Rubric Examples
Oral Presentation I
| |Beginning |Novice |Proficient |Exemplary |
| |The presentation is at a |The presentation may show |The presentation is |The presentation is exemplary |
| |beginning stage. |flashes of quality, but could |acceptable, but could be | |
| | |be improved in several |improved in a few important | |
| | |important ways. |ways. | |
|Content |The presentation does not |Important information is |Information is complete with |Information is complete and |
| |include information on the|missing, or there are few |basic supporting details, |well supported by detail, |
| |major points. |supporting details. |increasing audience knowledge|significantly increasing the |
| | | |at least to some degree. |audience's knowledge of the |
| | | | |topic. |
|Thinking and |The presentation does not |The presentation seems to |The presentation conveys good|The presentation conveys deep |
|Communication |express main points |convey only limited |understanding of the topic, |and thorough understanding of |
| |clearly, thoroughly, or |understanding of the topic. |with some lapses. |the topic. |
| |persuasively. |The main points are not clearly|The speaker's main points are|The speaker's main points are |
| | |stated or persuasive. |clear but are not persuasive.|logical and persuasive. |
|Organization, |No introduction is used to|The introduction is unclear or |The introduction states the |The introduction captures |
|Mechanics, |capture audience |fails to capture audience |purpose but does not capture |audience attention and gives a |
|and Vocabulary |attention. |attention. |the attention of the |clear statement of purpose. |
| |The body of the |The body of the presentation is|audience. |The main part of the |
| |presentation needs |confusing with limited |The main part of the |presentation is well organized,|
| |organization and |supporting details. |presentation is organized and|sequential, and well supported |
| |supporting details. |The closing is unclear or does |sequential with some |by detail. |
| |A suitable closing is |not include many of the major |supporting details. |The closing provides a thorough|
| |missing. |points. |The closing provides a basic |summary of all of the major |
| |The speaker has not |The speaker's topic related |summary of the most major |points. |
| |mastered key words and |vocabulary is limited. |points. |The speaker demonstrates a rich|
| |phrases relevant to the | |Vocabulary is appropriate to |vocabulary appropriate to the |
| |topic. | |the topic, with some lapses. |topic. |
|Illustration |No presentation aids. |Presentation aids do not |Presentation aids are |Presentation aids are clearly |
| | |enhance audience understanding |appropriate to the topic but |linked to the material, well |
| | |or are confusing. |are not well integrated into |executed, and informative to |
| | | |the overall presentation. |the audience. |
|Presentation |Control of speaking tone, |Clarity of speech is uneven; |Good speaking voice; recovers|Strong, clear speaking voice |
| |clarity, and volume is not|delivery is halting. |easily from speaking errors. |easily understood by audience. |
| |evident. |Limited evidence of creativity.|Creativity apparent, but is |Use of creativity keeps |
| |No evidence of creativity.|Speaker is not completely sure |not well integrated into |audience engaged. |
| |Speaker is visibly nervous|of topic but appears nervous or|presentation. |Speaker conveys confidence in |
| |and does not convey |disengaged. |Speaker is in command of the |talking about the topic. |
| |interest in the topic. |Limited or sporadic eye contact|topic but appears slightly |Excellent eye contact with |
| |Speaker does not make eye |with audience. |nervous in delivery. |audience throughout |
| |contact with audience. |Limited or inappropriate use of|Good eye contact with |presentation. |
| |Physical gesture and |physical gesture and facial |audience throughout most of |Use of physical gesture and |
| |awareness of facial |expression. |the presentation. |facial expression conveys |
| |expression are absent. | |Use of physical gesture and |energy and enthusiasm. |
| | | |facial expression is good, | |
| | | |but appears forced or | |
| | | |artificial at times. | |

"Oral Presentation I" is adapted from Co-nect Student Project Guide, 2002.
