Rated Area: Introduction | Measure of Failure | Measure of Success | Measure of Excellence | Greeting: Identify Self, Audience, Organization | Failed to include elements required by ADRP 5-0 for the type of briefing. | Included all elements required by ADRP5-0 for the type of briefing. | Effectively presented all elements required by FM 5-0 for the type of briefing. | Briefing Type & Classification | Failed to include elements required by ADRP 5-0 for the type of briefing. | Included all elements required by ADRP 5-0 for the type of briefing. | Effectively presented all elements required by FM 5-0 for the type of briefing. | Purpose & Scope | Failed to describe purpose & scope of the briefing. | Adequately described purpose & scope of the briefing. | Smoothly described purpose & scope of the briefing. | Outline or Procedure: Main Idea, Main Point, Gained Attention | Failed to secure attention; lacked imagination and ingenuity. Main idea not clear; not relevant to purpose or audience; and not focused on a specific idea. Failed to announce major points. | Gained audience attention; adequately stated main idea and announced major points. Main idea relevant and focused on a specific idea. | Used imagination to immediately gain audience attention; clearly stated main idea and announced major points. Main idea memorable and focused on one relevant, interesting idea. | Rated Area: Main Body | Measure of Failure | Measure of Success | Measure of Excellence | Arrange Ideas in Logical Sequence | Presentation failed because of poor organization, lack of unity, or inappropriate methods and techniques; sequencing inconsistent with main idea and major points; major points did not support the main idea. | Organized presentation; logical development of subject matter and ideas; selection and sequencing of major points supported main idea. | Well-organized presentation. Selection of major points and sequencing were appropriate and effective in supporting the main idea. Major points and subordinate ideas logically sequenced so that one flowed naturally into the next. | Content | Subject too broad or too narrow for time available. Content weak or failed to support main idea. Material presented not relevant to topic. Facts were vague, inaccurate, or uninteresting. Failed to adequately develop major points; presentation lacked verbal supports (examples, comparisons, and quotations). Was dull and monotonous. | Subject neither too broad nor too narrow for time available. Content relevant and adequately supported main idea. Facts presented were generally clear, correct, relevant, and interesting. Adequately developed major points; generally effective verbal supports (examples, comparisons, and quotations) | Subject precisely narrowed to fit time available: allotted time used effectively to provide an in-depth exploration of topic. Content fully supported the main idea. All points well developed. Facts presented were precise, interesting, and accurate. Appropriate, interesting, and effective verbal supports (examples, comparisons, and quotations) | Use of Visual Aids/ Physical Conditions | Poor room’s physical conditions. Visual aids inadequate or lacking, failed to illustrate the point, or contained misspelled words. Briefer unprepared to use visual aids, directed all the attention to them, insufficiently explained them | Room physical conditions acceptable. Visual supports relevant and generally illustrated the points. Briefer familiar with them, introduced them at the proper times, and used them with adequate skill. | Room physical conditions acceptable. Visual supports relevant, effective, professional, and illustrated the points simply and clearly. Briefer well-acquainted with them and smoothly and effectively introduced, explained, and removed them. | Use of Transitions | Moved from one point to another without clear transitions. Hard to follow. | Usually made smooth transitions from one point to another. | Transitions were smooth, identifiable, and clarified the relationship between the points. | Rated Area: Communication Factors | Measure of Failure | Measure of Success | Measure of Excellence | Appearance & Bearing | Posture unprofessional, slouching, or hunched. Untidy and careless in attire; unkempt personal appearance and grooming; uniform wrinkled or dirty. Did not move during presentation (tied to lectern) or movements were awkward, jerky, repetitious, meaningless, or excessive. | Posture straight with weight on balls of feet. Neat and well groomed. Not tied to lectern. Movements varied and usually smooth and purposeful but not excessive; generally supported message. | Posture erect, alert, comfortable, and natural. Neat and well groomed Movements natural, easy, well-timed, and purposeful. Movements supported the message--helped hold attention, maintain interest, and convey thoughts more clearly. NOTE: Uniform and appearance must meet standards of AR 670-1 or other appropriate service regulation. | Voice Characteristics | Uneven, excessively choppy speech; too rapid or too slow; created an impression of excessive nervousness or anxiety; words not clear to all members of the audience; pace unvaried and monotonous. Voice was uncharacteristically harsh; pitch monotonous. Use of pauses erratic and made the ideas difficult to follow; rushed words instead of pausing; vocalized pauses. | Pace varied and appropriate (not too fast or too slow) for subject matter and audience size. Pitch varied within normal range for speaker, not uncharacteristically shrill or monotone. Use of pauses generally effective and usually free of vocalizations. | Pace was appropriate for subject and audience; effectively used variety in pace and pitch to emphasize points and convey intensity of convictions and depth of feelings. Used pauses effectively to clarify ideas and emphasize important points. | Eye Contact | Stared at floor, ceiling, or a fixed point in the room; depended completely on notes or script. Failed to make eye contact with audience. | Usually maintained eye contact with the audience; made eye contact with all members of a small audience or with groups in a larger audience. Only referred occasionally to notes. | Used eye contact to keep the audience focused on the message. Maintained personal eye contact with the audience creating a true feeling of the speaker’s interest in each member of the audience individually. Use of notes inconspicuous. | Gestures | Stilted, meaningless, affected, or excessive; speaker had extremely distracting mannerisms; all gestures looked alike. | Natural and appropriate to the occasion; usually purposeful; few distracting mannerisms. | Varied, natural, purposeful, appropriate, and helped keep the audience focused on the message. Use of gestures reinforced ideas and feelings and gave a visual dimension to the words. | Verbal Clarity | Did not articulate thoughts or ideas clearly. Often used wrong words or words chosen to impress the audience. Made frequent errors in grammar. Frequently mispronounced words | Articulated most thoughts and ideas clearly. Used appropriate words. Errors in grammar were minor and not distracting. Seldom mispronounced words. | Articulated thoughts and ideas clearly, concisely, and quickly. Words precise, simple, conversational, and used and pronounced correctly. Grammar correct. | Rated Area:Time Management | Measure of Failure | Measure of Success | Measure of Excellence | Length of Presentation | Failed to present briefing/speech within the time limits specified for the oral presentation. | N/A | Presented briefing/speech within the time limits specified for the oral presentation. | Rated Area: Closing | Measure of Failure | Measure of Success | Measure of Excellence | Asked for Questions | Failed to ask for questions. | N/A | Asked for questions. | Respond to Questions | Failed to use proper question and answer techniques. Responses revealed a fundamental lack of knowledge; answers lacked allied or supportive information; frequent errors of facts; many ambiguities and misleading statements; bluffed to cover up inadequacies; avoided answering direct questions. | Usually used proper question and answer techniques. Responses revealed an adequate knowledge of the specific subject. Responded candidly when unsure of an answer. | Answered all questions using proper question and answer techniques. Well prepared for questions. Responses revealed a solid knowledge of the subject and allied material. Answers well-organized and facts accurate. | Recap Main Ideas | No summary, or only an ineffective, token summary. | Recapped major points and returned to the main idea. | Summary returned audience to the main idea and effectively summarized the major points and their relationship to the main idea. | Concluding Statement | Failed to make closing statement. | Closing statement adequate for type of presentation. | Strong, decisive closing statement clearly appropriate to type of presentation, subject, and audience. | Announce Next Speaker | Failed to announce next speaker. | N/A | Announced next speaker. | |
Note: These are the grading standards the instructor will use to evaluate your oral presentations—
Competence:
* The steps listed in the columns above are indicative of a competently developed and delivered speech. The fulfillment of all requirements is representative of excellent and superior work. * Competent speeches “fill the squares”. Superior speeches do more, do it better, do it more efficiently, or do it with greater excitement—or all of these.
Combine Column Scoring: * 0-79 Points = Unsatisfactory * 80-89 Points = Satisfactory * 90-100 Points = Superior
Note: Refer to ADRP 5-0, Appendix B to follow the rubric outline. ORAL PRESENTATION EVALUATION LAST NAME, FIRST, MI | LESSON # | DATE |

