Teaching  and  Evaluating    Oral  Communication  

               

Why develop communication skills? The Heart of the Matter, a Report of the American Academy’s Commission on the Humanities and Social Sciences, recognizes the value and relevance of communication skills as central to a “liberal education” and as desirable for employers and employees in the expanding global marketplace. American Academy of Arts & Sciences, 2013, http://www.humanitiescommission.org/_pdf/hss_report.pdf

Learning Goals

After successfully completing this workshop you will be able to:

•  Align oral assignments with course learning goals •  Differentiate among different types of communication,

methods of delivery, and speaking occasions •  Evaluate and improve rubrics for evaluating oral work •  Create a rubric for an oral assignment

Challenges of Designing & Implementing Oral Work

•  Choosing assignments

•  Determining degrees of competence/effectiveness •  Demonstrating an awareness of student disabilities and

linguistic identity •  Involving students in their own self reflection and self

reporting •  Recognizing your own bias

Challenges of Assessing Oral Work

•  Assessing content and delivery •  Assessing verbal and nonverbal communication •  Assessing listening •  Assessing group work

Designing Oral Assignments Modified from Fink, 2003, 2013

Learning Goals

Feedback & Assessment

Teaching & Learning Activities

Situational Factors

Considerations for Assignment Selection

•  Learning goals •  Class size •  Depth/range of student knowledge •  Level of student preparation •  Level of student participation •  Formality of assignment •  Time

Types of Oral Communication Activities

•  One-on-one speaking •  Small group or team-based oral work •  Full-class discussions •  In-class debates •  Speeches and presentations •  Oral examinations •  Role play •  Formal or Informal •  Live or recorded

Considering Content & Delivery

•  Content-Depth of understanding, quality of thesis, independent thought, supporting materials, etc.

•  Delivery-posture, gesture, eye contact, vocal expressiveness, etc.

Rubrics for Evaluating Oral Work

•  List criteria •  Articulate levels of achieving the goals

–  With or without numerical values

•  Advantages –  Clarifies expectations ahead of time –  MAY reduce evaluation time –  Helps learners be responsible for their work

Rubric Review (Activity)

•  Form groups of three •  Each group member choose a different rubric

1.  AAC&U Oral Communication VALUE Rubric (pp. 8-9) 2.  Discussion Rubric (pp. 10-11) 3.  Rubric for Formal Oral Communication (pp. 12-13) 4.  Rubric for Leading Class Discussions (pg. 14)

Rubric Review (Activity)

•  Working individually evaluate your rubric –  Use the rubric for rubrics (pg. 7)

•  What are the strengths of your rubric? •  What changes would you recommend for your assigned rubric?

•  In your group, take turns to share –  What you consider a strength and why –  A change you would recommend

Next Steps

•  Create a rubric for an oral assignment –  Use the template on page 15

•  Consult with the Kaneb Center 353 DeBartolo Hall 574.631.9146 or kaneb@nd.edu

OR

AL

CO

MM

UN

ICA

TIO

N V

ALU

E R

UB

RIC

for

mor

e inf

orma

tion,

plea

se con

tact

valu

e@aa

cu.or

g

The

VA

LU

E rub

rics

wer

e de

velo

ped

by te

ams of

fac

ulty

exp

erts

rep

rese

ntin

g co

llege

s an

d un

iver

sitie

s ac

ross

the

Uni

ted

Stat

es th

roug

h a

proc

ess th

at e

xam

ined

man

y ex

istin

g ca

mpu

s ru

bric

s an

d re

late

d do

cum

ents

for

eac

h le

arni

ng o

utco

me

and

inco

rpor

ated

add

ition

al fee

dbac

k fr

om fac

ulty. T

he rub

rics

art

icul

ate

fund

amen

tal c

rite

ria

for ea

ch le

arni

ng o

utco

me, w

ith p

erfo

rman

ce d

escr

ipto

rs

dem

onst

ratin

g pr

ogre

ssiv

ely

mor

e so

phistic

ated

leve

ls o

f at

tain

men

t. The

rub

rics

are

inte

nded

for

inst

itutio

nal-l

evel

use

in e

valu

atin

g an

d di

scus

sing

stu

dent

lear

ning

, not

for

gra

ding

. The

cor

e ex

pect

atio

ns a

rtic

ulat

ed in

all

15 o

f th

e VA

LU

E rub

rics

can

and

sho

uld

be tr

anslat

ed in

to th

e lang

uage

of

indi

vidu

al c

ampu

ses, d

isci

plin

es, a

nd e

ven

cour

ses.

The

util

ity o

f th

e VA

LU

E rub

rics

is to

po

sitio

n le

arni

ng a

t all

unde

rgra

duat

e le

vels w

ithin

a b

asic

fra

mew

ork

of e

xpec

tatio

ns suc

h th

at e

vide

nce

of le

arni

ng c

an b

y sh

ared

nat

iona

lly th

roug

h a

com

mon

dialo

g an

d un

ders

tand

ing

of stu

dent

su

cces

s.