Rubric Examples
Oral Presentation II
|Criteria and Weight |Unsatisfactory |Proficient |Advanced |
| |Below performance standards |Acceptable Criteria |Demonstrates exceptional performance |
|Structure and Organization / 30% | |In addition to Proficient criteria: |
|Introduction |No formal introduction, or |Introduction has clear thesis |Clever attention-getting introduction or an |
| |introduction had no clear |statement and a preview of topics |imaginative thesis and preview. |
| |thesis statement. No preview |to be discussed. | |
| |of topics to be discussed. | | |
|Main Ideas |Main ideas were not separated |Main ideas were separated into |Ideas connected by original transitions, |
| |into logical progression. |logical progression. |logical throughout; creative pattern. |
|Supporting Materials |Important ideas were not |Important ideas and viewpoints | |
| |supported with references or |were supported with accurate and | |
| |data. |detailed references to text or | |
| | |other works. | |
|Conclusion |No conclusion, or conclusion |Conclusion restated thesis |Conclusion tied speech together, and message |
| |did not adequately summarize |statement and summarized the ideas|was memorable. |
| |presentation. |presented. | |
|Length Requirement |Presentation did not use time |Time requirement was met for |Speaker used logical, ethical, and emotional |
| |allotted. |specific assignment (neither too |appeals that enhanced a specific tone and |
| | |long or too short). |purpose. |
|Vocal Expression / 20% | |In addition to Proficient criteria: |
|Rate and Volume of Speech |Speaker was hard to hear or |Speaker was easy to hear and |Speaker was enjoyable to hear; used |
| |understand. |understand. |expression and emphasis. |
| | | | |
|Pitch, Articulation, and |Voice or tone distracted from |Tone was conversational, but with |Speaker used voice to create an emotional |
|Pronunciation |purpose or presentation. |purpose. |response in audience. |
| |Excessive use of verbal |Voice sounded natural, neither | |
| |fillers. |patterned nor monotone. | |
| | |Speaker pronounced words clearly, | |
| | |correctly, and without verbal | |
| | |fillers. | |
|Physical Characteristics / 15% | |In addition to Proficient criteria: |
|Eye Contact |Little eye contact. |Strong eye contact. | |
|Posture |Poor or slouchy posture. |Posture conveyed confidence. |Commanding, purposeful posture. |
|Gestures and Movement |Movements were stiff or unnatural.|Gestures and movements were natural| |
| | |and effective. | |
|Attire |Attire was inappropriate for |Attire was appropriate for audience|Attire was chosen to enhance presentation. |
| |audience. |and purpose. | |
|Appropriateness of Content and Language / 15% |In addition to Proficient criteria: |
|For Audience, Purpose, and |Speaker used inappropriate language, |Speaker obviously considered |Examples and words were creative and well |
|Assignment |context, or examples for this audience.|the audience and used |chosen for target audience. |
| |Speaker did not explain the assignment |appropriate language and | |
| |or purpose of presentation. |examples. | |
| | |Speaker conveyed a clear | |
| | |understanding of assignment | |
| | |requirements and content. | |
|Overall Impact / 10% | |In addition to Proficient criteria: |
|Energy, Enthusiasm, |Speaker presented the message without |Speaker appeared to believe |Overall presentation was creative and |
|Sincerity, Originality |conviction. |strongly in message and |exciting. |
|/Creativity | |demonstrated desire to have | |
| | |audience listen, understand, | |
| | |and remember. | |
|Features / 10% | |In addition to Proficient criteria: |
|Multimedia, Visuals, Audio |Materials detracted from content or |Materials added, did not |Speaker creatively integrated a variety of |
| |purpose of presentation or were of low |detract from presentation. |objects, charts, and graphs to amplify the |
| |quality. |Materials used were quality |message. |
| | |products, easy to see and | |
| | |hear. | |

"Oral Presentation II" is adapted from materials provided by Napa New Technology High School, Napa, California, 2001-2002.
