Assessment Institute
Assessment Plan
Spring 2016
Assessment Report for Speech 211 Public Speaking
Course Name: SP 211 Public Speaking
Section: J13A
Total number of students: 18
Overview of Course Assessment:
The aim of this course is to develop effective skills in speech communication. The student examines
how to generate topic and organize ideas, master elements of audience psychology and practices
techniques of speech presentation in a public forum. All elements of speech production and presentation
are considered. Particular focus is given to extemporaneous speech techniques and delivery.
This course is designed to give students exposure to and experience using basic principles of oral
skills in the public context. The primary emphases in this course are: (a) selecting, researching,
and supporting speech topics; (b) constructing and organizing speech outlines; (c) verbal and
nonverbal speech delivery skills; (d) extemporaneous and impromptu speaking; and (e)
critiquing others' speeches. Although this is a skills‐based course, students need to understand
some important theories and concepts of public speaking and be able to apply and discuss
these areas creatively and intelligently.
Assessment Questions to Answer:
Does the student effectively display verbal delivery techniques when presenting an extemporaneous
speech?
Are students able to effectively assess their own verbal skills and are they able to articulate what verbal
delivery techniques they used?
General Education Objectives:
1. Students will communicate effectively through reading, writing, listening, and speaking.
2. Students will apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
Student Outcomes:
1. Students will apply fundamental principles of good communication in the creation and delivery of
informative, and persuasive speeches.
2. Students will listen thoughtfully and critically to others, offer constructive critique of peers’ speeches,
and apply the knowledge gained through critique to their own speeches.
Assignment Description:
1. Prepare two extemporaneous presentations; an informative and a persuasive presentation for the
listeners in a professional setting
2. Present presentations using effective delivery techniques including extemporaneous speaking,
standard language, verbal skills, and physical skills including eye contact with the audience.
3. Listen critically and respectfully to other’s speeches to identify if verbal skills are effectively
administered.
Assignments Students Completed:
1. Students presented two speeches; an informative speech that is 5-7 minutes in length and a persuasive
speech that is 8-10 minutes in length.
2. Students completed a 2 page reflection paper after each speech, examining what progress they made
and how they applied the skills they learned in class to their presentation, with a particular emphasis on
verbal skills.
3. Students completed an Evaluation Rubric for each speech presented
Assignment Completion:
Each student was assigned a specific date and presented their speech on their scheduled day.
The Self-Reflection Paper was due the next class period following the completion of their speech.
Each student rubric was due once every student had given the assigned speech.
Tools Used to Measure Student Performance During Assessment:
Speech 211- Speech Communication Scoring Sheet: Evaluation Rubric for Speech
Delivery:
 Clear steady vocal rate, vocal variety, engaging tone
 Projected, articulated, enunciated properly
 Free of vocalized pauses
 Enthusiasm and vocal energy present
*See Appendix E*
Self-Reflection Papers assigned for each speech, informative, and persuasive.
*See Appendix C*
Timeline for the Completion of the Assessment:
The first informative speech was assigned on March 28, 2016 and the final persuasive speech was
completed on May 23, 2016.
Analysis of Assessment Results
Verbal Communication Skills Rubric
Speech class 211, Section J13A was assigned a 5-7 minute informative speech and an 8-10 minute
persuasive speech during the later part of the semester.
A specific rubric was used to assess that the students were meeting course objectives:
1. Students will apply fundamental principles of good communication in the creation and delivery of
informative, and persuasive speeches.
2. Students will listen thoughtfully and critically to others, offer constructive critique of peers’ speeches,
and apply the knowledge gained through critique to their own speeches.
Students were very familiar with this specific rubric as it was used to measure previous speeches during
the course of the semester (random topic, historical and group demonstration speeches). The rubric
focused on many aspects of delivering an extemporaneous speech, however for our assessment the focus
was on verbal communication skills.
