Oral Presentation Rubrics Standards-based Assessment of and for Learning.

Oral Presentation Rubrics

Standards-based

Assessment of and for Learning

Purpose and Outcomes

This presentation is intended to: Provide a brief overview of analytic trait rubrics. Explain the foundational basis for the CUSD

Analytic Rubrics. (Standards led the way!) Provide a step-by-step guide for how to use the

Oral Presentation Rubric for: Instruction Formative assessment (while teaching) Summative assessment (at the end of the teaching

cycle)

Purpose and Outcomes

Outcomes: All elementary teachers will be able to utilize

the Oral Presentation Rubrics: As a planning tool. With students. With parents.

In preparation for navigating this presentation, please print a copy of your grade level’s Oral Presentation Rubric and have it in front of you.

CUSD Analytic Rubrics

All CUSD Analytic Rubrics:

Are firmly based on the California State Content Standards.

Use the language of the discipline to describe the dimensions of quality at each level of achievement.

Should be used for both: Guiding students as they seek to reach higher levels of

quality as a result of their efforts (formative assessment). Evaluating the level of quality reached (summative

assessment).

What is an “analytic” rubric?

An analytic rubric divides a product or performance into essential traits or dimensions so that they can be judged separately – one then analyzes a product or performance for essential traits. A separate score is provided for each trait.

It therefore provides more specific, formative feedback to students, parents, and teachers about strengths and weaknesses of a performance.

The Format of an Analytic Rubric:

Analytic Trait Rubric1 2 3 4

Trait 1Trait 2Trait 3Trait 4Trait 5

CUSD Analytic Rubrics:

Provide a “blueprint” for instruction during the planning phase, as well as a roadmap while teaching.

Should be made public to students and parents prior to teaching, assigning, or assessing student work.

CUSD Analytic Rubrics:

Have been built on a 4-point scale: 1 = Does Not Meet the Standard2 = Approaches the Standard3 = Meets the Standard4 = Excels at the Standard


Please be sure to have a copy of your grade level’s Oral Presentation Rubric in front of you as you go through the remaining slides.


Based on the Listening and Speaking Strategies and Speaking Applications components of the California English/Language Arts Content Standards.

As with other CUSD analytic rubrics, the Content Standards were used to determine: The criteria for each level. The specific vocabulary used.


Criteria to be taught and assessed are listed in the far left-hand column.

Descriptions are provided for performance at the various levels of proficiency: 1: Does Not Meet the Standard 2: Approaches the Standard 3: Meets the Standard 4: Excels at the Standard

Level

Criteria

Listening Comprehension

Speaking:Presentation

Speaking:Narrative –

Content

Speaking: Narrative –

Organization

Speaking:Descriptive –

Content

Speaking:Descriptive – Organization

Please locate the criteria to be taught and assessed – both formatively and summatively – for Oral Presentations. These are on the far left side of the rubric.

(The Speaking criteria will vary slightly by grade level.)


On the rubric, note that Listening Comprehension is the first criteria.

The score for this criteria denotes how students listen and respond when others are speaking.

This criteria will: Guide instruction. Assist you in assessing students in

this area.

Level

Criteria




Content


Organization


Content


Listening Comprehension Level

Criteria 1

Does Not Meet the Standard 2

Approaches the Standard 3

Meets the Standard 4

Excels at the Standard Scores

Listening

Comprehension

Does not ask questions or asks inappropriate questions.

Does not retell, paraphrase, or explain what has been said by the speaker.

Does not make connections to prior experiences, insights, or ideas of the speaker.

May ask questions that show little thought. Partially retells, paraphrases, or explains what

has been said by the speaker. Connections to prior experiences, insights, and

ideas to those of the speaker are limited and/or may not be well-expressed.

Asks thoughtful questions. Accurately retells, paraphrases, and explains

what has been said by the speaker. Connects and relates prior experiences,

insights, and ideas to those of the speaker.

Asks thoughtful questions that make connections to other relevant knowledge or experiences.

Accurately retells, paraphrases, and explains what has been said by the speaker.

Connects and relates prior experiences, insights, and ideas to those of the speaker; draws conclusions and/or makes a personal connection.

Remember, the “3” column describes what students should know and be able to do when they are meeting the standard.

Please take a moment to read through the indicators for the “3 – Meets the Standard” for Listening Comprehension.

Assessing Listening Comprehension

Because students won’t verbally respond to every oral presentation given, you will want to assess this skill over time.

Keeping the criteria for Listening Comprehension on a clipboard with a class list would be one way to capture student performance as they ask questions, relate prior experiences, etc.

