Goal 2: Students will demonstrate the ability to communicate effectively and responsibly through listening and speaking.
This rubric is designed for assessment of oral communication. It is used to evaluate the delivery of a persuasive message followed by questions from listeners.
Student Learning Objective #1: Demonstrate the ability to speak thoughtfully, clearly, and effectively in a variety of contexts.
Exemplary | Proficient | Below Proficient | |
|---|---|---|---|
Organization | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable, is skillful and makes the content of the presentation cohesive. | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is observable within the presentation. | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation. |
Language | Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language is appropriate to audience. | Language choices are accurate and generally support the effectiveness of the presentation. Language is appropriate to audience. | Language choices are unclear and minimally support the effectiveness of the presentation. Language is not appropriate to audience. |
Delivery | Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. | Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation clear. Speaker appears adequately prepared. | Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the clarity of the presentation. Speaker appears uncomfortable. |
Supporting Material | A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authority on the topic. | Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation and establishes the presenter's credibility/authority on the topic. | Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that only minimally supports the presentation and fails to establish the presenter's credibility/authority on the topic. |
Central Message | Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) | Central message is basically clear. | Central message can be deduced, but is not explicitly stated in the presentation. |
Student Learning Objective #2: Demonstrate active listening skills in a variety of contexts.
| Exemplary | Proficient | Below Proficient | |
|---|---|---|---|
| Listening | Relevant, clear, and complete responses consistently demonstrate active listening skills; accurate comprehension of the meaning and tone of listener’s questions; and proficiency in handling inappropriate and unclear questions, when necessary. | Relevant, clear, and partially developed responses demonstrate some active listening skills; moderate comprehension of the meaning and tone of listeners’ questions; and adequate handling of inappropriate or unclear questions, when necessary. | Irrelevant, unclear or incomplete responses demonstrate little or no evidence of active listening skills; little or no comprehension of the meaning and tone of listener’s questions; and an inability to handle inappropriate and unclear questions, when necessary. |
Recommended Artifacts - The SDBOR Oral Communication Disciplinary Council recommends that the artifact submitted for this assessment be a short persuasive message prepared and delivered by a student after having been instructed in public speaking organization, language, supporting material, listening, and delivery. After the persuasive message, a member of the audience should ask a meaningful question related to the speaker’s message. The question should not be prepared before hearing the speech. The speaker then, upon listening to the question, will provide an answer. This allows the reviewer to see both the speaking and listening skills demonstrated by the given student.