The t

ype o

f or

al com

muni

catio

n mo

st lik

ely to

be i

nclu

ded

in a

colle

ction

of st

uden

t wor

k is

an or

al pr

esent

ation

and

there

fore i

s the

focu

s for

the a

pplic

ation

of th

is ru

bric.

Def

initi

on

O

ral c

omm

unic

atio

n is a

pre

pare

d, p

urpo

sefu

l pre

sent

atio

n de

sign

ed to

incr

ease

kno

wle

dge, to

fos

ter un

ders

tand

ing,

or to

pro

mot

e ch

ange

in th

e lis

tene

rs' a

ttitu

des, v

alue

s, b

eliefs

, or be

havi

ors.

Fr

amin

g L

angu

age

O

ral c

omm

unic

atio

n ta

kes m

any

form

s. T

his ru

bric

is spe

cifica

lly d

esig

ned

to e

valu

ate

oral p

rese

ntat

ions

of

a sing

le spe

aker

at a

tim

e an

d is b

est a

pplie

d to

live

or vi

deo-

reco

rded

pre

sent

atio

ns.

For pa

nel p

rese

ntat

ions

or gr

oup

pres

enta

tions

, it i

s re

com

men

ded

that

eac

h sp

eake

r be

eva

luat

ed sep

arat

ely. T

his ru

bric

bes

t app

lies to

pre

sent

atio

ns o

f su

ffic

ient

leng

th suc

h th

at a

cen

tral m

essa

ge is

co

nvey

ed, s

uppo

rted

by

one

or m

ore

form

s of

sup

port

ing

mat

erials a

nd in

clud

es a

pur

pose

ful o

rgan

izat

ion.

An

oral a

nsw

er to

a sin

gle

ques

tion

not d

esig

ned

to b

e st

ruct

ured

into

a p

rese

ntat

ion

does

no

t rea

dily

app

ly to

this rub

ric.

G

loss

ary

The d

efini

tions

that

follo

w we

re de

velop

ed to

clar

ify te

rms a

nd co

ncep

ts us

ed in

this

rubr

ic on

ly.

• Cen

tral m

essa

ge:

The

main

poin

t/th

esis/"

bottom

line

"/"t

ake-

away

" of

a p

rese

ntat

ion.

A c

lear

cen

tral m

essa

ge is

eas

y to

iden

tify; a

com

pelli

ng c

entral m

essa

ge is

also

vivi

d an

d m

emor

able.

• D

eliv

ery

tech

niqu

es:

Post

ure, g

estu

res, e

ye c

onta

ct, a

nd u

se o

f th

e vo

ice. D

eliv

ery

tech

niqu

es e

nhan

ce th

e ef

fect

iven

ess of

the

pres

enta

tion

whe

n th

e sp

eake

r st

ands

and

mov

es w

ith a

utho

rity,

look

s m

ore

ofte

n at

the

audi

ence

than

at h

is/h

er spe

akin

g m

ater

ials/n

otes

, use

s th

e vo

ice

expr

essive

ly, a

nd u

ses fe

w v

ocal fill

ers ("

um," "

uh," "

like,"

"you

kno

w," e

tc.).

•

Lan

guag

e: V

ocab

ular

y, te

rmin

olog

y, a

nd sen

tenc

e stru

ctur

e. L

angu

age

that

sup

ports th

e ef

fect

iven

ess of

a p

rese

ntat

ion

is a

ppro

priate

to th

e to

pic

and

audi

ence

, gra

mm

atical, c

lear

, and

fre

e fr

om

bias

. Lan

guag

e th

at e

nhan

ces th

e ef

fect

iven

ess of

a p

rese

ntat

ion

is a

lso

vivi

d, im

agin

ativ

e, a

nd e

xpre

ssiv

e.

• O

rgan

izat

ion:

The

gro

upin

g an

d se

quen

cing

of

idea

s an

d su

ppor

ting

mat

erial i

n a

pres

enta

tion.

An

orga

niza

tiona

l pat

tern

that

sup

port

s th

e ef

fect

iven

ess of

a p

rese

ntat

ion

typi

cally

incl

udes

an

introd

uctio

n, o

ne o

r m

ore

iden

tifia

ble

sect

ions

in th

e bo

dy o

f th

e sp

eech

, and

a c

oncl

usio

n. A

n or

gani

zatio

nal p

atte

rn th

at e

nhan

ces th

e ef

fect

iven

ess of

the

pres

enta

tion

reflec

ts a

pur

pose

ful

choi

ce a

mon

g po

ssib

le a

ltern

ativ

es, s

uch

as a

chr

onol

ogic

al p

atte

rn, a

pro

blem

-sol

utio

n pa

tter

n, a

n an

alys

is-o

f-pa

rts pa

tter

n, e

tc.,

that

mak

es th

e co

nten

t of

the

pres

enta

tion

easier

to fol

low

and

m

ore

likel

y to

acc

ompl

ish

its p

urpo

se.

