EVALUATING WRITTEN AND ORAL ASSIGNMENTS:

A COLLECTION OF BEHAVIORAL, HOLISTIC, WORKPLACE, AND DIGITAL RUBRICS

Mary Ellen GuffeyLos Angeles Pierce College

Thomson South-Western Publishing

Carolyn M. SeeferDiablo Valley College

James M. DubinskyVirginia Tech

Association for Business Communication70th Annual Convention

Irvine, CaliforniaOctober 20, 2005

Evaluating Written Assignments

Assigned-Weights MethodEach document is graded according to assigned weights. For example, the opening is assigned a weight of 10 points.

Possible YourCategory Points Score

Opening, closing 10 _______Strategy, organization 10 _______Completeness, accuracy 10 _______Tone, goodwill effect 10 _______Clarity, coherence 10 _______Overall effect, originality 20 _______Mechanics 30 _______

Spelling (–5 pts.)Word choice (–5)Major error (–6)Minor error (–2 or more)Idiom, syntax, or other error (–2 to –12)

Bonus Points

TOTAL POINTS ______

If you prefer to penalize more (or less) for mechanical errors, change the points deducted.

Dual-Criteria MethodEach assignment is graded on the basis of the following criteria:

Content (10 pts.) Grammar/Mechanics (10 pts.)Strategy AppearanceOrganization FormatCoherence GrammarTone CapitalizationClarity SpellingReader benefit Word choiceOpening, closing ConcisenessOverall effectiveness Writing technique

Every assignment starts out with 20 points. The instructor devises a method of deducting points for faults, for example, –2 for any content fault (or more, depending upon the severity of the fault), –1 for minor grammar/mechanical problems, and –2 for severe grammar/mechanical problems. Numbers may be converted to grades using this optional scale:

A = 18–20 points C = 8–13 points

B = 14–17 points D = 4–7 points

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Check-Mark MethodStudents may rewrite assignments as often as required to receive a check mark, which usually signifies “B” work. A student’s grade is determined by the number of check-mark assignments completed during the marking period. For further discussion of check mark grading, consult Teaching Business Communication Two, edited by George H. Douglas (Urbana, IL: Association for Business Communication), 222.

A = 15 check marks C = 11–12 check marks

B = 13–14 check marks D = 9–10 check marks

0, 1, 2 Holistic Method Similar to the checkmark method, this holistic method includes only three possible scores. Marilyn Dyrud, Oregon Institute of Technology, developed this plan which she says minimizes student complaints and reduces instructor drudgery. Students may rewrite assignments to improve their grades. For further discussion, see “Preserving Sanity by Simplifying Grading” appearing in Business Communication Quarterly, March, 2003, 78. Here is Professor Dyrud’s evaluation criteria for letters and memos:

2 An excellent letter/memo is mailable as is (requires no revision) follows format specs and assignment requirements is signed/initialed has no mechanical errors (spelling, punctuation, syntax) attends to the audience’s needs maintains “you” attitude throughout uses positive terminology, even when delivering bad news is written with flair uses appropriate tone and is an asset to company image

1 An acceptable letter/memo may be mailed as is, but probably requires some revision follows format specs and assignment requirements is signed/initialed has some noticeable mechanical errors may inaccurately estimate the audience may not emphasize “you” attitude may include negative terminology

0 An unacceptable letter/memo is not mailable (requires a major overhaul) does not follow format specs and/or assignment requirements has noticeable mechanical errors uses inappropriate tone is not signed/initialed ignores the reader has negative terminology is a detriment to company image

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Contract Method At the beginning of a course, students sign contracts outlining the requirements that will determine their final grades. An example of such a contract follows:

CONTRACT

During the semester I would like to work for a grade of _________. I will complete the requirements stated below for this grade; if I fail to meet the requirements, I will contract down.

Proposed by __________________________ Date _______________________

Approved by _________________________ Date _______________________

C-Level

1. I will read the assigned material.

2. I will meet the basic requirements of the course, performing at a satisfactory level and handing in written assignments when due. I will rewrite any work that my instructor deems unsatisfactory and return it within one week.

