You are on page 1of 3

Group Presentation Rubric


This is a grading rubric an instructor uses to assess students’ Edit the assignment requirements column, performance level
work on this type of assignment. It is a sample rubric that needs descriptions in each box, and point values to align with a
to be edited to reflect the specifics of a particular assignment. particular course assignment. Distribute the rubric to students
Students can self-assess using the rubric as a checklist before when first introducing the assignment. Use the rubric to grade
submitting their assignment. This sample rubric can also be student work. To use the rubric in Blackboard, contact USC
found under the Turnitin tool in Blackboard to facilitate online Blackboard support and CET instructional
grading. designers for assistance. Also see the CET
resource Tips for Designing Rubrics under
Resources > Course Design.



Teamwork The group worked very well The group worked well with Group communicated Group did not work well
with each other and the each other and relatively well with a few together. There were obvious
presentation was shared equally communicated well. Some lapses in the presentation; miscommunications and lapses
among the group members. members participated some students dominated the in the presentation.
slightly more than others. presentation and others did
not participate much.

Focus The thesis is very clearly stated; The thesis is clear or clearly The thesis is unclear; the topic The topic and thesis are
the topic is narrowed implicit; it is implied that the is only partially limited; the unclear; no apparent attempt
sufficiently; the specific specific audience has been specific audience has been has been made to limit the
audience has clearly been taken considered when delivering partially considered when topic; the specific audience has
into account when delivering the speech delivering the speech not been considered
the speech

Organization The speech has a clear The introduction and The introduction and No attempt has been made to
introduction that catches the conclusion are clear and conclusion may be ineffective compose an effective
audience’s attention effectively somewhat related to the and not related to the whole; introduction or conclusion;
and is connected to the whole; whole; some transitions are the logical plan must be there is no logical plan to the
effective transitions recap each used inferred, as no transitions are speech
main point; the conclusion used
effectively summarizes the

Group Presentation Rubric
speech and is related to the

Development All main points begin with a Most main points begin with Some main points have stated Main points contain no topic
clear topic sentence; all main a clear topic sentence; Most or implied topic sentences; sentences; main points are not
and supporting points are main and supporting some main points are supported by specific
supported by specific and highly points include specific supported by specific examples/evidence; little or no
effective examples/evidence; evidence/examples; most evidence/examples; some supporting material is used;
the main and supporting points main and supporting points main and supporting points main and supporting points do
all relate to each other relate to each other relate to each other not relate to each other

Style Language is memorable; Most language is somewhat Language is not memorable; Language is not memorable or
language is well-chosen; tone is memorable; language usage language usage is at times is confusing; language usage is
appropriate. Visuals and/or is correct; tone is usually inaccurate; tone is at times often inaccurate; tone is
interactions with audience are Appropriate. Visuals and/or inappropriate. Visuals and/or inappropriate or distracting.
clear, engaging, and fully interactions with audience interactions with audience are Visuals and/or interactions
support the presentation. are mostly clear, engaging, somewhat clear, engaging, with audience are not clear,
and support the and support the presentation. engaging, or supporting of the
presentation. presentation.

Delivery Eye contact is effectively Eye contact with the Eye contact with the audience No eye contact is made with
established with the audience; audience is somewhat is hardly established; gestures the audience; gestures and
gestures and verbal established; gestures and and verbal cues verbal cues are not used to
cues are used to reinforce verbal cues are sometimes are seldom used to reinforce reinforce particularly
particularly important ideas; no used to reinforce particularly important ideas; important ideas; vocalized
excessive use of vocalized particularly important ideas; vocalized pauses are used pauses are used in abundance
pauses (e.g., “ah”, “um”); several vocalized pauses frequently; student is not very and distract from the overall
student is very articulate. are used; student is articulate message
Adheres to time somewhat articulate.
limit/requirement. Adheres to time

References Outside sources are Source material is Source material is Source material is never
incorporated logically, incorporated logically and incorporated but sometimes incorporated or incorporated
insightfully, and elegantly; adequately; sources are inappropriately or unclearly; inappropriately or
sources are documented documented accurately for sources are only occasionally unclearly; documentation is
accurately the most part documented accurately inaccurate

Adapted from and

Group Presentation Rubric