Including:
 A Clear steady vocal rate, vocal variety, and an engaging tone
 Projection, articulation, and proper enunciation
 Each speech should be free of vocalized pauses
 Enthusiasm and vocal energy must be present in each speech
Verbal Delivery
Each student is assessed on a scale of 4-0
4=Excellent, 3=Good, 2=Acceptable, 1=Fair, 0=Poor
Clear Steady
Vocal Rate
Vocal Variety
Engaging
Tone
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
the entire speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
most of the speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
half of the speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
less than half of the
speech
Speaker does not
display a clear
vocal rate, vocal
variety or
engaging tone
Projected,
Articulated
Enunciated
Properly
4 Points
Speaker projected
articulated and
enunciated
properly for the
entire speech
3 Points
Speaker projected
articulated and
enunciated
properly for most
of the speech
2 Points
Speaker projected
articulated and
enunciated
properly for half
of the speech
1 Points
Speaker projected
articulated and
enunciated
properly for less
than half of the
speech
0 Points
Speaker does not
project, articulate,
enunciate voice
properly
Free of
Vocalized
Pauses
4 Points
Speaker is free of
vocalized pauses
during the entire
speech
3 Points
Speaker is free of
vocalized pauses
for most of the
speech
2 Points
Speaker is free of
vocalized pauses
for half of the
speech
1 Points
Speaker is free of
vocalized pauses
for less than
half of the speech
0 Points
Speaker is not
free of vocalized
pauses for entire
speech
Enthusiasm
and
Energy
Present
4 Points
Speaker has pathos,
enthusiasm and
positive energy
during the entire
speech
3 Points
Speaker has pathos,
enthusiasm and
positive energy
for most of the
speech
2 Points
Speaker has pathos,
enthusiasm and
positive energy
for half of the
speech
1 Points
Speaker has pathos,
enthusiasm and
positive energy
for less than half
of the speech
0 Points
Speaker has no
pathos,
enthusiasm and/
or positive energy
during the speech
4 Points
3 Points
2 Points
1 Points
0 Points
Sample Evaluation Rubric
Name:
Topic:
/
Speech
I. INTRODUCTION
Topic and Purpose/Thesis statement was clearly stated
Had a strong Attention Getter. Gained attention and interest of the audience
Preview of the main points clearly stated
Established credibility and goodwill
Benefit to the listener was clearly established
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
Signaled the end of the speech and summarized central ideas
4
3
2
1
0
Restated the main points
Had a strong Power Punch ending. Concluded w/a quote, fact, or finishing statement
4
4
3
3
2
2
1
1
0
0
Maintained eye contact with entire audience
4
3
2
1
0
Used physical gestures efficiently to support main points
Clear steady vocal rate, vocal variety, engaging tone
Projected, articulated, enunciated properly
Free of vocalized pauses
Enthusiasm and energy present
Strong physical presence, straight posture, no awkward movements or rocking
Presented Visual aids well; Visual aids were appropriate and essential to speech
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
0
0
0
0
0
0
0
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
II. BODY
Main points were clearly identified and defined
Stories, examples, statistics, etc. support main points
Statistics, facts, or testimony cited properly
Transitions and connectives were evident between main points
III. CONCLUSION
IV. DELIVERY
V. OVERALL EVALUATION
Speech completed w/in time limit
Practiced delivery out loud
Good use of index cards