SUBJECT OF PRESENTATION | TYPE OF PRESENTATION |

Note: Instructor will grade each Soldier on each block on a 1-5 point average. Rated Area: Introduction | Score Range | Student Score | Remarks | Prepare class room | 1-5 | | | Greeting: Identify Self, Audience, Organization | 1-5 | | | Briefing Type & Classification | 1-5 | | | Purpose & Scope | 1-5 | | | Outline or Procedure: Main Idea, Main Point, Gained Attention | 1-5 | | | Rated Area: Main Body | Score Range | Student Score | Remarks | Arrange Ideas in Logical Sequence | 1-5 | | | Content | 1-5 | | | Use of Visual Aids/ Physical Conditions | 1-5 | | | Use of Transitions | 1-5 | | | Rated Area: Communication Factors | Score Range | Student Score | Remarks | Appearance & Bearing | 1-5 | | | Voice Characteristics | 1-5 | | | Eye Contact | 1-5 | | | Gestures | 1-5 | | | Verbal Clarity | 1-5 | | | Rated Area:Time Management | Score Range | Student Score | Remarks | Met Specified Time Requirements | 1-5 | | Range: Actual: | Rated Area: Closing | Score Range | Student Score | Remarks | Asked for Questions | 1-5 | | | Respond to Questions | 1-5 | | | Recap Main Ideas | 1-5 | | | Concluding Statement | 1-5 | | | Announce Next Speaker | 1-5 | | | Total | Possible 100 | | |

Additional Facilitator Comments:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Note: Derive the academic score by adding the total points awarded. Annotate appropriate rating based on total points. If the student receives an unsatisfactory score, they must present the briefing again, but they can only do so once (See the Student Assessment Plan for further information). The highest rating the student can receive for a second presentation after an initial NO GO is Satisfactory.

Unsatisfactory: ___________ Satisfactory: ___________ Superior: __________ 0-79 80-89 90-100

ACKNOWLEDGEMENT: Student:

________________________ _______________________ _____________ Print Signature Date

Instructor:

________________________ _______________________ _____________ Print Signature Date