3. I will make a positive contribution to the small-group activities.

4. I will take a final exam, performing at a satisfactory level, if my absences are excessive.

B-Level

1. I will complete all requirements for the “C” level.

2. I will make an oral report on _________________________________________(some phase of communication that meets the instructor’s approval).

3. I will interview a business executive on communication in his or her firm and write a report on the interview.Name and/or title of executive ________________________________________Name of business firm ______________________________________________

4. I will perform at this grade level; that is, most papers will be satisfactory when turned in the first time.

A-Level

1. I will complete all requirements for the “B” level.

2. I will write a formal report.

3. I will work at this grade level throughout the semester; that is, an assignment will seldom, if ever, have to be rewritten.

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Workplace-Based Method This method, from Mike Markel (Technical Communication, Boston: Bedford/St. Martin's), allows you to use a rubric to grade students in a way that parallels how writing might be evaluated on the job. If you choose this method, you should give students a copy of the rubric at the beginning of the course and go over it in detail. Letter grades are equivalent to performance evaluations on the job.

GradeDescription

A Your supervisor would send this document without any changes; he/she would be impressed and remember the work when a promotion is discussed.

B Your supervisor would send this message with minor editing; it will get the job done; he/she would be satisfied.

C Your supervisor would be disappointed and ask you to revise before allowing those outside the department to see it.

D Your supervisor would be troubled by the poor quality of work or by the sloppiness and would not consider you for any promotion; the document must be completely rewritten before he/she would send it.

F Your supervisor would start looking for someone to replace you; the document does not show an understanding of the assignment.

Report Grading Rubric

Criteria Points Possible Points Earned

Preliminary Pages (includes Title Page, Memo of Transmittal, Table of Contents, and Executive Summary)

10

Body of Report (includes Introduction, required sections, and Conclusion) 40

Adequate Research (must have a minimum of five different resources and they must be documented using proper MLA format)

10

Mechanics (includes grammar, spelling, and punctuation)

20

Appearance/Professionalism (includes neatness, layout, presentation, proper format, etc.) 20

TOTAL 100

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Evaluating Oral Presentations

A Rubric for Judging the Quality of an Oral Business Presentation1 2 3 4 5

Eye Contact Essentially no eye contact. Reads continuously, glancing up only once or twice a minute. Stares at ceiling or consistently looks at slide screen

Somewhere between no and moderate eye contact.

Moderate eye contact. Either faces audience but refers to notes or slides occasionally (couple of times a minute) or turns body sometimes to screen.

Somewhere between moderate and continuous eye contact.

Continuous eye contact. Faces audience and refers to notes or slides less than once a minute. Rarely glances at slide screen or at part of room away from audience.

Body Language Distracting. Sways, paces, or fidgets so that audience is distracted from presentation. Poor use of hands (in pockets, jingling keys, playing with pen).

Somewhere between distracting and neutral body language.

Neutral. Stands facing the audience. Occasionally uses hands and body movements appropriately, but may still be a little stiff or nervous.

Somewhere between neutral and engaging body language.

Engaging. Uses gestures (e.g., pointing with hands) and expressions to enhance the presentation. Speaker looks very comfortable and natural.

Voice Qualities Poor. Halting, uneven pace. Can not hear all of the words due to mumbling, speaking too softly, speaking too quickly, or in a monotone.

Somewhere between poor and adequate voice qualities.

Adequate pace and volume. Speaks fairly clearly but lacks sufficient variations in vocal intonation for emphasis.

Somewhere between adequate and excellent voice qualities.

Fluid, natural delivery. Speaks moderately slowly with good vocal variety, articulation, and volume.

Command of Material

Poor. Struggles often to find words. Reads most of presentation.

Somewhere between poor and adequate command of material.

Reads less than once a minute, struggles occasionally to find words.

Somewhere between adequate and excellent command of material.

Excellent. Does not read from notes or slides. Expresses ideas fluently in own words.

Visual Aids Ineffective. Overheads, slides, or handouts are hard to read, distracting, or inadequate for presentation.

Somewhere between ineffective and adequate visual aids.

Adequate. Readable overheads, handouts. Enhance presentation.

Somewhere between adequate and excellent visual aids.

Excellent overheads or slides. Easy to read, attractive, greatly enhance presentation.