Speech outline completed properly
Cited the required number of sources and Bibliography provided w/proper citation
GRADE:
COMMENTS:
/100
TIME OF SPEECH:
The following are the results of the Verbal Communications Skills Rubric:
Informative Speech
INFORMATIVE
Clear Steady
Projection
Free of
Enthusiasm
Vocal Rate
Articulation
Vocalized
Energy
Vocal Variety
Enunciated
Pauses
Present
Average
Engaging Tone Properly
1
3
2
2
4
2.75
2
2
2
1
3
2
31
3
2
2
4
2.75
4
4
4
4
4
4
5
3
3
3
3
3
6
3
2
3
3
2.75
7
2
4
2
3
2.75
8
4
4
2
4
3.5
9
3
3
2
3
2.75
10
3
3
2
4
3
11
2
2
1
3
2
12
4
4
4
4
4
13
2
3
1
2
2
14
4
3
3
4
3.5
15
4
3
2
3
3
16
3
3
3
4
3.25
17
3
3
1
3
2.5
18
2
3
1
2
2
AVERAGE
3
2.94444444
2.166667
3.33333333
2.86111
Persuasive Speech
PERSUASIVE
Clear Steady
Projection
Free of
Enthusiasm
Vocal Rate
Articulation
Vocalized
Energy
Vocal Variety
Enunciated
Pauses
Present
Average
Engaging Tone Properly
1
4
4
4
4
4
2
4
4
4
4
4
3
4
4
3
4
3.75
4
4
4
4
4
4
5
4
4
2
3
3.25
6
4
3
4
4
3.75
7
2
4
2
3
2.75
8
4
3
3
4
3.5
9
3
3
2
3
2.75
10
2
4
3
4
3.25
11
3
3
2
2
2.5
12
4
4
4
4
4
13
2
2
1
2
1.75
14
4
4
4
4
4
15
4
4
4
4
4
16
3
3
3
3
3
17
4
4
3
4
3.75
18
3
3
2
2
2.5
3.444444444
3.55555556
3
3.44444444
3.36111
AVERAGE
Total Informative and Persuasive Verbal Communication Skills Scores
Total Average
SPEECH
Informative Speech
Clear Steady
Projection
Free of
Enthusiasm
Vocal Rate
Articulation
Vocalized
Energy
Vocal Variety
Enunciated
Pauses
Present
Engaging Tone
Properly
Average
3
2.94444444
2.166667
3.33333333
2.86111
Persuasive Speech
3.44444444
3.55555556
3
3.44444444
3.36111
AVERAGE
3.22222222
3.25
2.583334
3.38888889
3.11111
Verbal Communication Assessment for Speech 211 Section J13A Spring 2016
The following chart summarizes the compiled average scores between each speech component during
the two data collections. The rubric was completed by Mary Ann Walsh, Lecturer.
As the chart illustrates, students improved across all 4 analyzed speech components. Students’ average
for each of the tested components showed that students achieved progress in each of the 4 assessment
measurements. The overall growth rate shows that students improved their skills with each new speech
assigned and that their acquired ability to effectively speak in front of an audience is illustrated in the
following chart.
Verbal Communication Assessment
4
3.5
3
2.5
2
Informative Speech
Persuasive Speech
Total Verbal Average
1.5
1
0.5
0
Vocal Rate, Vocal
Variety, Tone
Projection,
Articulation,
Enunciation
Free of Vocalized Enthusiasm, Energy
Pauses
Present
Summary of the Assessment Results
In total 18 students were assessed for their verbal communication skills in Speech 211 Section J13A.
The assessment results were collected from informative and persuasive speech rubrics.
Each student was assessed on a scale of 4-0
4=Excellent, 3=Good, 2=Acceptable, 1=Fair, 0=Poor
The average results were as follows:
Clear steady vocal rate, vocal variety, and engaging tone total scores were 3.222
The Informative Speech average was 3
The Persuasive Speech average was 3.444
Projection, articulation and proper enunciation scores were 3.25
The Informative Speech average was 2.944
The Persuasive Speech average was 3.555
Free of vocalized pauses speeches scores were 2.583
The Informative Speech average was 2.166
The Persuasive Speech average was 3.
Enthusiasm and energy present during speeches scores were 3.389
The Informative Speech average was 3.333
The Persuasive Speech average was 3.444
As the data bears out overall students excelled at Enthusiasm and Energy, and a Clear Steady Vocal Rate
during their speech.
