Group presentation rubric

WHAT IS THIS RESOURCE?

This is a grading rubric an instructor uses to assess students’ work on this type of
assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular
assignment. Students can self-assess using the rubric as a checklist before submitting their
assignment. This sample rubric can also be found under the Turnitin tool in Blackboard to
facilitate online grading.

HOW DO I USE IT?

Edit the assignment requirements column, performance level descriptions in each box, and
point values to align with a particular course assignment. Distribute the rubric to students
when first introducing the assignment. Use the rubric to grade student work. To use the
rubric in Blackboard, contact USC Blackboard support and CET for assistance. Also see the
CET resource Tips for Designing Rubrics.

Table 1 Group presentation rubric

Criteria Excellent Meets Approaches Needs

expectations expectations improvement
Teamwork The group The group worked Group Group did not
worked very well well with each communicated work well
with each other, other and relatively well together. There
and the communicated with a few were obvious
presentation well. Some lapses in the miscommunicatio
was shared members presentation; ns and lapses in
equally among participated some students the presentation.
the group slightly more than dominated the
members. others. presentation
and others did
not participate
much.
Criteria Excellent Meets Approaches Needs
expectations expectations improvement
Focus The thesis is very The thesis is clear The thesis is The topic and
clearly stated; or clearly implicit; unclear; the thesis are
the topic is it is implied that topic is only unclear; no
narrowed the specific partially apparent attempt
sufficiently; the audience has been limited; the has been made to
specific audience considered when specific limit the topic;
has clearly been delivering the audience has the specific
taken into speech. been partially audience has not
account when considered been considered.
delivering the when delivering
speech. the speech.

Organization The speech has a The introduction The No attempt has

clear and conclusion are introduction been made to
introduction that clear and and conclusion compose an
catches the somewhat related may be effective
audience’s to the whole; ineffective and introduction or
attention some transitions not related to conclusion; there
effectively and is are used. the whole; the is no logical plan
connected to the logical plan to the speech.
whole; effective must be
transitions recap inferred, as no
each main point; transitions are
the conclusion used.
effectively
summarizes the
speech and is
related to the
whole.
Criteria Excellent Meets Approaches Needs
expectations expectations improvement
Development All main points Most main points Some main Main points
begin with a begin with a clear points have contain no topic
clear topic topic sentence; stated or sentences; main
sentence; all Most main and implied topic points are not
main and supporting points sentences; supported by
supporting include specific some main specific
points are evidence/example points are examples/eviden
supported by s; most main and supported by ce; little or no
specific and supporting points specific supporting
highly effective relate to each evidence/exam material is used;
examples/eviden other. ples; some main and
ce; the main and main and supporting points
supporting supporting do not relate to
points all relate points relate to each other.
to each other. each other.
Style Language is Most language is Language is not Language is not
memorable; somewhat memorable; memorable or is
language is well- memorable; language usage confusing;
chosen; tone is language usage is is at times language usage is
appropriate. correct; tone is inaccurate; often inaccurate;
Visuals and/or usually tone is at times tone is
interactions with appropriate. inappropriate. inappropriate or
audience are Visuals and/or Visuals and/or distracting.
clear, engaging, interactions with interactions Visuals and/or
and fully support audience are with audience interactions with
the mostly clear, are somewhat audience are not
presentation. engaging, and clear, engaging, clear, engaging,
support the and support the or supporting of
presentation. presentation. the presentation.
Criteria Excellent Meets Approaches Needs
expectations expectations improvement
Delivery Eye contact is Eye contact with Eye contact No eye contact is
effectively the audience is with the made with the
established with somewhat audience is audience;
the audience; established; hardly gestures and
gestures and gestures and established; verbal cues are
verbal cues are verbal cues are gestures and not used to
used to reinforce sometimes used to verbal cues are reinforce
particularly reinforce seldom used to particularly
important ideas; particularly reinforce important ideas;
no excessive use important ideas; particularly vocalized pauses
of vocalized several vocalized important are used in
pauses (e.g., pauses are used; ideas; vocalized abundance and
“ah”, “um”); student is pauses are used distract from the
student is very somewhat frequently; overall message.
articulate. articulate. Adheres student is not
Adheres to time to time very articulate.
limit/ limit/requirement.
requirement.
References Outside sources Source material is Source material Source material is
are incorporated incorporated is incorporated never
logically, logically and but sometimes incorporated or
insightfully, and adequately; inappropriately incorporated
elegantly; sources are or unclearly; inappropriately or
sources are documented sources are unclearly;
documented accurately for the only documentation is
accurately. most part. occasionally inaccurate.
documented
accurately.