Content Poor. Purpose not clear, information disjointed or inadequate.

Somewhere between poor and adequate content.

Adequate. Information is usually relevant and appropriate to audience.

Somewhere between adequate and engaging content.

Engaging. Information is relevant to audience. Excellent details.

Source: Kim Sydow Campbell, David L. Mothersbaugh, Charlotte Brammer, and Timothy Taylor, “Peer Versus Self-Assessment of Oral Business Presentation Performance,” Business Communication Quarterly, Volume 64, Number 3, September 2001, pp. 25–42. Reprinted with the permission of the Association for Business Communication.

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Individual Oral Presentation Evaluation Form

NAME OF PRESENTER:

TOPIC:

Beginning Time: Ending Time:

You will be awarded between 0 and 10 points for each of the following 10 criteria, for a total possible 100 points. Additional comments will be given below each criterion to help you when preparing future oral presentations.

INTRODUCTION (gained attention, introduced topic, led effectively into body)

CONTENT/BODY (informative, thorough, relevant, clearly researched)

CONCLUSION (memorable, powerful, action-oriented)

ORGANIZATION/PREPARATION (easy to follow, clear transitions, shows carefulpreparation/practice, well timed)

PURPOSE (clearly understood/met purpose of presentation—informative, persuasive,procedural, etc.)

AUDIENCE (clearly understood needs/backgrounds of target audience, personalizedpresentation for audience)

VOICE (loudness, variety, tone, enthusiasm)

BODY LANGUAGE (posture, gestures, professional attire)

LANGUAGE (grammar, vocabulary, word choice, verbal pauses)

EYE CONTACT (good extemporaneous method, looked at notes infrequently)

GRAND TOTAL

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Group Oral Presentation Evaluation Form

NAMES OF PRESENTERS:

TOPIC:

Beginning Time: Ending Time:

You will be awarded between 0 and 10 points for each of the following 10 criteria, for a total possible 100 points. Additional comments will be given below each criterion to help you when preparing future oral presentations.

INTRODUCTION (gained attention, introduced members, built credibility, led effectivelyinto body, covered agenda)

CONTENT/BODY (informative, thorough, relevant, well researched, covered all necessaryinformation)

CONCLUSION (memorable, powerful, action-oriented, forward-looking)

ORGANIZATION (easy to follow, clear transitions)

PREPARATION (delivery shows careful preparation, practice by all group members)

PURPOSE (clearly understood/met purpose of presentation)

AUDIENCE (clearly understood needs/backgrounds of target audience, personalizedpresentation for your audience)

TEAMWORK (well balanced, each group member contributed equally, looked/dressed to looklike a team)

TIMING (stayed within allotted time period)

Q&A SESSION (asked audience for questions after conclusion, provided effective responses, involved all group members in Q&A session)

GRAND TOTAL

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PowerPoint Presentation Evaluation Form

NAME(S) OF PRESENTER(S):

TOPIC:

You will be awarded between 0 and 10 points for each of the following 10 criteria, for a total possible 100 points. Additional comments will be given below each criterion to help you when preparing future PowerPoint presentations.

INTRODUCTORY SLIDES (attractive title, agenda, and presenter(s) introduction slides)

ORGANIZATIONAL SLIDES (sub-agenda slides to keep presentation organized, easy to follow)

BODY SLIDES (body slides well designed, attractive, easy to read; entire slide show has aprofessional look and feel)

CONCLUDING SLIDES (attractive conclusion and Q&A slides)

TEMPLATE (use of an attractive, professional, relevant template; good color scheme)

GRAPHICS (use of appropriate, attractive, professional graphics)

ANIMATION (use of consistent animation for bullet points and other slide objects)

CONTENT (slide content worded to adequately represent text of presentation; use of Rule ofSeven; effective paraphrasing/elaboration of slides)

COORDINATION (oral presentation in synch with slides)

PROOFREADING (all slides carefully proofread; no spelling, grammatical, or mechanical errors)

GRAND TOTAL

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Final Presentation Team Evaluation Form

You have been working hard as a team this semester to research and prepare your final oral presentation and PowerPoint slide show to deliver to your target audience. It is now time to evaluate the members of your team. Please complete the following form for all of your fellow team members. Do not evaluate yourself.