The greatest amount of improvement in a single category was in Free of Vocalized Pauses.
Students scored above average in each speech component
Overall the data shows that with each speech students improved their verbal communication skills in
each of the categories assessed.
Reflection Paper Data
Students were required to write two Reflection Papers, one for their Informative Speech and one for
their Persuasive Speech. Students were reminded to include terms and vocabulary from our classroom
and lecture notes regarding public speaking. The Reflection Papers were a tool to have students
documents their own progress through the semester. They were asked to answer a myriad of questions
that included aspects of their vocal communication during each speech.
These questions included the following:
What was I working on for this speech?
What tools did I use to help me with this speech?
What was positive about my speech?
What aspects of my speech were not effective?
How could I have improved my speech and made it better?
How did you feel about the delivery of your speech?
Did you have a clear steady vocal rate, vocal variety, and an engaging tone?
Did you project, articulate, and enunciate properly?
Was your speech free of vocalized pauses?
Did you have enthusiasm and energy during your speech?
Did you have Transition Sentences?
How often did you practice? Was it enough? Where? Did you practice in front of anyone?
How did you select the topic? Why did you pick what you picked?
Describe how you prepared for all your presentations
What did you do well? Where can you improve?
How did you feel about the content of your speech?
How was your eye contact? Your energy? Your body language?
What have you learned about yourself and the process of presenting?
Students were also asked to evaluate their progress comparing each speech. They were to discuss the
challenges and growth each speech represented. Students were very receptive to self assessment. Overall
students were eager to improve and implement the skills they learned during the semester. When they
observed their own progress they were very excited and pleased with their advancement.
Excerpts from Student Reflection Papers
Clear steady vocal rate, vocal variety, and engaging tone
“All in all I can truthfully say this class benefitted me because it instilled so much confidence, vocal
variety, and determination within me. I can use what I learned in this class in other classes and outside
of school which is very clutch because I know that I will need it down the road.”
“For my vocal variety I had one goal, and that was to avoid a boring monotone. This led me to take on a
very strong projection, and try to be charismatic with enthusiasm. I feel as though I performed very well
in the aspects of knowledge of content, projection, vocal articulation, and energy/enthusiasm, body
language and avoiding vocalized pauses.
“The positive things about my speeches have been that I have a great vocal variety that instantly allows
me to grab the attention of the audience and I also established way more eye contact considering how it
was during my first speech.”
“As I was doing all of my preparation I was also practicing what I was going to say and practiced my
vocal tones and hand gestures.”
Proper projection, articulation, and enunciation
“When I was performing my Persuasive Speech all I could think about was wanting to reach people with
my words. My voice reached the students in the back of the room just fine and I think that I did that very
well.”
“From the very first speech I gave in the class to this one I always had an issue with my voice
projection. I would tend to speak low but it’s not something I do on purpose, I’m just used to speaking in
a low voice, but as I have given these speeches I am learning to speak louder. It is very important to
have a loud, strong, voice when giving a speech because it allows the audience to be more attentive to
your speech.”
“For this speech I was working on projecting my voice louder and also making the speech in time,
previously my speeches were too short.”
“I made sure to project my voice even more when I was talking about a specific main point and/or
example to get my point across, to emphasize just how important something is and to make an
impression on the audience.”
“Vocal articulation is also important during a speech presentation, is your pronunciation clear, is the
rhythm of your speech smooth, and comprehendible? Those are also things you want to keep in mind
before a speech. During my past presentations, I believe my tone and projection was clear and
understandable.
Free of vocalized pauses
“My delivery of my speech was very good. I made the transitions extremely clear and crisp, and it
allowed my audience to follow my train of thought quite clearly and easily. I did use transition sentences
to move from one point to another. I would use Now let’s move on to and Next, we have; It is good to get
into the habit of using transition sentences not only for speeches but also for essays that you write. It
makes your points and transitions smoother and more understandable.”
