rapport
and ranges to all
side to side, etc.)

makes little to no
eye contact with
the audience

reads from notes
exclusively
Impromptu
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
does not attempt
or make an effort
to answer the
judges questions
correctly answers
25% or less of the
4 judges’
questions
such as; hands by the
mouth, shifting weight
from side to side,
etc.) throughout the
presentation

eye contact with
the audience is
attempted but not
sustained

student reads
directly from the
notes often

makes an effort
and attempts to
answer judges
questions

answers at least
50% of the 4
questions with a
viable response
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with the audience
at appropriate
intervals
uses notes as a
reference point,
generally does not
read verbatim
from the notes
(unless quoting a
source)
exhibits poise and
confidence during
question/ answer
time
answers at least
75% of the 4
judges questions
correctly
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areas of the
audience
uses notes as a
reference point,
does not read
verbatim from the
notes
exhibits poise and
confidence during
question/ answer
time
answers 100% of
the judges
questions
correctly
the presenter’s
answers and
explanations
extend the
understanding of
the subject of the
presentation
Public Speaking Criteria Overview for Grade 7 & 8
Students will be scored according to the rubric on the attached sheets. Please go over with your students the
definitions and explanations of each of the five categories that the judges will evaluate their presentations on.
You will find a brief synopsis of each category listed below.
It is suggested that students practice public speaking of their projects and critique one another using the attached
rubric. It is necessary for students to know and understand the public speaking rubric and know their strengths and
weaknesses in order for them to compete successfully.
* Note-cards may be used, however reading from the note-cards verbatim is discouraged.
Visuals – In quality public speaking speakers often utilize visual aids to enhance their presentations. It is essential
that these aids serve to compliment the presentation and not serve as mere art pieces.
Content – The ability of the student to present a clear and well structured demonstration of their experiment/
project.
Diction – This category generally covers the students’ ability to speak clearly and is evidenced in the overall
auditory quality of the presentation.
Demeanor – This category reflects the caliber of a students’ appearance and decorum (from attire to posture to
eye contact).
 Standard for Attire: ALL – clean and pressed school uniform, NO gum chewing
BOYS – shirts tucked in, shoes tied, hair well groomed
GIRLS – shirts tucked in, shoes tied, appropriate skirt length (if wearing a skirt), hair well groomed
Impromptu - Judges will ask students approximately 4 impromptu questions, based upon their topic and
presentations. The students’ ability to field these questions in an articulate, knowledgeable fashion will determine
the points earned in this category. (The students’ ability to answer these questions is indicative of their content
mastery and internalization of the subject matter.)