Students will
- demonstrate coherent college-level oral communication that informs, persuades, or otherwise engages with an audience;
- demonstrate the ability to revise and improve oral communication.
The below material is taken from AAC&U’s Oral Communication VALUE rubric
Definition
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in
the listeners’ attitudes, values, beliefs, or behaviors.
Framing Language
Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately. This rubric best applies to presentations of sufficient length such that a central message is conveyed, supported by one or more forms of supporting materials, and includes a purposeful organization. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric.
Glossary
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
- Central message: The main point/ thesis/ “bottom line”/ “take-away” of a presentation. A clear central message is easy to identify; a compelling central message is also vivid and memorable.
- Delivery techniques: Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the effectiveness of the presentation when the speaker stands and moves with authority, looks more often at the audience than at his/her speaking materials/notes, uses the voice expressively, and uses few vocal fillers (“um,” “uh,” “like,” “you know,” etc.).
- Organization: The grouping and sequencing of ideas and supporting material in a presentation. An organizational pattern that supports a presentation’s effectiveness typically includes an introduction, one or more identifiable sections in the body of the speech, and a conclusion. An organizational pattern that enhances the effectiveness of the presentation reflects a purposeful choice among alternatives, such as a chronological pattern, a problem-solution pattern, an analysis-of-parts pattern, etc., that makes the content of
the presentation easier to follow and more likely to accomplish its purpose. - Supporting material: Explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, and other kinds of information or analysis that supports the principal ideas of the presentation. Supporting material is credible when it is relevant and derived from reliable and appropriate sources. Supporting material is highly credible when it is also vivid and varied across the types listed above (e.g., a mix of examples, statistics, and references to authorities). Supporting material may also serve the purpose of establishing the speaker’s credibility. For example, in presenting a creative work such as a dramatic reading of Shakespeare, supporting evidence may not advance the ideas of Shakespeare, but rather serve to establish the speaker as a credible Shakespearean actor.
| Coherent Oral Presentation (SLO 1) | Exceeds Expectations (9-10 pts) | Meets Expectations (8.9-8 pts) | Approaches Expectations (7.9-7 pts) | Fails to Meet Expectations (6.9-0 pts) |
|---|---|---|---|---|
| Organization | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable, skillful, and makes the content of the presentation cohesive. | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation. | Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation. |
| Delivery | Delivery techniques (posture, pace, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. | Delivery techniques (posture, pace, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. | Delivery techniques (posture, pace, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. | Delivery techniques (posture, pace, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and 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 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 partially supports the presentation or establishes the presenter’s credibility/authority on the topic. | Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) refer to information or analysis that minimally supports the presentation or establishes 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 clear and consistent with the supporting material. | Central message is understandable but is not often repeated and is not memorable. | Central message can be deduced but is not explicitly stated in the presentation. |
| Revise and improve oral communication (SLO 2) | Exceeds (9-10 pts) | Meets (8-8.9 pts) | Approaches (7-7.9 pts) | Does not meet (6.9 pts and below) |
|---|---|---|---|---|
| Improvement | Addresses all feedback and shows strong improvement of oral communication based on the above criteria. | Addresses most feedback and shows some improvement on elements of oral communication based on the above criteria. | Addresses feedback inconsistently and shows minimal improvement on elements of oral communication based on the above criteria. | Does not address feedback and shows little to no improvement of oral communication based on the above criteria. |
Benchmark: 100% of students will meet or exceed standards
SLO 1: Give students a score for each row of the rubric, average the scores, convert to a 100-pt. scale, and sort students into appropriate category.
Example:
| Learning Outcome | Score |
|---|---|
| Organization | 9 |
| Delivery | 7.5 |
| Supporting material | 8.5 |
| Central message | 9 |
| Average | 8.5/10 = 85 Student meets |
SLO 2: Give students a score, convert to a 100-pt. scale, and sort them into appropriate category
Example:
| Learning Outcome | Score |
|---|---|
| Improvement | 9/10 = 90 Student exceeds |