Adapted from Huba, M.E., & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning (pp. 156-157). Allyn & Bacon: Needham Heights, MA
| Components | 3-Sophisticated | 2-Competent | 1-Not yet Competent |
|---|---|---|---|
|
Organization |
Presentation is clear, logical, and organized. Listener can follow line of reasoning. |
Presentation is generally clear and well organized. A few minor points may be confusing. |
Organization is haphazard; listener can follow presentation only with effort. Arguments are not clear. |
|
Style |
Level of presentation is appropriate for the audience. Presentation is a planned conversation, paced for audience understanding. It is not a reading of a paper. Speaker is comfortable in front of the group and can be heard by all. |
Level of presentation is generally appropriate. Pacing is sometimes too fast or too slow. Presenter seems slightly uncomfortable at times, and audience occasionally has trouble hearing him/her. |
Aspects of presentation are too elementary or too sophisticated for audience. Presenter seems uncomfortable and can be heard only if listener is very attentive. Much of the information is read. |
|
Use of Communication Aids |
Communication aids enhance presentation.
|
Communication aids contribute to the quality of the presentation.
|
Communication aids are poorly prepared or used inappropriately.
|
|
Content: Depth of Content |
Speaker provides accurate and complete explanations of key concepts and theories, drawing on relevant literature. Applications of theory illuminate issues. Listeners gain insights. | For the most part, explanations of concepts and theories are accurate and complete. Some helpful applications are included. | Explanations of concepts and/or theories are inaccurate or incomplete. Little attempt is made to tie theory to practice. Listeners gain little from the presentation. |
|
Content: Accuracy of Content |
Information (names, facts, etc) included in the presentation is consistently accurate. |
No significant errors are made. Listeners recognize any errors to be the result of nervousness or oversight. |
Enough errors are made to distract a knowledgeable listener. Some information is accurate but the listener must determine what information is reliable. |
|
Use of Language: Grammar and Word Choice |
Sentences are complete and grammatical. They flow together easily. Words are well chosen; they express the intended meaning precisely. | Sentences are complete and grammatical for the most part. They flow together easily. With some exceptions, words are well chosen and precise. | Listeners can follow presentation, but they are distracted by some grammatical errors and use of slang. Some sentences are halting, incomplete, or vocabulary is limited or inappropriate. |
|
Use of Language: Freedom from Bias (e.g., sexism, racism, heterosexism, agism, etc.,) |
Both oral language and body language are free from bias. |
Oral language and body language are free from bias with one or two minor exceptions. |
Oral language and/or body language includes some identifiable bias. Some listeners will be offended. |
|
Responsiveness to Audience: Verbal Interaction |
Consistently clarifies, restates, and responds to questions. Summarizes when needed. |
Generally responsive to audience questions and needs. Misses some opportunities for interaction. |
Responds to questions inadequately. |
|
Responsiveness to Audience: Body Language |
Body language reflects comfort interacting with audience |
Body language reflects some discomfort interacting with audience. |
Body language reveals a reluctance to interact with audience. |
Eberly Center for Teaching Excellence, Carnegie Mellon University