|
The following criteria are suggested for
the evaluation of oral communication.
| Grade |
Characteristics
|
| A |
ZERO errors in
spelling*, grammar, punctuation*, and syntax; author's intent is clear;
answer is thorough and content is relevant to the issue(s) in question. |
| B |
ZERO errors in
spelling; errors in grammar, punctuation, and syntax are very minor;
author's intent is clear; minor omissions of content or minimal inclusion
of extraneous material do not substantially hinder reader understanding. |
| C |
ZERO errors in
spelling; errors in grammar, punctuation, and syntax detract from but do
not preclude reader understanding; awkward ordering of ideas, extraneous
material, or content omissions inhibits reader understanding |
| D |
ZERO errors in
spelling; errors in grammar, punctuation, and syntax present a serious
barrier to reader understanding; re-writing is required in order to
understand the writer's intent; extraneous material exceeds that which is
relevant; content omissions suggest a significant lack of understanding of
the assignment and/or the content. |
| E |
Spelling errors have
not been corrected; work demonstrates little regard for the conventions of
grammar, punctuation, and syntax; reader cannot understand author's
intent; the volume of extraneous and/or omitted material suggests that the
writer did not have sufficient understanding of the issue(s) involved to
complete the assignment. |
* Spelling and punctuation are relevant when oral communication is
accompanied by visual aids, Power Point slides and related materials.
|
Assessment of Oral Communication |
A
Work: Clear mastery
 | Main thesis is clearly communicated and of clearly superior quality. |
| Ideas are well organized. |
| Substantial and accurate content. |
| Superior development of content and ideas. |
| Sections are clearly organized, with effective transitions |
| Language choice and use is superior. |
| Excellent command of grammatical structures. |
| No usage errors. |
| Visual aids [e.g., Power Point slides, graphs, tables, diagrams] are
complete, appropriately used, well-formatted, relevant, and enhance
communication of the author's message |
| Author creates and maintains a positive relationship with his/her
audience (including but not restricted to eye contact, gestures, posture,
movement about the room) |
|
B
Work: Competent, acceptable
| Main thesis is clearly communicated. |
| Ideas are organized. |
| Adequate and accurate content. |
| Adequate development of content and ideas. |
| Solid attempt section development; uses
transitions. |
| Language is appropriate for a university course. |
| Minimal number of grammatical errors. |
| No usage errors. |
| Visual aids [e.g., Power Point slides, graphs, tables, diagrams] are
appropriately used; minor problems with completeness, format or
relevance do not seriously detract from communication of the author's
message |
| Author attempts to create and maintain a positive relationship with
his/her audience (including but not restricted to eye contact, gestures,
posture, movement about the room) |
|
C
Work: Barely acceptable
| Main idea vaguely presented. |
| Ideas poorly organized. |
| Insubstantial or incorrect content. |
| Ideas inadequately developed. |
| Little concept of section development or structure; weak transitions |
| Language generally inappropriate or flawed. |
| More than a minimal number of grammatical structure errors, such as
syntax. |
| Frequent usage errors, such as lack of agreement, pronoun misuse,
errors in tense. |
| Visual aids [e.g., Power Point slides, graphs, tables, diagrams] are
used ineffectively or not used at all; problems with completeness,
format or relevance are a distraction to the reader; lack of
visuals inhibits communication |
| Author's attempt to create and maintain a positive relationship with
the audience only partially successful |
|
D
Work: Unacceptable
| No clear main idea. |
| Ideas unorganized. |
| Little or incorrect content. |
| Ideas not developed. |
| No concept of section development or structure; poor or no transitions |
| Language entirely inappropriate. |
| Many errors in grammatical structure. |
| Many usage errors. |
| Visual aids [e.g., Power Point slides, graphs, tables, diagrams] are
seriously flawed [e.g., incorrect or irrelevant data; display
inappropriate to the situation data; formatting or spelling errors] or
not used at all; the lack of visual aids makes it difficult for the
reader to understand the author's message |
| Author neglects (or is unable) to create and/or maintain a positive
relationship with the audience; eye contact, gestures, posture, etc. are
ineffective |
|
E
Work: Unacceptable
| E
work has many of the attributes of D
work, but weaknesses are more numerous (individually and collectively). |
| Visual aids [e.g., graphs, tables, diagrams], if present, cannot be
interpreted and/or distort the author's message; lack of visual aids
weakens or inhibits communication; visual aids have not been spell-checked (or which have been
spell-checked but not proofread) |
| Content reflects a lack of understanding and/or application of course
material |
| Eye contact, gestures and other physical attributes of formal presentation
are totally lacking |
|
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