“I think the transition sentences were one of the hardest things for me, I felt like I used the same one and
got a little nervous when it came to that part, but my vocal variety, and energy were good!”
“Second, to make my pronunciations better I just go over and over (my speech). But still it was a little
unclear because English is my second language. To make my next speech better I should practice more
pronunciations clearly such as speaking out loud.”
“For myself I think I need to work to make my transitions better. I write them down on my note cards
but when presenting there is like an adrenaline rush and you just forget some things. So, hopefully it
improves.”
“I wrote transition sentences on all my note cards but I don’t remember saying any so that’s something I
need to work on.”
“Because I didn’t get to practice enough, I kept forgetting what I had to say so I had a problem with
vocalized pauses.”
“However, today I understand I did not use correct vocalized pauses during my speeches. It is important
to always remember allow your audience transitions with vocalized pauses. Using connectives or
transitional words such as First, Next and Finally can help the audience know where your stand with
your presentation, and they will also know where they will be going with you.”
Enthusiasm and vocal energy present
“Practicing this speech out loud would have certainly made it better because I would have had more
energy.”
“Selecting my topic and information is a big part of my confidence; I chose things that I know a little
about and have an interest in and allowed myself to bring more passion to my speeches.”
“At the beginning of the semester I went from being extremely nervous to being more confident and that
is because I practiced my speeches.”
“I felt like I spoke louder and energetically, but kept stuttering. Along those lines, speaking louder,
energetically, and watch saying Uhh would have improved my speech”
“I think I made a lot of progress compared to the beginning of the class. This course definitely helped
my speech skills and made me have more confidence and energy.”
“Finally, I have learned to be energetic, louder, and clearer.”
Discussion
Overall the average score for verbal communication was above average and there was improvement with
each new speech assignment.
Students showed the greatest improvement in two categories; 1. Clear steady vocal rate, vocal variety,
engaging tone and 2. Enthusiasm and energy present in the presentation.
This is a very favorable outcome given that at the beginning of the semester these two speech
components were very challenging for the class as a whole group. On the first day of class an informal
survey was given asking students about their expectations and general enthusiasm for giving speeches.
The majority of the class was not enthusiastic about presenting any kind of extemporaneous speech.
These results show that throughout the semester students gained confidence in the lessons learned and in
their skills as presenters. By the end of the semester students were excited and showed great passion
when presenting their speeches.
Some challenges that still remain are the vocalized pauses found in some student’s speech presentations.
Many students showed advancement from the informative speech to the persuasive speech; however
there is still room for improvement. Three examples of vocalized pauses are the use of Uhmmm, I mean
and Like. These expressions are used when a student moves from one main point to the next, or when a
student is searching for the appropriate word choice. Another challenge for some students is that English
is their second language and finding the appropriate word translation during their speech can expose
another stumbling block when presenting a speech free of vocalized pauses.
Recommendations
After analyzing the data and observing that vocalized pauses still present a challenge for many students,
it is my recommendation that more time be spent teaching connectives and transitions with a special
emphasis on when and how they can be applied. This can be done by an instructor creating a practicum
lesson plan that students can implement before they have to present their speech. This would be an ideal
opportunity for group activities and learning. Practicing a speech out loud would also decrease the
amount of vocalized pauses and improve the flow of the speech and time may be set aside for students to
practice their speech out loud in front of a partner in class.
Another suggestion would be to implement more formal vocal warm- ups at the beginning of each
speech presentation. A way to do this would be to incorporate Edith Skinner vocal exercises and/or
various vocal exercises that would help students to focus on their breath, vocal quality, and facial
expressions.
It is also my recommendation that students must attend two workshops outside of class. These
workshops would focus on a challenging aspect of a student’s presentation. This semester I
recommended that several students attend the Speech Club, the Writing Center, and get individual
tutoring to work on grammar issues and sentence structure. As a result, there was a marked improvement
in their verbal communication skills and overall speech skills when they presented their speech.