• Su

ppor

ting

mat

erial:

Exp

lana

tions

, exa

mpl

es, i

llust

ratio

ns, s

tatis

tics, a

nalo

gies

, quo

tatio

ns fro

m rel

evan

t aut

horitie

s, a

nd o

ther

kin

ds o

f in

form

atio

n or

ana

lysis th

at sup

port

s th

e pr

inci

pal i

deas

of

the

pres

enta

tion.

Sup

portin

g m

ater

ial i

s ge

nera

lly c

redi

ble

whe

n it

is rel

evan

t and

der

ived

fro

m rel

iabl

e an

d ap

prop

riat

e so

urce

s. S

uppo

rtin

g m

ater

ial i

s hi

ghly

cre

dibl

e w

hen

it is a

lso

vivi

d an

d va

ried

acr

oss th

e ty

pes lis

ted

abov

e (e

.g.,

a m

ix o

f ex

ampl

es, s

tatis

tics, a

nd ref

eren

ces to

aut

horitie

s).

Supp

ortin

g m

ater

ial m

ay a

lso

serv

e th

e pu

rpos

e of

est

ablis

hing

the

spea

kers

cre

dibi

lity. F

or

exam

ple, in

pre

sent

ing

a cr

eativ

e w

ork

such

as a

dram

atic

rea

ding

of

Shak

espe

are, sup

port

ing

evid

ence

may

not

adv

ance

the

idea

s of

Sha

kesp

eare

, but

rat

her se

rve

to e

stab

lish

the

spea

ker as

a

cred

ible

Sha

kesp

eare

an a

ctor

.

OR

AL

CO

MM

UN

ICA

TIO

N V

ALU

E R

UB

RIC

for

mor

e info

rmat

ion, p

lease

conta

ct va

lue@

aacu

.org

Def

initi

on

O

ral c

omm

unic

atio

n is a

pre

pare

d, p

urpo

sefu

l pre

sent

atio

n de

sign

ed to

incr

ease

kno

wle

dge, to

fos

ter un

ders

tand

ing,

or to

pro

mot

e ch

ange

in th

e lis

tene

rs' a

ttitu

des, v

alue

s, b

elie

fs, o

r be

havi

ors.

E

valu

ator

s are

encou

raged

to a

ssign

a z

ero to

any

wor

k sa

mple

or co

llecti

on of

wor

k th

at d

oes n

ot me

et be

nchm

ark

(cell

one)

level

perfo

rman

ce.

C

apst

one

4 M

ilest

ones

3

2 B

ench

mar

k 1

Org

aniz

atio

n O

rgan

izat

iona

l pat

tern

(spe

cific

introd

uctio

n an

d co

nclu

sion

, seq

uenc

ed

mat

erial w

ithin

the

body

, and

tran

sitio

ns)

is c

lear

ly a

nd c

onsist

ently

obs

erva

ble

and

is ski

llful

and

mak

es th

e co

nten

t of

the

pres

enta

tion

cohe

sive

.

Org

aniz

atio

nal p

atte

rn (s

pecific

introd

uctio

n an

d co

nclu

sion

, seq

uenc

ed

mat

erial w

ithin

the

body

, and

tran

sitio

ns)

is c

lear

ly a

nd c

onsist

ently

obs

erva

ble

with

in th

e pr

esen

tatio

n.

Org

aniz

atio

nal p

atte

rn (s

pecific

introd

uctio

n an

d co

nclu

sion

, seq

uenc

ed

mat

erial w

ithin

the

body

, and

tran

sitio

ns)

is in

term

itten

tly o

bser

vabl

e w

ithin

the

pres

enta

tion.

Org

aniz

atio

nal p

atte

rn (s

pecific

introd

uctio

n an

d co

nclu

sion

, seq

uenc

ed

mat

erial w

ithin

the

body

, and

tran

sitio

ns)

is n

ot o

bser

vabl

e w

ithin

the

pres

enta

tion.

Lang

uage

Lan

guag

e ch

oice

s ar

e im

agin

ativ

e,

mem

orab

le, a

nd c

ompe

lling

, and

enh

ance

th

e ef

fect

iven

ess of

the

pres

enta

tion.

Lan

guag

e in

pre

sent

atio

n is a

ppro

priate

to

audi

ence

.

Lan

guag

e ch

oice

s ar

e th

ough

tful

and

ge

nera

lly sup

port

the

effe

ctiv

enes

s of

the

pres

enta

tion.

Lan

guag

e in

pre

sent

atio

n is

appr

opriat

e to

aud

ienc

e.

Lan

guag

e ch

oice

s ar

e m

unda

ne a

nd

com

mon

plac

e an

d pa

rtially

sup

port

the

effe

ctiv

enes

s of

the

pres

enta

tion.

