Demonstration Speech Rubric

Instructor: Maria Airth

Maria has a Doctorate of Education and over 20 years of experience teaching psychology and math related courses at the university level.

A demonstration speech as the added aspect of props being used during the student's time in front of the class. This lesson offers a rubric appropriate for demonstration style speeches.

Rubrics Are for Students and Teachers

It is easy to think that skipping the rubric stage of assignment preparation will save you time and trouble. Don't get tricked by this shortcut. The reality is that by skipping the rubric creation, you burden yourself and your students.

A well written rubric can be given to students as a preparatory device to guide them to success as they work on their assignment. The rubric helps you, the teacher, offer fair and consistent grading to your students. Finally, the rubric gives students easy to understand feedback on the assignment. Before, during and after an assignment, the rubric is essential for a smooth assignment journey for both student and teacher. Don't overlook it.

This lesson offers a sample rubric for an oral demonstration and include props, form and structure. Rates are separated into five groups ranging from Excellent to Poor or Not Attempted.

You can use the following table as a guide, and then modify the text to meet your assignment or class needs. Feel free to assign point values or remove some of the categories if you like. Provide a copy to students to refer to as they develop their project.

Sample Rubric for Essays

Excellent Above Average Average Below Average Poor or Not attempted Score

Props

Did the student use props during the presentation? Were the props used appropriately? Did the prop use compliment or deter from the overall presentation?

  • Excellent: Props were used in a complimentary manner that added to the demonstration perfectly.
  • Above Average: Props were used well and tended to compliment the demonstration.
  • Average: Props were used. Additional props may have benefited the clarity of the demonstration.
  • Below Average: The props used were a distraction to the overall demonstration.
  • Poor: No props were used.

Form

Was body language appropriate for the demonstration? Did the student maintain eye contact with the audience? Did the student stay within allotted times for the demonstration? Did the student refrain from the use of filler sounds such as 'um' and 'uh'?

  • Excellent: Body language was perfect for the task. The student maintained eye contact with the audience at least 90% of the time. The student finished within the time limits. The student refrained from the use of language filler sounds.
  • Above Average: The student used appropriate body language throughout the demonstration. Eye contact was maintained at least 75% of the time. The student mostly refrained from filler sounds. The demonstration was finished within the allotted time.
  • Average: Body language was mostly appropriate with small fidgety movements noted. Eye contact was maintained about 50% of the time. Some language filler sounds were evident. The student stayed within the time limits.
  • Below Average: The student expressed body language that was not appropriate to the scenario. Eye contact was maintained less than half the time. Language filler sounds were obvious. The length of the demonstration was outside the limits by less than a minute.
  • Poor: Body language was not appropriate to the scenario. Eye contact was maintained less than 25% of the time. Filler sounds were very evident throughout the demonstration. The length of the demonstration was outside allotted time limits by more than two minutes.

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