Use the following guidelines for grades; you may add + or – to grades for better accuracy:

A: Team member exhibited exceptional skills in research and preparation. He/She contributed more than theaverage team member throughout the semester. Took initiative, worked hard, acted professionally throughout.

B: Team member exhibited very good skills in researching and preparation. He/She contributed equally to theaverage team member throughout the semester.

C: Team member exhibited good skills in researching and preparation. He/She contributed to the project, butsomewhat less than the average team member.

D: Team member exhibited below average skills in researching and preparation. Although he/she did contributesome to the project, he/she put far less effort into it than the average team member.

F: Team member contributed little or nothing to the project.

You must turn in this evaluation form on the day of your final presentation. Please evaluate your fellow team members honestly and fairly. You cannot receive a grade for the final project until all team members have submitted this form. All evaluations are strictly confidential.

Your Name:

Team Member 1: Name:

A B C D FGrade ()

Comments (required):

Team Member 2: Name:

A B C D FGrade ()

Comments (required):

Team Member 3: Name:

A B C D FGrade ()

Comments (required):

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Final Presentation Peer Evaluation Form

Assignment: Informative Presentation to a Client

As an audience member, you are taking on the role of an employee of the client firm. You, therefore, are the ideal person to evaluate the effectiveness of each presentation you see. Assume that you are an employee who needs the information being presented to complete an important job assignment. You also know that your company has paid this consulting firm thousands of dollars to research and prepare this presentation for you and your colleagues. Given these assumptions, evaluate the presentation using the following guidelines for grades; you may add + or – to grades for better accuracy:

A: The individual/group gave an exceptional presentation, presenting valuable and thorough information and did so in a highly professional way. You will definitely rehire this consulting firm and will recommend it to others.

B: The individual/group gave a very good presentation, presenting most of the information you'll need and did so in a professional way. You will probably rehire this consulting firm and will probably recommend it to others.

C: The individual/group gave a good presentation, presenting some of the information you'll need and did so in a fairly professional way. You will consider rehiring this consulting firm but will not recommend it to others.

D: The individual/group gave a below average presentation, presenting some of the information you'll need, but the information was not presented very professionally. You will pay for this contract, but you will not rehire this consulting firm, nor will you recommend it to others.

F: You're fired! The individual/group gave a poor, unprofessional presentation. You will sue this consulting firm for breach of contract to try to get your money back.

You must turn in this evaluation form on the day of the presentation you are evaluating. Please evaluate the presenter(s) honestly and fairly. All evaluations are strictly confidential.

Your Name:

Presenter(s) Name(s):

A B C D FGrade ()

Comments (required):

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Final Presentation Peer Evaluation

Assignment: Persuasive Proposal to an Internal Audience

As an audience member, you are taking on the role of a specific audience member. This will vary based on the presentation topic. You might be a supervisor, a member of the executive committee, a member of the board of directors, or some other position. You, therefore, are the ideal person to evaluate the effectiveness of each presentation you see. Assume that you are a member of the target audience with no prior knowledge of the idea being presented. You also know that your company has limited funds to put toward proposals that are presented by employees. Given these assumptions, evaluate the presentation using the following guidelines for grades; you may add + or – to grades for better accuracy:

A: The individual/group gave an exceptional presentation, presenting valuable and thorough information about the proposal idea and did so in a highly professional way. You will definitely accept/approve the proposal.

B: The individual/group gave a very good presentation, presenting most of the information you'll need to make yourdecision and did so in a professional way. You will probably accept/approve the proposal.

C: The individual/group gave a good presentation, presenting some of the information you'll need to make your decision and did so in a fairly professional way. You will consider accepting/approving the proposal.

D: The individual/group gave a below average presentation, presenting some of the information you'll need tomake your decision, but the information was not presented very professionally. You will allow the presenter(s) toremain employed, but you will not accept/approve the proposal.

F: You're fired! The individual/group gave a poor, unprofessional presentation. In fact, the presentation was sopoorly done that not only will you not accept/approve the proposal, but you will recommend that the presenter(s)be terminated immediately.

