Organizes a speech and uses vocabulary to convey a message.Īppropriately speaks to inform, explain, demonstrates, or persuade.
Conveys meaning clearly and coherently through speech in both formal and informal situations.Īppropriately speaks to inform, explain, demonstrates, or persuade. Listens, interpreting verbal and nonverbal cues to construct meaning.Īctively listens, demonstrates understanding, and clarifies with questions and paraphrasing.Īctively listens for purpose, demonstrates understanding, and clarifies with questions and paraphrasing.Īctively listens for purpose, demonstrates understanding, clarifies with questions and paraphrasing, classifies, analyzes, and appies information. (Achieved by 22 percent of the students.) The student demonstrates little confidence. Little improvement is shown in the talk after watching the first version. The student uses no persuasive devices, has little eye contact or voice inflection, and does not take a clear stand on the issue. The main idea is unclear, and facts are disjointed. (Achieved by 8 percent of the students.) Level Two : The student's talk contains some specific information with some attempt at organization. The student is confident and takes risks. The student may make effective use of cue cards. The second version of the talk reveals significant changes based on revision after viewing. The student displays evidence of social, moral, and political responsibility, and offers creative solutions. Questions, eye contact, facial expressions, and gesture engage the audience. The talk is delivered in a style that interests and persuades the audience. The issue is clearly defined, and detail is judiciously selected to support the issue.
The content is powerfully focused and informative. The rubrics for a Level Five (highest) and a Level Two score on an 8th grade oral performance task read as follows: Level Five : The student is aware of the importance of both content and delivery in giving a talk. Such a combined standard-referenced and norm-referenced system was used in Toronto as part of its new Benchmarks program. It is a fact that you are in the top quartile for your class it is a fact that your score of 6 on a 6-point scale for writing portfolios was earned by only 4 percent of your class. They, too, are data without personalized judgment.
Norm-referenced scores are worth reporting.
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