Lan

guag

e in

pre

sent

atio

n is a

ppro

priate

to

audi

ence

.

Lan

guag

e ch

oice

s ar

e un

clea

r an

d m

inim

ally

sup

port

the

effe

ctiv

enes

s of

the

pres

enta

tion.

Lan

guag

e in

pre

sent

atio

n is

not a

ppro

priate

to a

udie

nce.

Del

iver

y D

eliv

ery

tech

niqu

es (p

ostu

re, g

estu

re, e

ye

cont

act,

and

voca

l exp

ress

iven

ess)

mak

e th

e pr

esen

tatio

n co

mpe

lling

, and

spe

aker

ap

pear

s po

lishe

d an

d co

nfid

ent.

Del

iver

y te

chni

ques

(pos

ture

, ges

ture

, eye

co

ntac

t, an

d vo

cal e

xpre

ssiv

enes

s) m

ake

the

pres

enta

tion

inte

rest

ing,

and

spe

aker

ap

pear

s co

mfo

rtab

le.

Del

iver

y te

chni

ques

(pos

ture

, ges

ture

, eye

co

ntac

t, an

d vo

cal e

xpre

ssiv

enes

s) m

ake

the

pres

enta

tion

unde

rsta

ndab

le, a

nd

spea

ker ap

pear

s te

ntat

ive.

Del

iver

y te

chni

ques

(pos

ture

, ges

ture

, eye

co

ntac

t, an

d vo

cal e

xpre

ssiv

enes

s) d

etra

ct

from

the

unde

rsta

ndab

ility

of

the

pres

enta

tion,

and

spe

aker

app

ears

un

com

fort

able.

Supp

ortin

g M

ater

ial

A v

arie

ty o

f ty

pes of

sup

port

ing

mat

erials

(exp

lana

tions

, exa

mpl

es, i

llust

ratio

ns,

stat

istic

s, a

nalo

gies

, quo

tatio

ns fro

m

rele

vant

aut

horitie

s) m

ake

appr

opriat

e re

fere

nce

to in

form

atio

n or

ana

lysis th

at

sign

ific

antly

sup

port

s th

e pr

esen

tatio

n or

es

tabl

ishe

s th

e pr

esen

ter's

cr

edib

ility

/aut

hority

on

the

topi

c.

Supp

ortin

g m

ater

ials (e

xplana

tions

, ex

ampl

es, i

llust

ratio

ns, s

tatis

tics, a

nalo

gies

, qu

otat

ions

fro

m rel

evan

t aut

horitie

s) m

ake

appr

opriat

e re

fere

nce

to in

form

atio

n or

an

alys

is th

at g

ener

ally

sup

port

s th

e pr

esen

tatio

n or

est

ablis

hes th

e pr

esen

ter's

cr

edib

ility

/aut

hority

on

the

topi

c.

Supp

ortin

g m

ater

ials (e

xplana

tions

, ex

ampl

es, i

llust

ratio

ns, s

tatis

tics, a

nalo

gies

, qu

otat

ions

fro

m rel

evan

t aut

horitie

s) m

ake

appr

opriat

e re

fere

nce

to in

form

atio

n or

an

alys

is th

at p

artia

lly sup

port

s th

e pr

esen

tatio

n or

est

ablis

hes th

e pr

esen

ter's

cr

edib

ility

/aut

hority

on

the

topi

c.

Insu

ffic

ient

sup

port

ing

mat

erials

(exp

lana

tions

, exa

mpl

es, i

llust

ratio

ns,

stat

istic

s, a

nalo

gies

, quo

tatio

ns fro

m

rele

vant

aut

horitie

s) m

ake

refe

renc

e to

in

form

atio

n or

ana

lysis th

at m

inim

ally

su

ppor

ts th

e pr

esen

tatio

n or

est

ablis

hes

the

pres

ente

r's c

redi

bilit

y/au

thor

ity o

n th

e to

pic.

Cen

tral

Mes

sage

Cen

tral m

essa

ge is

com

pelli

ng (p

reci

sely

st

ated

, app

ropr

iate

ly rep

eate

d, m

emor

able,

and

stro

ngly

sup

port

ed.)

Cen

tral m

essa

ge is

cle

ar a

nd c

onsist

ent

with

the

supp

ortin

g m

ater

ial.

Cen

tral m

essa

ge is

bas

ically

un

ders

tand

able

but

is n

ot o

ften

rep

eate

d an

d is n

ot m

emor

able.

Cen

tral m

essa

ge c

an b

e de

duce

d, b

ut is

no

t exp

licitl

y st

ated

in th

e pr

esen

tatio

n.

Rub

ric

to A

sses

s Dis

cuss

ion

Perf

orm

ance

in a

n U

pper

-leve

l Und

ergr

adua

te o

r G

radu

ate

Sem

inar

A

dapt

ed fr

om R

elea

rnin

g by

Des

ign,

Inc.

