5-4.5 / Presenter gets the attention of the audience and demonstrates enthusiasm for the assignment. Generally well-pacedflow (fluidexpression); Speech is clear. It mayinclude minor lapses, orminor difficulties with pronunciation or intonation patterns, which do not affect overall intelligibility. Attention of audience is maintained throughout. / Response is sustained andsufficient to the task.The material is original and well organized. It is generally well developedand coherent; relationships and links between ideas are clear (or clear progression of ideas). Citations of sources are included both in the oral presentation and PPT. / The response demonstrateseffective use of grammar and vocabulary. It exhibits a fairly high degree ofautomaticity withgood control of basic and complex structures (as appropriate) in both speaking and in the visual aid. Some minor (or systematic) errors are noticeable but do not obscure meaning. / Presenter is confident, engages audience with eye contact and uses natural and appropriate body language and gestures. Presenter and not the PPT is the focus of audience. PPT is well organized, informative, engaging and enhances the presentation but does not diminish the role of the presenter. / Time was clearly taken to eliminate errors and polish details of the presentation. Even minor errors in PPT grammar and spelling do not appear. Within the time limit allowed.
4.5-3.5 / Presenter attempts to earn the attention of the audience but may fall flat. Enthusiasm for the presentation is not maintained throughout. Speech is generally clear,with some fluidity of expression, though minordifficulties withpronunciation, intonation, or pacing are noticeable and may require listener effort at times (though overall intelligibility is not significantly affected). Attention of the audience is maintained through much of the presentation. / Response is mostlycoherent and sustained and conveys relevantideas/information. The material is somewhat original and fairly well organized. Overalldevelopment is somewhat limited, usually lacks elaboration or specificity. Relationships between ideas may at times not be immediately clear. Clear oral citation of the sources of others’ ideas may be missing, but the PPT is cited accurately. / The response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used orally and in the PPT. This may affect overall fluency, but it does not seriously interfere with the communication of the message. / Presenter appears fairly confident, and keeps eye contact with the teacher or occasional eye contact with audience. Body language and gestures are rather unnatural or forced. The presenter is over-reliant on the PPT to deliver content. PPT may be attractive, well organized, etc., but inordinately consumes attention that should be attracted by the presenter. / Some practice and preparation is evident, but it is also clear that
a little more preparation could have improved this presentation quite a bit. Within the time limit allowed.
3.5-2.5 / Only a small attempt is made to gain the attention of the audience and enthusiasm is not apparent. Speech isintelligible, though listener effort is neededbecause of uncleararticulation, awkward intonation, or choppy rhythm/pace; meaning may be obscured in places. Attention of the audience is not maintained or is weak. / The response is connected
to the task, though the number of ideas presentedor the development of ideasis limited. Originality is lacking and organization is somewhat confusing. Mostly basic ideas are expressed with limited elaboration (details and support). At times relevant substance may be vaguely expressed or repetitious. Connections of ideas may be unclear. Oral and PPT citations are missing. / The response demonstrates
limited range and control of grammar and vocabulary. These limitations often prevent full expression of ideas. For the most part, only basic sentence structures are used successfully and spoken with fluidity. Structures and vocabulary may express mainly simple (short) and/or general propositions, with simple or unclear connections made among them both speaking and in the PPT (serial listing, conjunction, juxtaposition). / Presenter does not seem confident, but some eye contact is made with the audience or much eye contact is made only with teacher. Body language and gestures are minimal or nearly absent. The PPT, though possibly attractive, dominates the entire presentation, and most of the presenter’s efforts are focused on pointing audience’s attention to the slides. / It is doubtful if much practice or preparation took place before this presentation. Many simple errors in both the oral and PPT should have been avoided. Within 15 seconds of the max / min limit allowed.
2.5-1.5 / An attention grabber is missing and the presenter appears very uncomfortable and / or negative about the assignment. Consistent pronunciation, stress, and intonation difficulties cause considerable listener effort; delivery is choppy, fragmented, or telegraphic; frequent pauses and hesitations. Audience is distracted and clearly uninterested in the presentation. / Limited relevant content is
expressed. The response generally lacks substancebeyond expression of verybasic ideas. The presentation lacks creativity and organization. Speaker may be unable to sustain speech to complete task and may rely heavily on repetition of the prompt. No citations / Range and control of grammar
and vocabulary severely limits (or prevents) expression of ideas andconnections among ideas. Somelow level responses may rely heavily on practiced or formulaic expressions. The PPT does not synthesize with the oral presentation. / The presenter is clearly uncomfortable or overly-nervous. Eye contact is minimal or non-existent. Gestures and body language express the presenter’s inability to deliver an engaging presentation. The PPT is neither attractive or engaging. / It is clear that the student practiced little and put little effort into editing the oral or PPT work. Outside 15 seconds of the time limit allowed.
0-1.5 Speaker makes little or no attempt to respond OR is unable or unwilling to respond to the task.
GENERAL NOTE: Descriptors of student performance are applied holistically—variance in the criteria for each Score will result in an improved or reduced mark according to the degree of variance from this criteria.