CSE
Oral Communication Rubric

Evaluation

4

3

2

1

Score

Bad Habits

Student exhibits two or fewer presentation bad habits such
as pacing, stammering, hands in pockets, not engaging audience etc.

Student exhibits three or fewer presentation bad habits
such as pacing, stammering, hands in pockets, not engaging audience etc.

Student exhibits four or fewer presentation bad habits

Student exhibits many presentation bad habits such as
pacing, stammering, hands in pockets, not engaging audience etc.

Mechanics

Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical
errors.

Presentation has three misspellings and/or grammatical
errors.

Student's presentation has four or more spelling errors
and/or grammatical errors.

Eye Contact

Student maintains eye contact with audience, seldom
returning to notes.

Student maintains eye contact most of the time but
frequently returns to notes.

Student occasionally uses eye contact, but still reads
most of report.

Student reads all of report with no eye contact.

Elocution

Student uses a clear voice and correct, precise
pronunciation of terms so that all audience members can hear presentation.

Student's voice is clear. Student pronounces most words
correctly. Most audience members can hear presentation.

Student's voice is low. Student incorrectly pronounces
terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks
too quietly for audience in the back to hear.

Personal Appearance

Dressed and groomed appropriately.

Not dressed and groomed appropriately for such a
presentation.

Technical Content

Content is technically sound, exhibits appropriate
research, and depth is appropriate.

Content is technically sound but could exhibit more
research and depth.

Content is not strong, research and depth are lacking.

Content is trivial, research and depth are not
demonstrated.

Organization and logical flow

Student presents information in logical, interesting
sequence which audience can follow.

Student presents information in logical sequence which
audience can follow.

Audience has difficulty following presentation because of
poor logical flow of information.

Audience cannot follow presentation because there is no
logical flow of information.

Response to Audience Questions

Student demonstrates full knowledge (more than required)
by answering all class questions with explanations and elaboration.

Student is at ease with expected answers to all questions,
but fails to elaborate.

Student is uncomfortable with information and able to
answer only rudimentary questions.

Student does not have grasp of information; student cannot
answer questions about subject.

Meaningful Graphics and Visuals

Student’s graphics and visuals explain and reinforce
screen text and presentation.

Student’s graphics and visuals relate to text and
presentation.

Student occasionally uses graphics and visuals that rarely
support text and presentation.

Student uses no graphics.

Time Management

Student completely covers topic within the allocated time
leaving an appropriate amount of time for questions

Student adequately covers topic within the allocated time
leaving an appropriate amount of time for questions

Student covers topic with slight content omissions, or
exceeds or underutilizes time limits.

Student inadequately covers topic
and exceeds or underutilizes time limits.

Presentation is appropriate for audiences in attendance
and for objectives

Presentation communicates the presenters’ objectives, and
uses language and words/jargon/acronyms appropriate to the audience

Presentation communicates the presenter's objective, but
does not use language and words/jargon/acronyms appropriate to the audience

Presentation does not communicate the presenter's objective,
but uses language and words/jargon/acronyms appropriate to the audience

Presentation does not communicate the presenters’
objectives, nor uses language or words/jargon/acronyms appropriate to the
audience