, 200

0

Rub

ric P

rovi

ded

by:

Eber

ly C

ente

r for

Tea

chin

g Ex

celle

nce,

Car

negi

e M

ello

n U

nive

rsity

1

C

ompo

nent

Soph

istic

ated

C

ompe

tent

N

ot Y

et C

ompe

tent

U

nacc

epta

ble

Con

duct

St

uden

t sho

ws r

espe

ct fo

r m

embe

rs o

f the

cla

ss, b

oth

in

spee

ch a

nd m

anne

r, an

d fo

r the

m

etho

d of

shar

ed in

quiry

and

pe

er d

iscu

ssio

n. D

oes n

ot

dom

inat

e di

scus

sion

. St

uden

t ch

alle

nges

idea

s res

pect

fully

, en

cour

ages

and

supp

orts

oth

ers

to d

o th

e sa

me.

Stud

ent s

how

s res

pect

for

mem

bers

of t

he c

lass

and

for

the

met

hod

of sh

ared

inqu

iry

and

peer

dis

cuss

ion.

Pa

rtici

pate

s reg

ular

ly in

the

disc

ussi

on b

ut o

ccas

iona

lly

has d

iffic

ulty

acc

eptin

g ch

alle

nges

to h

is/h

er id

eas o

r m

aint

aini

ng re

spec

tful

attit

ude

whe

n ch

alle

ngin

g ot

hers

’ ide

as.

Stud

ent s

how

s litt

le re

spec

t fo

r the

cla

ss o

r the

pro

cess

as

evi

denc

ed b

y sp

eech

and

m

anne

r. So

met

imes

reso

rts

to a

d ho

min

em a

ttack

s whe

n in

dis

agre

emen

t with

oth

ers.

Stud

ent s

how

s a la

ck o

f re

spec

t for

mem

bers

of t

he

grou

p an

d th

e di

scus

sion

pr

oces

s. O

ften

dom

inat

es

the

disc

ussi

on o

r dis

enga

ges

from

the

proc

ess.

Whe

n co

ntrib

utin

g, c

an b

e ar

gum

enta

tive

or d

ism

issi

ve

of o

ther

s’ id

eas,

or re

sorts

to

ad h

omin

em a

ttack

s.

Ow

ners

hip/

Lead

ersh

ip

Take

s res

pons

ibili

ty fo

r m

aint

aini

ng th

e flo

w a

nd

qual

ity o

f the

dis

cuss

ion

whe

neve

r nee

ded.

Hel

ps to

re

dire

ct o

r ref

ocus

dis

cuss

ion

whe

n it

beco

mes

side

track

ed o

r un

prod

uctiv

e. M

akes

eff

orts

to

enga

ge re

luct

ant p

artic

ipan

ts.

Prov

ides

con

stru

ctiv

e fe

edba

ck

and

supp

ort t

o ot

hers

.

Will

take

on

resp

onsi

bilit

y fo

r mai

ntai

ning

flow

and

qu

ality

of d

iscu

ssio

n, a

nd

enco

urag

ing

othe

rs to

pa

rtici

pate

but

eith

er is

not

al

way

s eff

ectiv

e or

is

effe

ctiv

e bu

t doe

s not

re

gula

rly ta

ke o

n th

e re

spon

sibi

lity.

Rar

ely

take

s an

activ

e ro

le

in m

aint

aini

ng th

e flo

w o

r di

rect

ion

of th

e di

scus

sion

. W

hen

put i

n a

lead

ersh

ip

role

, ofte

n ac

ts a

s a g

uard

ra

ther

than

a fa

cilit

ator

: co

nstra

ins o

r bia

ses t

he

cont

ent a

nd fl

ow o

f the

di

scus

sion

.

Doe

s not

pla

y an

act

ive

role

in

mai

ntai

ning

the

flow

of

disc

ussi

on o

r und

erm

ines

th

e ef

forts

of o

ther

s who

are

try

ing

to fa

cilit

ate

disc

ussi

on.

Rub

ric

to A

sses

s Dis

cuss

ion

Perf

orm

ance

in a

n U

pper

-leve

l Und

ergr

adua

te o

r G

radu

ate

Sem

inar

A

dapt

ed fr

om R

elea

rnin

g by

Des

ign,

Inc.

, 200

0

Rub

ric P

rovi

ded

by:

Eber

ly C

ente

r for

Tea

chin

g Ex

celle

nce,

Car

negi

e M

ello

n U

nive

rsity

2

Reas

onin

g A

rgum

ents

or p

ositi

ons a

re

reas

onab

le a

nd su

ppor

ted

with

ev

iden

ce fr

om th

e re

adin

gs.

