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By Marion Twyman

The 6th grade class was given an assignment to give an oral presentation comparing different cultures of the Eastern Hemisphere according to such aspects: politics, society, the arts, nutrition, economics and ethnicity.

Three scoring scales were developed to assess the students’ presentation.

The first scoring scale deals with level of student performance in making oral presentation.

Exceeds expectations: a) the delivery is confident and enhances the message — posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. show confidence of the speaker, a commitment to the topic, and a desire to communicate; b) The vocal tone, delivery style, and clothing are consistent with the message; c) Usage of filler words is limited; d) Articulation and pronunciation are clear.

Meets expectations: a) The delivery generally seems effective— however, efficient use of volume, eye contact, vocal control, etc. may not be always appropriate; one may observe certain hesitancy; b) Vocal tone, facial expressions, clothing and other nonverbal expressions do not contradict the message significantly; c) Usage of filler words is not excessive; d) In general, articulation and pronunciation are clear; e) Student may rely too much on his/her notes.

Below expectations: a) The delivery is not appropriate for the message; eye contact is limited; the student may look at the floor, mumble, speak inaudibly, make unnecessary movements; b) The delivery may appear non corresponding to the message; c) Excessive use of filler words; d) Sloppy pronunciation and articulation; e) Most of the speech is read from notes

The second scoring scale deals with the level of performance in written reports of the students.

Exceeds expectations: a) Ideas are clearly organized, developed, and supported to attain the necessary purpose; the purpose is clear; b) The introduction grabs the audience’s attention; c) Main points are clear and efficiently organized; d) Supporting material is original, logical, and relevant; e) Transitions used are smooth; f) The conclusion is appropriate and logical; g) Language choices are vivid and precise.

Meets expectations: a) The principal idea is evident, but the organizational structure may need to be strengthened; ideas may not always flow smoothly; b) The introduction may not be well-developed; c) Principal points are not always clear; d) Supporting material may lack in originality or suitable development, may be irrelevant; e) Transitions may be awkward; f) The conclusion may need additional development; g) Language is appropriate, but word choices are not especially vivid or precise.

Below expectations: a) No idea seeds as such; ideas may not be focused or developed; the principal purpose is not clear; b) The introduction is undeveloped or irrelevant; c) Principal points are difficult to find; d) Inaccurate, generalized, or inappropriate supporting material may be used; e) Transitions may be absent; f) The conclusion is abrupt or limited; g) Language choices may be limited, slang or jargon are overused, wording may be too complex or too dull.

The third scoring scale deals with the aspects of student reports as such.

Exceeds expectations: a) Grammar and mechanics are excellent and exhibited on a strong level; b) All components required for the report are included and appropriately integrated into the report body; c) Content is accurate and relevant; d) The length of report is as required and all the necessary ideas are covered

Meets expectations: a) Grammar and mechanics are satisfactory for 6th grade level, some flaws may be observed; b) Not all of the necessary components are included, there may be lack of logical connection between them; c) Content is mostly relevant; d) The report length is appropriate, however, some disproportions in information distribution may be observed.

Below expectations: a) Grammar knowledge is lacking, blunders are present; b) The report lacks structure, most of the components are missing or presented in an inappropriate way; c) Content is irrelevant to the topic; d) The report length is smaller or bigger than requested with no motivations of such decision.

References

1. Northwest Regional Educational Laboratory. Assessment of oral presentations. 1998. <http://www.nwrel.org/assessment/pdfRubrics/oralassess.PDF> Retrieved on April 25, 2007.