Scribd
Upload
322 views10 pages

Speech Delivery Assessment Rubric

This rubric provides criteria for assessing a speech on a scale of 1 to 4 points in several areas: - Content structure and development is scored based on sharing meaningful content and correctly using conjunctions. - Mechanics is scored based on using a variety of conjunctions effectively and smooth flow between information. - Organization is scored on how well the ideas about an ordinary day are organized and coherent. - Other criteria include body language, eye contact, pronunciation, pitch/volume/rate, with higher scores meaning these enhance the delivery and understanding of the speech.

Uploaded by

Van Duran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLSX, PDF, TXT or read online on Scribd
322 views10 pages

Speech Delivery Assessment Rubric

This rubric provides criteria for assessing a speech on a scale of 1 to 4 points in several areas: - Content structure and development is scored based on sharing meaningful content and correctly using conjunctions. - Mechanics is scored based on using a variety of conjunctions effectively and smooth flow between information. - Organization is scored on how well the ideas about an ordinary day are organized and coherent. - Other criteria include body language, eye contact, pronunciation, pitch/volume/rate, with higher scores meaning these enhance the delivery and understanding of the speech.

Uploaded by

Van Duran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLSX, PDF, TXT or read online on Scribd
  • Rubric Criteria Overview: Provides an overview of the rubric criteria used to evaluate student speech and mechanics, highlighting content, organization, and sentence structure.
  • Body Language and Prosody: Focuses on evaluating non-verbal aspects of speech such as body language and prosodic features, including pronunciation and fluency.
  • Language and Prosody: Examines pitch, volume, and rate in speech production to ensure understandable and natural delivery.
  • Process-Oriented Performance Assessment: Describes criteria for evaluating student performance based on day-to-day language use, focusing on content and clarity of expression.
  • Prosody and Clarity Certification: Evaluates student performance on their use of pitch, volume, and articulation clarity.
  • Activity Instruction: Provides activity instructions involving design and implementation of rubric criteria for speech evaluation.

A RUBRIC AND SET OF CRITERIA FOR P

Rating
Criterion
Excellent
Points 4

Shares very meaningful


CONTENT STRUCTURE AND DEVELOPMENT

content, explanation, and


relation to everyday living
and apply the correct use
of the 7 coordinating
conjunctions in delivering
the speech with no
CONTENT mistakes.

The student makes use of


a wide variety of
conjunctions effectively.
The
speech flows and there are
no sudden jumps between
MECHANICS pieces of information.

Delivery of ideas about


ordinary day is very well-
organized, coherence and
ORGANIZATION cohesion are very evident

Body language, gestures,


BODY LANGUAGE: and facial expressions
MOVEMENT adds greatly to the
delivery of the speech
Body language, gestures,
BODY LANGUAGE: and facial expressions
MOVEMENT adds greatly to the
delivery of the speech
BODY LANGUAGE

Eye contact with audience


EYE CONTACT virtually all the time
LANGUAGE AND PROSODIC FEATURES

There are no important


mistakes in pronunciation.
PRONOUNCIATION Proper phrasing is
AND FLUENCY accurate.
LANGUAGE AND PROSODIC
The student:
(1) Uses the correct pitch
and intonation.
(2) Speaks at an
appropriate volume so
he/she can be understood.
(3) Speaks at an
PITCH, VOLUME, AND appropriate rate. Not too
RATE fast, not too slow.

TOTAL SCORE:
RITERIA FOR PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT
Rating Rating Rating
Good Satisfactory Needs Improvement
Points 3 Points 2 Points 1

Shares meaningful
explanations related to
personal life/ordinary day
and apply the correct use
of the 7 coordinating Lacks evidence that
conjunctions in delivering connects to ordinary day
the speech with minor and traces incomplete or
mistakes. no use of the 7
coordinating conjunctions No details were provided.

The student misuses a few The student relies mostly


conjunctions, but it does on
not affect the meaning or coordinating
flow of the speech. There conjunctions. There are
are a few jumps between constant Improper or no use of
pieces of jumps between pieces of conjunctions. Information
information. information is given in chunks.

Delivery of ideas about


ordinary day is focused Ideas are loosely No evidence of
and directed. organized. organization of ideas

Body language, gestures, Body language, facial


Body language, gestures,
and facial expressions expressions and
and facial expressions are
compliment the delivery gestureslack variety and
lacking or inappropriate
of the speech. spontaneity
Body language, gestures, Body language, facial
Body language, gestures,
and facial expressions expressions and
and facial expressions are
compliment the delivery gestureslack variety and
lacking or inappropriate
of the speech. spontaneity

Eye contact with audience Eye contact with audience


most of the time. sometimes. Little or no eye contact.

A few words may be


mispronounced without
affecting the delivery.
Proper phrasing is There are constant
somewhat accurate. mistakes in the
pronunciation of words The message is vaguely
and inaccuracy of proper understood. Pronunciation
[Link] message is and proper phrasing are
understood. not observable.
The student presents two The student presents one
of these: of these:
(1) Uses the correct pitch (1) Uses the correct pitch
and intonation. and intonation. The student can’t be
(2) Speaks at an (2) Speaks at an heard, or uses the wrong
appropriate volume so appropriate volume so pitch or intonation most of
he/she can be understood. he/she can be understood. the time. The student
(3) Speaks at an (3) Speaks at an tends to speak too slow
appropriate rate. Not too appropriate rate. Not too that it doesn’t sound
fast, not too slow. fast, not too slow. natural

AL SCORE:
ASSESSMENT

Score

You might also like