Speaking: Presentation

The second criteria listed on the left side of the rubric is Speaking: Presentation.

This criteria will be scored each time a student gives an oral presentation.

Take a moment to read through the indicators for Speaking: Presentation.

Level

Criteria




Content


Organization


Content


Speaking: Presentation

As the students give an oral presentation, highlight or circle the bulleted descriptors as they relate to the student’s performance. (You may want to tape record the presentation to assist in this process.)

Speaking:

Presentation

Inappropriate use of the following interferes with meaning: volume, pitch, phrasing, or modulation.

Minimal or no eye contact; poor posture.

Either does not answer questions or responds inaccurately.

If props are required, does not have props.

Meaning is not enhanced by the use of the following: appropriate volume, pitch, phrasing, or modulation.

May maintain some appropriate eye contact and posture.

Responds to questions with limited elaboration. If props are required, either does not refer to

props or the props distract from the presentation.

Meaning is enhanced by the appropriate use of the following: volume, pitch, phrasing, and modulation.

Appropriate eye contact and posture are maintained.

Responds to questions with appropriate elaboration.

If props are required, uses appropriate props to clarify and enhance presentation.

Meaning is greatly enhanced by the appropriate use of all of the following: volume, pitch, phrasing, and modulation.

Uses appropriate eye contact, posture, and gestures to purposefully engage all listeners.

Consistently responds to questions with appropriate elaboration.

If props are required, appropriately uses engaging props to clarify and enhance presentation.

Speaking Applications

The next two sections on the rubric (delineated by the gray bars) represent required grade-level speaking applications.

These speaking applications are aligned to the writing applications, and are reflected on the standards-based report card.

Level

Criteria




Content


Organization


Content


3rd grade speaking application

3rd grade speaking application


Note: At some grade levels, some speaking applications (such as poetry reading, oral summaries of articles, etc.) have been de-emphasized, and are not represented on the rubric.

Take a moment to read through the “Meets the Standards” column for your own grade level’s speaking applications.


Each speaking application has two criteria: (Please click to see these highlighted.)ContentContentOrganizationOrganization

Level Criteria




Content


Organization


Content



Focus on the speaking application aligned with the writing application you are teaching at that time.

Score only the two rows of criteria for the speaking application being assessed. For example, Narrative

Content and Narrative Organization would be scored for a Narrative Presentation.

Level

Criteria




Content


Organization


Content


Scoring Example: 3rd Grade Narrative

Thus, for a 3rd Grade Narrative presentation, you would score these criteria.

Level Criteria




Content


Organization


Content


Scoring Example: 3rd Grade Descriptive

Conversely, for a 3rd Grade Descriptive presentation, you would score these criteria.

Level Criteria




Content


Organization


Content


Scoring

Remember, the “3” on the Oral Presentation Rubrics represents meeting the California State standards in the particular type of presentation.

When assessing summatively, if a student’s performance in a specific criteria indicates incomplete attainment of the standard, then he should receive the score represented by the lower description of performance.

Summative Assessment

For example, consider this 3rd grader’s performance on the on the criteria for Speaking: Narrative Content:

2

Approaching the Standard

3

Meets the Standard

Few ideas, observations, or recollections are used to describe an event or experience that may or may not be memorable.Provides limited insight into why the incident is memorable.Missing one story element. Details and/or facts are present, but do not develop character, setting, and/or plot.

Ideas, observations, or recollections are used to describe a memorable event or experience.Provides insight into why the selected incident is memorable.Includes all story elements.Details and facts are well-chosen to develop character, setting, and plot.

Some of the criteria for a “3” have been met.

But the presentation is missing insight into why the incident is memorable, and is missing a story element.

Therefore, the score for this criteria for this presentation would be a “2”, Approaching the Standard.

2

Approaching the Standard

3

Meets the Standard

Few ideas, observations, or recollections are used to describe an event or experience that may or may not be memorable.Provides limited insight into why the incident is memorable.Missing one story element. Details and/or facts are present, but do not develop character, setting, and/or plot.

Ideas, observations, or recollections are used to describe a memorable event or experience.Provides insight into why the selected incident is memorable.Includes all story elements.Details and facts are well-chosen to develop character, setting, and plot.

The “Final Score” (found in the lower right-hand corner of the rubric) is a determined by adding the scores for: Listening Comprehension Speaking Presentation One Speaking Application

(e.g. Narrative) represented by two scores:

Content Organization

Divide by 4 for the final score. (In this case, the student is not quite meeting the standards.)

Third Grade Oral Presentation Level

Criteria 1

Does Not Meet the Standard 3

Meets the Standard 4

Excels at the Standard Scores

Listening

Comprehension

Does not ask questions or asks inappropriate questions.

Does not retell, paraphrase, or explain what has been said by the speaker.

Does not make connections to prior experiences, insights, or ideas of the speaker.

Asks thoughtful questions. Accurately retells, paraphrases, and explains

what has been said by the speaker. Connects and relates prior experiences,

insights, and ideas to those of the speaker.

Asks thoughtful questions that make connections to other relevant knowledge or experiences.

Accurately retells, paraphrases, and explains what has been said by the speaker.

Connects and relates prior experiences, insights, and ideas to those of the speaker; draws conclusions and/or makes a personal connection.

Speaking:

Presentation

Inappropriate use of the following interferes with meaning: volume, pitch, phrasing, or modulation.

Minimal or no eye contact; poor posture.

Either does not answer questions or responds inaccurately.

If props are required, does not have props.

Meaning is enhanced by the appropriate use of the following: volume, pitch, phrasing, and modulation.

Appropriate eye contact and posture are maintained.

Responds to questions with appropriate elaboration.

If props are required, uses appropriate props to clarify and enhance presentation.

Meaning is greatly enhanced by the appropriate use of all of the following: volume, pitch, phrasing, and modulation.

Uses appropriate eye contact, posture, and gestures to purposefully engage all listeners.

Consistently responds to questions with appropriate elaboration.

If props are required, appropriately uses engaging props to clarify and enhance presentation.

Speaking: Narrative -

Content

Does not describe a memorable event or experience.

Does not provide insight into why the incident is memorable.

Missing two or more story elements. Lacks details and/or facts.

Ideas, observations, or recollections are used to describe a memorable event or experience.

Provides insight into why the selected incident is memorable.

Includes all story elements. Details and facts are well-chosen to develop

character, setting, and plot.

Engaging and precise ideas, observations, or recollections are used to describe a memorable event or experience.

Provides extraordinary insight into why the selected incident is memorable.

Includes all story elements. Clear and interesting details and facts are well-chosen to

develop character, setting, and plot.

Speaking: Narrative -

Organization

There is no clear beginning, middle, or end.

Events are not logically sequenced. Ideas are not related; focus is not

evident. Lacks specific vocabulary to establish

an appropriate tone.

Provides a clear beginning, middle, and end. Moves through a logical sequence of events. Related ideas are grouped, and a consistent

focus is maintained throughout the presentation.

Uses a variety of specific vocabulary to establish an appropriate tone.

Beginning and middle are clear, and the ending is satisfying.

Moves through a logical sequence of events using transitions.

Related ideas are grouped, and a consistent focus is maintained throughout the presentation.

Uses a broad variety of specific vocabulary to establish an appropriate tone.

Speaking:

Descriptive - Content

Lacks description of people, places, things, or experiences.

One or no sensory detail; does not set forth a unified impression of the people, places, things, or experiences.

Describes people, places, things, or experiences.

Uses three concrete sensory details that set forth and support unified impressions of people, places, things, or experiences.

Description of people, places, things, or experiences is well-developed, and allows the listener to paint a picture in his/her own mind.

Uses four or more concrete sensory details that set forth and support unified impressions of people, places, things, or experiences.

Speaking:

Descriptive - Organization

Ideas are not logically sequenced. Ideas are not related; focus is not

evident. Lacks specific vocabulary to establish

an appropriate tone.

Ideas are organized in a logical manner. Related ideas are grouped, and a consistent

focus is maintained throughout the piece to support a central idea.

Uses a variety of specific vocabulary to establish an appropriate tone.

Ideas are organized in a clear and logical manner that allows the presentation to have a natural flow.

Related ideas are grouped, and a consistent focus is maintained throughout the piece to support a central idea.

Uses a broad variety of specific vocabulary to establish an appropriate tone.

Final Score for Narrative or Descriptive Presentation

Capistrano Unified School District, 2008

2

3

2

3

10/4 = 2.5

Grading

Best practice in grading calls for: Allowing students multiple opportunities to

prove to you that they have met the standard. Using only assessments toward the end of a

teaching/learning period to determine the final level of proficiency.

Omitting early attempts at mastery in the final grade or score.

Providing opportunities for practice that are not “counted” toward the final grade or score.

Remember that CUSD Analytic Rubrics:

Are based on California Content Standards. Use the vocabulary from the standards. Guide instruction. Provide specific formative feedback for students

as they work toward meeting grade-level standards.

Provide summative assessment criteria by which students are evaluated.

Oral Presentation Rubrics Standards-based Assessment of and for Learning.

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