Rubric Examples
Research Paper
| |Beginning |Novice |Proficient |Exemplary |
| |The research paper is at |The research paper may |The research papers |The research paper is exemplary |
| |a beginning stage. |show flashes of quality, |acceptable. | |
| | |but could be improved in | | |
| | |several ways. | | |
|Content |Piece is lacking |Provides basic |Provides partially |Provides complete, accurate, and|
| |information and/or |information, some of which|complete, accurate, and |relevant information; based |
| |information is inaccurate|may be incorrect and/or |relevant information; |firmly on extensive and careful |
| |and irrelevant. |irrelevant; based on |based on adequate |research. |
| | |minimal research. |research. | |
|Thinking and |Demonstrates little |Demonstrates some |Demonstrates a general |Demonstrates in-depth |
|Communication |understanding of the |understanding of the |understanding of the |understanding and insight into |
| |topic. |topic, but with limited |topic. |the issue(s) under discussion, |
| |Ideas are not expressed |analysis and reflection. |Ideas are generally |through careful analysis and |
| |clearly or supported by |Ideas are not expressed |expressed clearly through|reflection. |
| |examples, reasons, |clearly and examples, |adequate use of examples,|Ideas are developed and |
| |details, and |reasons, details, and |reasons, details, or |expressed fully and clearly, |
| |explanations. |explanations are lacking. |explanations. |using many appropriate examples,|
| |No interpretation and |Examines the issue from a |Examines the issues from |reasons, details, or |
| |analysis of the material.|single perspective. |more than one |explanations. |
| | | |perspective. |Examines the issue from three or|
| | | | |more perspectives. |
| |The written sections lack|Language is copied from |The work is written in |All idea's are in the author's |
|Organization, |organizational devices, |another source. |the author's own words. |own, well-chosen words. |
|Mechanics, |such as paragraphs, |Organizational devices, |There are some problems |Organizational devices, such as |
|and Vocabulary |sections, chapters, and |such as paragraphs, |with organizational |paragraph sections, chapters, |
| |transitions. |sections, chapters, and |devices, such as |and transitions, have been used |
| |Numerous errors in |transitions, are flawed or|paragraphs, sections, |effectively. |
| |grammar, punctuation, |lacking. |chapters, and |With minor exceptions, grammar, |
| |spelling, and/or |Numerous errors in |transitions. |punctuation, spelling, and/or |
| |capitalization. |grammar, punctuation, |There are several errors |capitalization are correct. |
| |A bibliography or |spelling, and/or |in grammar, punctuation, |A bibliography or reference |
| |reference section is |capitalization. |spelling, and/or |section identifies a variety of |
| |missing. |The bibliography or |capitalization. |primary and secondary sources. |
| | |reference sections |A bibliography or | |
| | |contains an inadequate |reference section | |
| | |number of primary or |identifies an adequate | |
| | |secondary sources. |number of primary and | |
| | | |secondary sources. | |
|Illustration |Illustrations do not help|Visuals are unrelated or |The work is supported by |The work is well supported by |
| |the audience understand |offer little support of |visuals. |carefully illustrated and useful|
| |the content and core |the work. |There is some mislabeling|tables, charts, diagrams, |
| |message(s). |Graphics, tables, charts, |of graphics or design |pictures, and/or a model-all |
| | |diagrams, pictures, and/or|mistakes (e.g., a picture|properly labeled and captioned. |
| | |models are mislabeled or |is confusing because it | |
| | |irrelevant. |doesn't have a caption). | |
|Presentation |The piece is not neat or |The work is not neat and |The presentation is good.|The work is well presented and |
| |organized, and it does |includes minor flaws or |The overall appearance is|includes all required elements. |
| |not include all required |omissions or required |generally neat, with a |The overall appearance is neat |
| |elements. |elements. |few minor flaws or |and professional. |
| | | |missing elements. | |

"Research Paper" is modified from the Co-nect Student Project Guide, 2002.
Rubric Examples
Critical Thinking
|Criteria |Unsatisfactory |Proficient |Advanced |
| |Below performance standards |Acceptable criteria |Demonstrates exceptional performance |
|Appropriateness |Material (photo, sound files, video |Student selects material (photos, |In addition to Proficient criteria: |
|The student selects material, |clips, apparel, illustrations, etc.) |sound files, video clips, apparel, |Student shows a deep understanding of|
|objects, and/or techniques that meet |is not appropriate for the audience |illustrations, etc.) that is |the audience and the situation by |
|the needs, requirements, and rules of|and the situation. |appropriate for the audience and the |selecting material that enhances |
|the time, place, and audience. |Language is not appropriate for the |situation. |understanding. |
| |audience and the situation (as |Student uses language appropriate for|Student uses language that creates a |
| |defined by school and district |the audience and the situation. |strong, positive reaction in |
| |guideline). |Student selects an effective tool, |audience. |
| |No evidence that students has |technique, or paradigm to achieve the|Student creates tools, techniques, or|
| |selected an effective tool, |desired goal as defined in the |paradigms that effectively achieve |
| |technique, or paradigm to achieve the|project or course guideline. |the desired goal. |
| |goal as defined in the project or |Student uses humor that enhances | |
| |course guideline. |understanding and doesn't offend | |
| |Humor doesn't enhance understanding |audience. | |