And lastly to continue with the lessons and activities that foster clear steady vocal rates, vocal variety
and an engaging tone. Maintain focus on projection, articulation and proper enunciation and to continue
encouraging enthusiasm, energy, a positive attitude, and great passion during speech presentations.
Appendix A
Assignment Description: Informative Speech
Overview
Informative speeches help audience members understand an object, event, concept, or process.
A student should not attempt to persuade listeners with this speech. The speaker presents the audience
with data and with a variety of perspectives that let them formulate their own ideas and opinions. The
speaker should present both pros and cons of a topic in a balanced, unbiased manor.
Expectations
This presentation requires formal research and a full preparation outline, which is taught in class (also
see handouts on outlining). First, choose a topic related to a theme of American History that will interest
and benefit your audience. Next, find more information on the topic from three reliable sources. Only
two sources may be from the internet (see handout on library research). Then collect and structure your
information into an outline and use index cards to write down key points, make sure you have visual
aids to support your main points. This requires a power point presentation with at least 1 graph or chart.
A bibliography is also due at the end of the outline. Practice and make sure your presentation is between
five and seven minutes long; add or edit as necessary. Practice again, with visual aids.
A Reflection Paper is due the next class period after you present your speech.
Appendix B
Assignment Description: Persuasive Policy Speech
Overview
Persuasive speeches are a specific type of speech in which the speaker has a goal of convincing the
audience to accept his or her point of view. The speech is arranged in such a way as to cause the
audience to accept all or part of the expressed view. This might involve persuading someone to change
their opinion or at the very least take into account some elements that have not been considered before
they listened to your speech.
Expectations
This is your most important presentation as it incorporates elements from every speech we have done
during the semester. This presentation requires formal research and a full preparation outline, which is
taught in class (also see handouts on outlining). First, make sure you choose a topic that is appropriate
for persuasion. As a class we will study Questions of Fact, Questions of Value, and Questions of Policy.
You must be able to articulate the logic system you used to create your persuasive argument; Inductive,
Causal, Analogical or Deductive. You will focus your speech on a Question of Policy. Your topic must
be on a question of U.S. domestic or international policy. Your job is to convince your audience to
agree with you and DO something about it. (We will discuss this at length in class). Next, find more
information on the topic from three reliable sources. Only two sources may be from the internet (see
handout on library research). Then collect and structure your information into an outline and use index
cards to write down key points, make sure you have visual aids to support your main points. This
requires a power point presentation with at least 2 graphs or charts. A bibliography is also due at the end
of the outline. This speech is 8-10 minutes, extemporaneous, with visual aids add or edit as necessary.
Practice again, with visual aids.
A Reflection Paper is due the next class period after you present your speech.
Appendix C
Assignment Description: Reflection Paper
REFLECTION PAPER GUIDELINES
Due Date: Papers are due after each speech as stated on the syllabus.
1. Papers are to be a minimum of 2 pages long, any papers less than 2 pages long will receive a zero!
2. Papers must be typed, double spaced, normal margins-do NOT play with the margins!
3. Please follow the MLA format. Size cannot be larger than 12 pt. and Font must be Times New Roman
4. Remember to include terms and vocabulary from our classroom and lecture notes regarding public
speaking
Think about ALL the speeches you have given in class and ask yourself 6 questions:
1. What was I working on for this speech?
2. What tools did I use to help me with this speech?
3. What was positive about my speech?
4. What aspects of my speech were not effective?
5. How could I have improved my speech and made it better?
6. What will I try and work on for my next speech to make it amazing?
Other items to include:
How did you feel about the delivery of your speech?
Did you have a clear steady vocal rate, vocal variety, and an engaging tone?
Did you project, articulate, and enunciate properly?
Was your speech free of vocalized pauses?
Did you have enthusiasm and energy during your speech?
