Evaluation Form
Please have this page completed for each group/soliloquy performing. Give to each Judge along with copies of the Shakespeare
text to be performed.
School:
Group #:
Date:
School Coordinator:
Shakespeare play:
Group:

Act:
Soliloquy:

Accommodations needed:
Student Names Participating In Group/Soliloquy:
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Scene:
Run time:
Performance Evaluation Rubric
Distinguished
Exemplary
10-12 points
7-9 points
Satisfactory
4-6 points
Limited
1-3 points
 Precisely follows language of
script
 Performance shows full
understanding of language
and meaning
 Elizabethan dialogue is
consistent
 Articulation of dialogue is
natural and enhances
performance
 Follows language of script
with few errors
 Understanding of script is
clear
 Mostly comfortable with
script language
 Elizabethan dialogue is
present
 Mostly follows language of
script with several errors
 Understanding of text
somewhat noted
 Elizabethan dialogue is
present, if not always
convincing
 Somewhat follows
language of script but
long pauses, loss of lines
or errors
 Inconsistent
understanding of text
 Inconsistent Elizabethan
dialogue
Costumes
 Appropriate, cohesive and
enhances performance
 Designs well thought out and
appropriate to character,
concept and time period
 Appropriate and cohesive
 Fit concept and/or time
period
 Loosely fit concept or scene
 May be inconsistent across
characters
 Does not fit concept or
scene
 Inconsistent across
characters
Character
Development /
Relationships
 Create distinct characters
and stay in character
throughout scene
 Use of gesture and facial
expressions give insight into
characters
 Strong depth of character
and believability
 Interaction between
characters indicates clearly
defined relationship, is
conversational, and
motivated by text
 Stay in character
throughout scene
 Natural use of gestures and
facial expressions
 Portrayal of characters
sustains believability
 Relationship of characters is
evident with appropriate
acting and reacting
 Mostly stay in character
 Minimal use of gestures and
facial expressions
 Believable movements
 Interactions may be forced
and not conversational and
reactive
 In character only when
speaking
 Lack of gestures and
facial expression
 Characterization not
believable
 Characters seem to be
engaged in monologues
rather than interacting
Voice / Projection
 Voices clear, loud enough to
fill the room
 Various pitches and
inflections enhance meaning
 Voices clear, mostly loud
enough to fill the room
 Use various pitches and
inflections
 Usually clear, sometimes
hard to understand or hear
 Limited variation in pitch
and inflection
 Hard to understand and
hear
 Lack of pitch and
inflection
Enunciation / Diction
 Speech is clear, articulate,
and easily understood
 Pauses and phrases are
creative, show character’s
thoughts, and emotions
 Speech is mostly well
articulated and understood
 Vocal variety somewhat
enhance character
portrayal
 Articulation varies, affecting
understanding
 Some vocal variation
 Words are not
understood
 Lack of vocal variation
affects understanding
and interest
Shakespearean
English
(Shakespeare’s exact written
words)
Total
Points
Blocking / Staging
 Entrances and exits add
drama
 Interesting movement about
the stage, motivated by text,
and enhance
characterization and
performance
 Actors open to audience
throughout
 Characters make full use of
stage
 Effective entrances and
exits
 Movement is natural,
appropriate, and adds
interest to the scene
 Actors open to audience
 Effective use of stage
 Appropriate entrances and
exits
 Some movement about
stage, but may not enhance
the scene
 Actors mostly open to
audience
 Stage use could be more
effective
 Unremarkable entrances
and exits or too
early/late
 Minimal or unnatural
movement
 Actors often seem
unaware of audience
 Minimal use of stage
Stage Presence /
Energy
 Dynamic and engaging
 Comfortable and natural
onstage and in role
 Appropriate level of
character emotion
 High level of energy
throughout, even in stillness
 Engaging
 Effective portrayal of roles
 Effective display of
character emotions
 High level of energy evident
 Engaged inconsistently
 Good portrayal of roles
 Some display of character
emotion
 Energy evident only when
speaking
 Limited engagement
 Weak portrayal of role
 No display of character
emotion
 Low or inconsistent
energy
Creative
Interpretation /
Understanding of
Text
 Exceptional, acting relating
to text, and understanding of
the purpose of the scene
result in overall exceptional
performance
 Creatively orchestrated
performance from beginning
to end
 Strong acting,
understanding of text, and
purpose of scene result in
effective performance
 Well-orchestrated
throughout
 Acting demonstrates
understanding of text, if not
purpose of scene
 Good flow from beginning
to end
 Performance does not
indicate understanding
or purpose of text
 Uneven or choppy flow
throughout
Total Score for Performance:
Comments:
Judge Name:
*Rubric aligns to Colorado Academic Standards in Theatre Arts and Colorado Thespians Individual Event Criteria, and is adapted from Denver Public Schools Shakespeare Festival rubric.