You must turn in this evaluation form on the day of the presentation you are evaluating. Please evaluate the presenter(s) honestly and fairly. All evaluations are strictly confidential.

Your Name:

Presenter(s) Name(s):

A B C D FGrade ()

Comments (required):

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Introduction Evaluation

Name:

Area for Evaluation

Doing Great!

Needs Improvement Comments

Met purpose, thorough,

interesting, engaging

Eye Contact

Body Language (posture, gestures,

etc.)

Vocal Quality (loudness, variety,

etc.)

Verbal (vocabulary, verbal pauses, etc.)

Timing (2-3 minutes long)

Starting Time: Ending Time: Final Grade:

Using Project-Specific Rubrics

Proposals: Project Evaluation

Introduction & Statement of the Problem5 4 3 2 1

Offers an overview/summary of the project (focusing on benefits)States a problem of reasonable dimension          

Supports need with relevant data          

Makes a clear connection to readers’ needs, goals, and values          

Objectives         

Describes measurable outcome(s) to be achieved          

Appears feasible in light of agency resources          

Is achievable within time frame          

Methods         

Describes how objectives will be achieved          

Includes a timeline/GANTT chart (a schedule of work)          

Demonstrates an understanding of demands of project/task

Credibility         

Establishes credibility of agency/individual          

Establishes qualifications of agency and staff / individual          

Evaluation Component         

Outlines process for evaluating accomplishment of objectives          

Outlines who will do the evaluation, its scope, and a timeline          

Outlines how data will be gathered, analyzed, and reported          

Layout and Appearance         

Meets reader’s expectations of genre/formatMakes information accessible (e.g., uses headings and white space well)          

Uses an appropriate tone          

Uses an appropriate style (text is clear, concise, and easy to read)          

Demonstrates mastery of grammar, spelling, punctuation, and word usage

Total (out of 100)

Response

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I approve project ______ (fully)  ______ (partially) ______ (not at all)  ______ not sure

Comments/Suggestions:

Progress Report: Evaluation Criteria

Introduction & Statement of the Problem5 4 3 2 1

Explains the purpose of the projectOutlines the dates of the project          

Summarizes the results thus far          

Defines writer’s responsibilities and tasks          

Body (Background; Work Completed, in Progress, To be Completed; Problems; Requests)

         

Describes what work should have been accomplished          

Summarizes what work has actually been accomplished          

Summarizes the work in progress, focusing on schedule and plan          

Outlines work to be completed and ties those tasks to datesExplains any problems encountered

Requests assistance, if necessary (e.g., personnel, material)          

Focuses on the original schedule (references it explicitly)          

Discusses any changes made to the scheduleProvides clear details about work planned

Credibility         

Establishes credibility of agency/individual          

Layout and Appearance         

Meets reader’s expectations of genre/format

Makes information accessible (e.g., uses headings and white space well)          

Uses topic/overview sentences effectively

Uses an appropriate style (text is clear, concise, and easy to read)          

Uses an appropriate tone          

Demonstrates mastery of grammar, spelling, punctuation, and word usage

Total (out of 100)

Comments/Suggestions:

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Evaluation of Team Members

Your Name: _______________________

Please give each group member a rating from 0 (lowest score/worst evaluation) to 10 (highest score/best evaluation) in each category, and then total the column for each member.

Team Member

Team Member

Team Member

Team Member

Effort made to coordinate and work with the team’s partner

Effectiveness in gathering necessary data for the project

Attendance at team meetings

Ex tent to which individual contributed ideas to the group project and participated in group discussion

Effort in meeting deadlines

Cooperation with team members – effectiveness as a follower

Effort to take responsibility and share leadership roles

Contributions to the organizing, writing, revising, and proofreading of the project

Effort toward oral presentation

Overall performance as a team member

Total

If you were to pay each group member, including yourself, and had $1000 to do so, how would you split up the money?

Names Share of the $1000______________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _________________

Other comments:

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Correction Symbols and Proofreading Marks - InSiteIn marking papers, instructors may use the following symbols or abbreviations to indicate writing weaknesses. Studying these symbols and suggestions helps students understand their instructor's remarks. Knowing this information can also help students evaluate and improve their own memos, e-mail, letters, reports, and other writing. These symbols are part of a customized version of InSite, an online grading, research, and writing tool your instructor may use. Many of the symbols are reinforced with InSite remediation quizzes.

