Oral Presentation Assessment
This rubric has been created to support teachers to assess students’ oral presentation skills. It covers core components of oral speaking skills and includes a section for additional comments, total score and space to write the timing.
Having trouble downloading?
Follow our step-by-step guide
Learning goals
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
- We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
- We are learning to plan and deliver oral or multimodal short presentations, providing some key details in logical sequence.
- We are learning to plan, rehearse and deliver presentations in an organised manner with relevant facts and description from reliable sources.
Curriculum alignment
AC9E4LY07
9
Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
AC9E3LY07
9
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
ACELY1689
8.4
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences
ACELY1677
8.4
Plan and deliver short presentations, providing some key details in logical sequence
ACELY1792
8.4
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-1A
old
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-CWT-03
new
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02
new
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-01
new
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELY308
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements
VCELY276
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume
VCELY275
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
Finding related resources…
Finding related resources…