Ofte

n de

epen

s the

con

vers

atio

n by

goi

ng b

eyon

d th

e te

xt,

reco

gniz

ing

impl

icat

ions

and

ex

tens

ions

of t

he te

xt. P

rovi

des

anal

ysis

of c

ompl

ex id

eas t

hat

help

dee

pen

the

inqu

iry a

nd

furth

er th

e co

nver

satio

n.

Arg

umen

ts o

r pos

ition

s are

re

ason

able

and

mos

tly

supp

orte

d by

evi

denc

e fr

om

the

read

ings

. In

gene

ral,

the

com

men

ts a

nd id

eas

cont

ribut

e to

the

grou

p’s

unde

rsta

ndin

g of

the

mat

eria

l an

d co

ncep

ts.

Con

tribu

tions

to th

e di

scus

sion

are

mor

e of

ten

base

d on

opi

nion

or u

ncle

ar

view

s tha

n on

reas

oned

ar

gum

ents

or p

ositi

ons

base

d on

the

read

ings

. C

omm

ents

or q

uest

ions

su

gges

t a d

iffic

ulty

in

follo

win

g co

mpl

ex li

nes o

f ar

gum

ent o

r stu

dent

’s

argu

men

ts a

re c

onvo

lute

d an

d di

ffic

ult t

o fo

llow

.

Com

men

ts a

re fr

eque

ntly

so

illog

ical

or w

ithou

t su

bsta

ntia

tion

that

oth

ers a

re

unab

le to

crit

ique

or e

ven

follo

w th

em. R

athe

r tha

n cr

itiqu

e th

e te

xt th

e st

uden

t m

ay re

sort

to a

d ho

min

em

atta

cks o

n th

e au

thor

in

stea

d.

List

enin

g A

lway

s act

ivel

y at

tend

s to

wha

t ot

hers

say

as e

vide

nced

by

regu

larly

bui

ldin

g on

, cl

arify

ing,

or r

espo

ndin

g to

th

eir c

omm

ents

. O

ften

rem

inds

gr

oup

of c

omm

ents

mad

e by

so

meo

ne e

arlie

r tha

t are

pe

rtine

nt.

Usu

ally

list

ens w

ell a

nd

take

s ste

ps to

che

ck

com

preh

ensi

on b

y as

king

cl

arify

ing

and

prob

ing

ques

tions

, and

mak

ing

conn

ectio

ns to

ear

lier

com

men

ts. R

espo

nds t

o id

eas

and

ques

tions

off

ered

by

othe

r par

ticip

ants

.

Doe

s not

regu

larly

list

en

wel

l as i

ndic

ated

by

the

repe

titio

n of

com

men

ts o

r qu

estio

ns p

rese

nted

ear

lier,

or fr

eque

nt n

on se

quitu

rs.

Beh

avio

r fre

quen

tly re

flect

s a

failu

re to

list

en o

r atte

nd

to th

e di

scus

sion

as

indi

cate

d by

repe

titio

n of

co

mm

ents

and

que

stio

ns,

non

sequ

iturs

, off

-task

ac

tiviti

es.

Read

ing

Stud

ent h

as c

aref

ully

read

and

un

ders

tood

the

read

ings

as

evid

ence

d by

ora

l con

tribu

tions

; fa

mili

arity

with

mai

n id

eas,

supp

ortin

g ev

iden

ce a

nd

seco

ndar

y po

ints

. C

omes

to

clas

s pre

pare

d w

ith q

uest

ions

an

d cr

itiqu

es o

f the

read

ings

.

Stud

ent h

as re

ad a

nd

unde

rsto

od th

e re

adin

gs a

s ev

iden

ced

by o

ral

cont

ribut

ions

. The

wor

k de

mon

stra

tes a

gra

sp o

f the

m

ain

idea

s and

evi

denc

e bu

t so

met

imes

inte

rpre

tatio

ns a

re

ques

tiona

ble.

Com

es

prep

ared

with

que

stio

ns.

Stud

ent h

as re

ad th

e m

ater

ial,

but c

omm

ents

of

ten

indi

cate

that

he/

she

didn

’t re

ad o

r thi

nk

care

fully

abo

ut it

, or

mis

unde

rsto

od o

r for

got

man

y po

ints

. C

lass

con

duct

su

gges

ts in

cons

iste

nt

com

mitm

ent t

o pr

epar

atio

n.

Stud

ent e

ither

is u

nabl

e to

ad

equa

tely

und

erst

and

and

inte

rpre

t the

mat

eria

l or h

as

freq

uent

ly c

ome

to c

lass

un

prep

ared

, as i

ndic

ated

by

serio

us e

rror

s or a

n in

abili

ty

to a

nsw

er b

asic

que

stio

ns o

r co

ntrib

ute

to d

iscu

ssio

n.

Co

mp

on

ents

3-S

op

his

tica

ted

2-C

om

pet

ent

1-N

ot

yet

Co

mp

eten

t

Org

aniz

ati

on

P

rese

nta

tion i

s cl

ear,

lo

gic

al, an

d

org

aniz

ed. L

iste

ner

can

foll

ow

lin

e of

reas

onin

g.

