Public Speaking Rubric – Grades 7 & 8

Elements 1 Significantly Below 2 Slightly Below Standard 3 On Standard 4 Outstanding, exceeds

Standard the standard
Visuals  Does not enhance  Enhances and  Enhances and  Enhances and
or add clarity to adds clarity to the adds clarity to the adds clarity to the
the overall overall overall overall
presentation presentation presentation presentation
 does not have a  Visually lacking in  visually appealing  Extends
visual either graphics or (using both understanding of
 Visual is lacking in text graphics and text) the presentation
either graphics or  Fairly well  well organized  visually appealing
text organized  evidence of (using both
 not organized technology/ graphics and text)
 technology not  technology was computer usage
used/ but a small  well organized
consistently used/ (word processing,
parts of the visual amount of the etc.)  evidence of
are handwritten text is technology/
handwritten computer usage
(word processing,
etc.)
Content • does not engage • engages audience • engages the • engages the
the audience interest audience at the audience & holds
• weak introduction somewhat, but beginning and their attention
that may omit does not hold holds audience throughout
either: the their attention interest for the (shocking
purpose or • introduction most part statement/
background that includes the • obvious statistics,
information of the purpose and some introduction interesting
experiment/ background that includes the questions/
project information of the purpose and examples,
experiment/ background incorporation of
 gives few or no project
examples and information of the visuals, etc.)
facts, relevant to  gives general experiment/ • clear introduction
the topic (support examples and project that includes the
is weak) facts, relevant to  gives a few purpose and
the topic (support specific examples, background
 weak use, if any, is weak in that it facts, and/or information of the
 of scientific is non-specific) statistics relevant experiment/
terminology  occasional use of to the topic project
 no connections scientific  uses correct  gives a plethora of
made (how to terminology scientific examples, facts,
apply theory to  attempts to make terminology (& and/or statistics
the world around connections (how can define terms) relevant to the
us) to apply theory to  ability to make topic
 incomplete the world around connections (how  uses correct
summary/ us) to apply theory to scientific
explanation of  completely the world around terminology (&
experiment/ summarizes/ us) can explain/
project and facts explains  knowledge goes illustrate terms)
 weak or lacking in experiment/ beyond  ability to make
closure project and facts summarizing of connections (how
 no sources  obvious closure facts, some to apply theory to
referenced  references only 1 evidence of higher the world around
source order thinking us)
(Bloom’s  knowledge goes
Taxonomy: beyond
analysis, summarizing of
synthesis, facts, strong
evaluation) evidence of higher
 obvious closure order thinking
 references 2 or (Bloom’s
more sources Taxonomy:
analysis,
synthesis,
evaluation)
 obvious closure
 references
multiple sources
(more than 2)
Diction • Often in-correct • Generally correct • correct • correct
pronunciation of pronunciation of pronunciation of pronunciation of
words and words and words and words and
terminology terminology, few terminology terminology
• often incorrect errors • correct grammar • correct grammar
 grammar usage • Some incorrect usage usage
evident grammar usage • clear articulation • clear articulation
• poor articulation evident and annunciation and annunciation
and annunciation • Fair articulation of words of words
of words (words and annunciation • appropriate • appropriate
are mumbled) of words volume volume
• in-appropriate (occasionally throughout most throughout the
volume words are of the entire
• poor voice mumbled) presentation presentation
inflection/ • engaging voice • engaging voice
• Varying inflection/ inflection/
modulation, appropriateness of
monotone evident modulation modulation
volume occasionally throughout the
much of the time
• filler words • varying voice • little to no filler entire piece
utilized often inflection/ words utilized • filler words
(umm, uh, er, modulation, (umm, uh, er, omitted (umm,
etc.) monotone evident etc.) uh, er, etc.)
some of the time • rate (generally • rate (appropriate
• rate often is too
fast or too slow • filler words appropriate, not too fast, not
utilized sometimes sometimes too too slow)
(umm, uh, er, fast or too slow)
etc.)
• rate varies
sometimes too
fast or too slow)
Demeanor • attire only • attire only • attire meets the • attire meets the
partially meets partially meets standard (noted in standard (noted in
the standard the standard the overview) the overview)
(noted in the (noted in the • excellent posture • excellent posture
overview) overview) - stands up straight - stands up straight
• good posture is • good posture is - does not shift - does not shift
not evident (ie; attempted but from side to side from side to side
stands up sporadic (ie; • facial and hand
straight, doesn’t stands up gestures are • facial and hand
shift from side straight, doesn’t appropriate (there gestures enhance
to side shift from side is a minimum of the conveying of
• facial and hand to side nervous information and
gestures are • facial and hand mannerisms, such add to the
effectiveness of
 appropriate (there is a gestures detract as; hands by the the presentation
minimum of nervous slightly from the mouth, shifting • eye contact with
mannerisms, such as; presentation (there is weight from side the audience
hands by the mouth, evidence of several to side, etc.) develops a rapport
shifting weight from nervous mannerisms, • makes eye and ranges to all
side to side, etc.) such as; hands by the contact with the areas of the
• makes little to no mouth, shifting weight audience at audience
eye contact with from side to side, appropriate • uses notes as a
the audience etc.) throughout the intervals reference point,
• reads from notes presentation • uses notes as a does not read
exclusively • eye contact with reference point, verbatim from the
the audience is generally does not notes
attempted but not read verbatim
sustained from the notes
• student reads (unless quoting a
directly from the source)
notes often
Impromptu • does not attempt • makes an effort • exhibits poise and • exhibits poise and
or make an effort and attempts to confidence during confidence during
to answer the answer judges question/ answer question/ answer
judges questions questions time time
• correctly answers • answers at least • answers at least • answers 100% of
25% or less of the 50% of the 4 75% of the 4 the judges
4 judges’ questions with a judges questions questions
questions viable response correctly correctly
• the presenter’s
answers and
explanations
extend the
understanding of
the subject of the
presentation
 Public Speaking Criteria Overview for Grade 7 & 8

Students will be scored according to the rubric on the attached sheets. Please go over with your students the
definitions and explanations of each of the five categories that the judges will evaluate their presentations on.
You will find a brief synopsis of each category listed below.

It is suggested that students practice public speaking of their projects and critique one another using the attached
rubric. It is necessary for students to know and understand the public speaking rubric and know their strengths and
weaknesses in order for them to compete successfully.

* Note-cards may be used, however reading from the note-cards verbatim is discouraged.

Visuals – In quality public speaking speakers often utilize visual aids to enhance their presentations. It is essential
that these aids serve to compliment the presentation and not serve as mere art pieces.

Content – The ability of the student to present a clear and well structured demonstration of their experiment/
project.

Diction – This category generally covers the students’ ability to speak clearly and is evidenced in the overall
auditory quality of the presentation.

Demeanor – This category reflects the caliber of a students’ appearance and decorum (from attire to posture to
eye contact).
• Standard for Attire: ALL – clean and pressed school uniform, NO gum chewing
BOYS – shirts tucked in, shoes tied, hair well groomed
GIRLS – shirts tucked in, shoes tied, appropriate skirt length (if wearing a skirt), hair well groomed
Impromptu - Judges will ask students approximately 4 impromptu questions, based upon their topic and
presentations. The students’ ability to field these questions in an articulate, knowledgeable fashion will determine
the points earned in this category. (The students’ ability to answer these questions is indicative of their content
mastery and internalization of the subject matter.)