| |and may offend audience. | | |
|Application |Ability to apply theories, |Student demonstrates an ability to |In addition to Proficient criteria: |
|The student uses this material, |principles, and/or skills to new |apply theories, principles, and/or |Student actively seeks new |
|understanding, and/or skill in new |situations, settings, or problems not|skills to new situations, settings, |environment and situations to apply |
|situations. |demonstrated. |or problems. |theories, principles, and/or skills. |
| |Student is not able to modify | |Student provides multiple examples of|
| |theories, products, behaviors, or | |how theory, principals, or skill can |
| |skills to fit new or changed | |be applied. |
| |environment. | | |
|Analysis |Student does not demonstrate a clear |Student demonstrates a clear |In addition to Proficient criteria: |
|The student breaks down this material|understanding of the rules, |understanding of the rules, |Student uses his/her analysis to |
|and/or skill into its component parts|definitions, laws, concepts, |definitions, laws, concepts, |teach the definitions, laws, |
|so that its structure can be |theories, and principals of topic or |theories, and principals of topic or |concepts, theories, and principals |
|understood. |skill under study. |skill under study. |under study. |
| |Analysis does not include diagrams, |Analysis includes diagrams, models, |Student and/or audience is able to |
| |models, timelines, illustrations, or |timelines, illustrations, or |differentiate between similar |
| |step-by-step progression of |step-by-step progression of |definitions, laws, concepts, |
| |object/principal/problem under study.|object/principal/problem under study.|theories, and principals. |
| | | |The student can differentiate between|
| | |The student can identify |correlation and cause and effect. |
| | |relationships between ideas, data | |
| | |sets, and phenomena. | |
|Evaluation |Student does not demonstrate |Student demonstrates understanding of|In addition to Proficient criteria: |
|The student judges the quality (based|understanding of the criteria used |the criteria used for evaluations. |Evaluation includes references |
|on both subjective and objective |for evaluation. |Student is able to defend his/her |(comparison/contrast) to three or |
|standards) of the material, object, |Student does not defend his/her |evaluation (critique). |more objects/ideas/materials. |
|or performance. |evaluation (critique). |Evaluation in supported by reference |Student creates clearly defined |
| |Evaluation is not supported by |to standards. |criteria (e.g. rubric, standards, |
| |reference to standards. |Evaluation includes comparison and |guidelines) for evaluation. |
| |Evaluation does not include |contrast to other | |
| |comparison and contrast to other |ideas/objects/materials. | |
| |ideas/objects/materials. | | |
|Synthesis |Synthesis does not successfully |Synthesis integrates ideas, images, |In addition to Proficient criteria: |
|The student combines more than one |integrate ideas, images, and/or |and/or objects to form a cohesive |Synthesis is unique. |
|object or idea and forms a new, |objects to form a cohesive whole. |whole. |Synthesis shows careful planning and |
|cohesive whole. |Student does not summarize his/her |Student is able to summarize his/her |attention to how disparate elements |
| |thinking during the process of |thinking during the process of |fit together. |
| |synthesis. |synthesis. |Student is able to create new |
| |Combination of elements is not |Combination of elements is logical |synthesis based on changing |
| |logical and/or verifiable. |and justified. |circumstances, input, or environment.|
| | | |Combination of elements is verified. |

"Critical Thinking” is adapted from materials provided by Napa New Technology High School, Napa, California,, 2001-2002.
Rubric Examples
Peer Collaboration and Teamwork
|Criteria |Weight |Unsatisfactory |Proficient |Advanced |
|Leadership |25% |Group member played a passive |Group members played an active |In addition to Proficient criteria: The group |
|and Initiative | |role, generating few new ideas;|role in generating new ideas, |member provided leadership to the group by |
| | |tended to do only what they |took initiative in getting |thoughtfully organizing and dividing the work, |
| | |were told to do by others or |tasks organized and completed, |checking on progress, or providing focus and |
| | |did not seek help when needed. |and sought help when needed. |direction for the project. |
|Facilitation |25% |Group member seemed unable or |Group members demonstrated |In addition to Proficient criteria: The group |
|and Support | |unwilling to help others, made |willingness to help other group|member actively checked with others to |
| | |nonconstructive criticisms |members when asked, actively |understand how each member was progressing and |
| | |toward the project or other |listened to the ideas of |how he or she may be of help. |
| | |group members, or distracted |others, and helped create a | |
| | |other members. |positive work environment. | |
|Contributions and Work Ethic |50% |Group member was often |Group member was prepared to |In addition to Proficient criteria: The group |
| | |off-task, did not complete |work each day, met due dates by|member made up for work left undone by other |
| | |assignments or duties, or had |completing assignments/duties, |group members and demonstrates willingness to |
| | |attendance problems that |and worked hard on the project |spend significant time outside of class/school |
| | |significantly impeded progress |most of the time. If absent, |to complete the project. |
| | |on project. May have worked |other group members knew the | |
| | |hard, but on relatively |reason and progress was not | |
| | |unimportant parts of the |significantly impeded. | |
| | |project. | | |