Pre

senta

tion i

s gen

eral

ly c

lear

and

wel

l org

aniz

ed. A

few

min

or

poin

ts m

ay b

e co

nfu

sing.

Org

aniz

atio

n i

s hap

haz

ard;

list

ener

can f

oll

ow

pre

senta

tion o

nly

wit

h

effo

rt. A

rgum

ents

are

not

clea

r.

Sty

le

Lev

el o

f pre

senta

tion i

s ap

pro

pri

ate

for

the

audie

nce

. P

rese

nta

tio

n i

s a

pla

nned

conver

sati

on, pac

ed f

or

audie

nce

under

stan

din

g. I

t is

not

a re

adin

g o

f a

pap

er. S

pea

ker

is

com

fort

able

in f

ront

of

the

gro

up a

nd c

an b

e h

eard

by a

ll.

Lev

el o

f pre

senta

tion i

s gen

eral

ly

appro

pri

ate.

Pac

ing i

s so

met

imes

too f

ast

or

too s

low

. P

rese

nte

r

seem

s sl

ightl

y u

nco

mfo

rtab

le a

t

tim

es, an

d a

udie

nce

occ

asio

nal

ly

has

tro

uble

hea

ring h

im/h

er.

Asp

ects

of

pre

senta

tion a

re t

oo

elem

enta

ry o

r to

o s

ophis

tica

ted f

or

audie

nce

. P

rese

nte

r se

ems

unco

mfo

rtab

le a

nd c

an b

e hea

rd

only

if

list

ener

is

ver

y a

tten

tive.

Much

of

the

info

rmat

ion i

s re

ad.

Use

of

Com

munic

ati

on

Aid

s

Com

munic

atio

n a

ids

enhan

ce

pre

senta

tion.

The

font

on t

he

vis

ual

s is

rea

dab

le.

Info

rmat

ion i

s re

pre

sente

d a

nd

org

aniz

ed t

o m

axim

ize

audie

nce

com

pre

hen

sion

.

Det

ails

are

min

imiz

ed s

o t

hat

mai

n

poin

ts s

tand o

ut.

Com

munic

atio

n a

ids

contr

ibute

to

the

qual

ity o

f th

e p

rese

nta

tion.

F

ont

size

is

most

ly r

eadab

le.

A

ppro

pri

ate

info

rmat

ion i

s

incl

uded

.

S

om

e m

ater

ial

is n

ot

supp

ort

ed

by v

isual

aid

s.

Com

munic

atio

n a

ids

are

poorl

y

pre

par

ed o

r use

d i

nap

pro

pri

atel

y.

Font

size

is

too s

mal

l to

rea

d.

Too m

uch

info

rmat

ion i

s

incl

uded

.

Det

ails

or

som

e unim

port

ant

info

rmat

ion i

s hig

hli

ghte

d,

and m

ay c

onfu

se t

he

audie

nce

.

Conte

nt

Dep

th o

f C

onte

nt

Acc

ura

cy o

f

Conte

nt

Spea

ker

pro

vid

es a

ccura

te a

nd c

om

ple

te

expla

nat

ions

of

key

conce

pts

and

theo

ries

, dra

win

g o

n r

elev

ant

lite

ratu

re.

Appli

cati

ons

of

theo

ry i

llum

inat

e is

sues

.

Lis

tener

s gai

n i

nsi

ghts

.

Info

rmat

ion (

nam

es, fa

cts,

etc

) in

cluded

in t

he

pre

senta

tion i

s co

nsi

sten

tly

accu

rate

.

For

the

most

par

t, e

xpla

nat

ions

of

conce

pts

and t

heo

ries

are

acc

ura

te

and c

om

ple

te. S

om

e hel

pfu

l

appli

cati

ons

are

incl

uded

.

No s

ignif

ican

t er

rors

are

mad

e.

Lis

tener

s re

cogniz

e an

y e

rrors

to b

e

the

resu

lt o

f ner

vousn

ess

or

over

sight.

Ex

pla

nat

ions

of

conce

pts

and/o

r

theo

ries

are

inac

cura

te o

r

inco

mple

te. L

ittl

e at

tem

pt

is m

ade

to t

ie t

heo

ry t

o p

ract

ice.

L

iste

ner

s

gai

n l

ittl

e fr

om

the

pre

senta

tion.

Enough e

rrors

are

mad

e to

dis

trac

t

a know

led

gea

ble

lis

tener

. S

om

e

info

rmat

ion i

s ac

cura

te b

ut

the

list

ener

must

det

erm

ine

what

info

rmat

ion i

s re

liab

le.

Use

of

Language

Gra

mm

ar a

nd

Word

Choic

e

Sen

tence

s ar

e co

mple

te a

nd

gra

mm

atic

al. T

hey f

low

toget

her

eas

ily.