Did you have Transition Sentences?
How often did you practice? Was it enough? Where? Did you practice in front of anyone?
How did you select the topic? Why did you pick what you picked?
Describe how you prepared for all your presentations
What did you do well? Where can you improve?
How did you feel about the content of your speech?
How was your eye contact? Your energy? Your body language?
What have you learned about yourself and the process of presenting?
What NOT to include: Do not give a play-by-play of the presentation.
Appendix D
Assignment Description:Verbal Delivery Criteria
Each student is assessed on a scale of 4-0
4=Excellent, 3=Good, 2=Acceptable, 1=Fair, 0=Poor
Clear Steady
Vocal Rate
Vocal Variety
Engaging
Tone
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
the entire speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
most of the speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
half of the speech
Speaker has a clear
steady vocal rate w/
vocal variety and an
engaging tone for
less than half of the
speech
Speaker does not
display a clear
vocal rate, vocal
variety or
engaging tone
Projected,
Articulated
Enunciated
Properly
4 Points
Speaker projected
articulated and
enunciated
properly for the
entire speech
3 Points
Speaker projected
articulated and
enunciated
properly for most
of the speech
2 Points
Speaker projected
articulated and
enunciated
properly for half
of the speech
1 Points
Speaker projected
articulated and
enunciated
properly for less
than half of the
speech
0 Points
Speaker does not
project, articulate,
enunciate voice
properly
Free of
Vocalized
Pauses
4 Points
Speaker is free of
vocalized pauses
during the entire
speech
3 Points
Speaker is free of
vocalized pauses
for most of the
speech
2 Points
Speaker is free of
vocalized pauses
for half of the
speech
1 Points
Speaker is free of
vocalized pauses
for less than
half of the speech
0 Points
Speaker is not
free of vocalized
pauses for entire
speech
4 Points
3 Points
2 Points
1 Points
0 Points
Speaker has pathos,
enthusiasm and
positive energy
during the entire
speech
Speaker has pathos,
enthusiasm and
positive energy
for most of the
speech
Speaker has pathos,
enthusiasm and
positive energy
for half of the
speech
Speaker has pathos,
enthusiasm and
positive energy
for less than half
of the speech
Speaker has no
pathos,
enthusiasm and/
or positive energy
during the speech
4 Points
3 Points
2 Points
1 Points
0 Points
Enthusiasm
and
Energy
Present
Appendix E
Assignment Description: Evaluation Rubric for Informative and Persuasive Speeches
Name:
Topic:
/
Speech
I. INTRODUCTION
Topic and Purpose/Thesis statement was clearly stated
Had a strong Attention Getter. Gained attention and interest of the audience
Preview of the main points clearly stated
Established credibility and goodwill
Benefit to the listener was clearly established
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
Signaled the end of the speech and summarized central ideas
4
3
2
1
0
Restated the main points
Had a strong Power Punch ending. Concluded w/a quote, fact, or finishing statement
4
4
3
3
2
2
1
1
0
0
Maintained eye contact with entire audience
4
3
2
1
0
Used physical gestures efficiently to support main points
Clear steady vocal rate, vocal variety, engaging tone
Projected, articulated, enunciated properly
Free of vocalized pauses
Enthusiasm and energy present
Strong physical presence, straight posture, no awkward movements or rocking
Presented Visual aids well; Visual aids were appropriate and essential to speech
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
0
0
0
0
0
0
0
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
II. BODY
Main points were clearly identified and defined
Stories, examples, statistics, etc. support main points
Statistics, facts, or testimony cited properly
Transitions and connectives were evident between main points
III. CONCLUSION
IV. DELIVERY
V. OVERALL EVALUATION
Speech completed w/in time limit
Practiced delivery out loud
Good use of index cards
Speech outline completed properly
Cited the required number of sources and Bibliography provided w/proper citation
GRADE:
COMMENTS:
/100
TIME OF SPEECH: