Introduction to the Oral Communication Rubric
The importance of the art of effective oral communication has been noted for ages. Pericles, more than 2,500 years ago, said that "one who forms a judgment on any point, but cannot explain [it clearly], "might as well never have the thought at all on the subject." More recently, Norman Cousins, in discussing education, remarks, "The first purpose of education is to enable a person to speak clearly and confidently."
The ability to talk with other people and have them understand what you are saying, fully and comprehensively, is a skill that leads to success on a personal and professional level.
The art of effective communication of ideas and information is essential to students at BCC.
These communication skills include organizing and delivering ideas and information while engaging listeners.
Oral Communication Rubric Guidelines
A viable rubric for the BCC oral communication competency includes a student presentation that demonstrates proficiency in:
Organization, Content, Delivery, and Audience Awareness.
Has appropriate and discernible introduction, body, conclusion; effective transitions
Has a clear central idea; main points clear and supported; language accurate, clear, and appropriate
Maintains strong eye contact; practices articulation; presents visual aids well; projects for enthusiasm or involvement in topic; avoids distracting mannerisms
Demonstrates the speaker is aware of the "target audience" and what they need to know or feel or do by the end of the presentation.
Presentations may include fulfilling assignments for:
- Informational or "training" presentations
- Persuasive presentations including panels, debates, advocating, call-to-action and others
- Oral Interpretation of Literature including other criteria for planning, research, delivery and original introduction
Suggested Portfolio Presentation:
Student submits outline and works cited section, other (could include: other research, audience survey, power point outline, assignment sheet, tape), faculty feedback and grade.
In the Future: E-Portfolio Student will also upload presentation on disc to their E-portfolio file and their written work as above.
(The student goes to the on-campus studio and tapes presentation to be uploaded to the e-portfolio. Arrangements for the studio have been made for this coming semester. Bob DeLuca will explain logistics.
SOME GUIDELINES FOR IMPLEMENTING RUBRIC That some faculty may find helpful
The superior presentation (grade A) should
Deal with a challenging topic
Fulfill all major functions of a speech introduction and conclusion
Display clear organization of main points and supporting materials
Support main points with evidence that meets the tests of accuracy, relevance, objectivity, and sufficiency
Exhibit proficient use of connectives-transitions, internal previews, internal summaries, and signposts
Be delivered skillfully enough so as not to distract attention from the speaker's message
And include some of these attributes: *
Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
Sustain positive interest, feeling, and/or commitment among the audience
Contain elements of vividness and special interest in the use of language
Be delivered in a fluent, polished manner that strengthens the impact of the speaker's message
The average speech (grade C) should meet the following criteria:
Conform to the time limit
Fulfill any special requirements of the assignment-preparing an outline, using visual aids, conducting an interview, etc.
Have a clear specific purpose and central idea
Have an identifiable introduction, body, and conclusion
Show reasonable directness and competence in delivery
Be free of serious errors in grammar, pronunciation, and word usage
A sample checklist for evaluating an oral presentation:
Gained attention and interest
Introduced topic clearly
Related topic to audience
Previewed body of speech
Began speech without rushing
Maintained strong eye contact
Avoided distracting mannerism
Articulated words clearly
Used pauses effectively
Used vocal variety to add impact
Presented visual aids well
Communicated enthusiasm for topic
Departed from lectern without rushing
Main points clear
Main points fully supported
Organization well planned
| OVERALL EVALUATION
Met assignment goals
Specific purpose well chosen
Mess age adapted to the audience
Held interest of audience
Completed within time limit
Prepared audience for ending
Reinforced central idea