Word

s ar

e w

ell

chose

n;

they

ex

pre

ss t

he

inte

nded

mea

nin

g p

reci

sely

.

Sen

tence

s ar

e co

mple

te a

nd

gra

mm

atic

al f

or

the

most

par

t.

They

flo

w t

oget

her

eas

ily.

Wit

h

som

e ex

cepti

ons,

word

s ar

e w

ell

chose

n a

nd p

reci

se.

Lis

tener

s ca

n f

oll

ow

pre

senta

tion,

but

they

are

dis

trac

ted b

y s

om

e

gra

mm

atic

al e

rrors

and u

se o

f

slan

g. S

om

e se

nte

nce

s ar

e hal

ting,

inco

mple

te, or

voca

bula

ry i

s

lim

ited

or

inap

pro

pri

ate.

Fre

edom

fro

m

Bia

s (e

.g.,

sex

ism

, ra

cism

,

het

erose

xis

m,

agis

m, et

c.,)

Both

ora

l la

ngu

age

and b

od

y l

angu

age

are

free

fro

m b

ias.

Ora

l la

nguag

e an

d b

od

y l

angu

age

are

free

fro

m b

ias

wit

h o

ne

or

two

min

or

exce

pti

ons.

Ora

l la

nguag

e an

d/o

r bod

y

langu

age

incl

udes

som

e

iden

tifi

able

bia

s. S

om

e li

sten

ers

wil

l be

off

ended

.

Res

ponsi

venes

s

to A

udie

nce

Ver

bal

Inte

ract

ion

Bod

y L

angu

age

Consi

sten

tly c

lari

fies

, re

stat

es, an

d

resp

onds

to q

ues

tio

ns.

S

um

mar

izes

when

nee

ded

.

Bod

y l

anguag

e re

flec

ts c

om

fort

inte

ract

ing w

ith a

udie

nce

Gen

eral

ly r

esponsi

ve

to a

udie

nce

ques

tions

and n

eeds.

M

isse

s so

me

opport

unit

ies

for

inte

ract

ion.

Bod

y l

anguag

e re

flec

ts s

om

e

dis

com

fort

inte

ract

ing w

ith

audie

nce

.

Res

ponds

to q

ues

tions

inad

equat

ely.

Bod

y l

anguag

e re

vea

ls a

relu

ctan

ce t

o i

nte

ract

wit

h

audie

nce

.

COURSE: EDRD/EDSP 641

Assessment and Intervention

For Language Development

Leading the Class – You and a partner will lead the class in a discussion or activity that helps us process, understand and apply what we have read in articles or chapters. Be creative. Avoid lecture. Make this very interactive! A rubric will be provided and discussed in class. 20 points EDRD/ESP 641 Rubric for Leading Class Discussion (20-30 minutes)

3 4 5 The discussion and

presentation are somewhat

interactive. However, too much

time is spent in a lecture

format.

The discussion and

presentation are mostly

interactive with some lecture

involved.

The discussion and

presentation are very

interactive with minimal

lecture involved.

The presenters/discussion

leaders make little or no

references to the readings for

this week.

The presenters/discussion

leaders make a few (2-3)

references to the readings for

this week.

The presenters/discussion

leaders make numerous

references to the readings for

this week.

The presentation seems only

minimally organized and it is

clear that there is not shared

responsibility.

The presentation is organized

but it is not clear that leaders

have shared responsibility.

The presentation is well-

organized and the discussion

leaders

have shared responsibilities

during the activities.

The presenters offer a critical

comment that seems unrelated

to the readings.

The presenters offer 1

thoughtful critical comment

related to the readings.

The presenters/discussion

leaders offer 2 or more

thoughtful critical comments

related to the readings.

Comments to the Group:

Comments to the Individual:

GR

AD

ING

RU

BR

IC T

EMP

LATE

Cre

ate

Yo

ur

Ow

n R

ub

ric

(Usi

ng

the

idea

s fr

om

th

e w

ork

sho

p a

nd

th

e sa

mp

le r

ub

rics

beg

in c

reat

ing

a ru

bri

c fo

r a

cou

rse

assi

gnm

ent.

)

Task

Des

crip

tio

n:

Leve

ls o

f A

chie

vem

en

t →

↓

Cri

teri

a

Exem

pla

ry; e

xcel

len

t;

hig

hly

pro

fici

ent;

exc

eed

s ex

pec

tati

on

s

Pro

fici

ent;

go

od

; sa

tisf

act

ory

; mee

ts

exp

ecta

tio

ns

Acc

epta

ble

; fa

ir; n

eed

s im

pro

vem

ent;

ap

pro

ach

es

exp

ecta

tio

ns

Un

acc

epta

ble

; po

or;

u

nsa

tisf

act

ory

; do

esn

’t

mee

t ex

pec

tati

ons