Adj Hyphenate two or more adjectives that are joined to create a compound modifier before a noun.

Adv Use adverbs, not adjectives, to describe or limit the action.

Apos Use apostrophes to show possession.

Assgn Follow the assignment instructions.

Awk Recast to avoid awkward expression.

Bias Use inclusive, bias-free language.

Cap Use capitalization appropriately.

CmConj Use a comma before the coordinating conjunction in a compound sentence.

CmDate Use commas appropriately in dates, addresses, geographical names, degrees, and long numbers.

CmIn Use commas to set off internal sentence interrupters.

CmIntr Use commas to separate introductory clauses and certain phrases from independent clauses.

CmSer Use commas to separate three or more items (words, phrases, or short clauses) in aseries.

Coh Improve coherence between ideas. Repeat key ideas, use pronouns, or usetransitional expressions.

Cl Improve the clarity of ideas or expression so that the point is better understood.

CS Avoid comma-splice sentences, Do not use a comma to splice (join) two independent clauses.

CmUn Avoid unnecessary commas.

: Use a colon after a complete thought that introduces a list of items. Use a colon inbusiness letter salutations and to introduce long quotations.

Direct Use the direct strategy by emphasizing the main idea.

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Dash Use a dash to set off parenthetical elements, to emphasize sentence interruptions, or to separate an introductory list from a summarizing statement.

DM Avoid dangling modifiers by placing modifiers close to the words they describe or limit.

Frag Avoid fragments by expressing ideas in complete sentences. A fragment is a broken-off part of a sentence.

Filler Avoid fillers such as there are or long lead-ins such as this is to inform you that.

Format Choose an appropriate format for this document.

GH Use graphic highlighting (bullets, lists, indentions, or headings) to enhance readability.

MM Avoid misplaced modifiers by placing modifiers close to the words they describe orlimit.

Num Use number or word form appropriately.

Ob Avoid stating the obvious.

Org Improve organization by grouping similar ideas.

Par Express ideas in parallel form.

Paren Use parentheses to set off nonessential sentence elements such as explanations, directions, questions, or references.

Period Use one period to end a statement, command, indirect question, or polite request.

Pos Express an idea positively rather than negatively.

PosPro Use possessive-case pronouns to show ownership.

Pro Use nominative-case pronouns as subjects of verbs and as subject complements.Use objective-case pronouns as objects of prepositions and verbs.

ProAgr Make pronouns agree in number and gender with the words to which they refer (their antecedents).

ProVag Be sure that pronouns such as it, which, this, and that refer to clear antecedents.

? Use a question mark after a direct question and after statements with questions appended.

Quo Use quotation marks to enclose the exact words of a speaker or writer, to distinguishwords used in a special sense, or to enclose titles of articles, chapters, or short works.

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Redun Avoid expressions that repeat meaning or include unnecessary words.

RunOn Avoid run-on (fused) sentences. A sentence with two independent clauses must be joined by a coordinating conjunctions (and, or, nor, but) or by a semicolon (;).

Sp Check misspelled words.

Self Use self-ending pronouns only when they refer to previously mentioned nouns orpronouns.

; Use a semicolon to join closely related independent clauses. A semicolon is also an option to join separate items in a series when one or more of the items contain internal commas.

Shift Avoid a confusing shift in verb tense, mood, or voice.

Trans Use an appropriate transition.

Tone Use a conversational, positive, and courteous tone that promotes goodwill.

You Focus on developing the "you" view.

VbTnse Use present-tense, past-tense, and part-participle forms correctly.

VbMood Use the subjunctive mood to express hypothetical (untrue) ideas.

VbVce Use active- and passive-voice verbs appropriately.

VbAgr Make verbs agree with subjects.

WC Focus on precise word choice.

Wordy Avoid wordiness including fillers, long lead-ins, redundancies, compound prepositions, wordy noun phrases, and empty words.

Source: Mary Ellen Guffey, Essentials of Business Communication, 7e (2007) and Business Communication: Process and Product, 5e (2006), South-Western/Thomson.

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