ESL Presentation Rubric

High school students giving presentation against whiteboard in classroom
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In-class presentations are a great way to encourage a number of English communicative skills in a realistic task that provides students not only help with their English skills but prepares them in a broader way for future education and work situations. Grading these presentations can be tricky, as there are many elements such as key presentation phrases beyond simple grammar and structure, pronunciation and so on that make a good presentation. This ESL presentation rubric can help you provide valuable feedback to your students and has been created with English learners in mind. Skills included in this rubric include stress and intonation, appropriate linking language, body language, fluency, as well as standard grammar structures.


Category 4: Exceeds Expectations 3: Meets Expectations 2: Needs Improvement 1: Inadequate Score
Understanding of Audience Demonstrates a keen understanding of the target audience, and uses appropriate vocabulary, language, and tone to address the audience. Anticipates probable questions and addresses these during the course of the presentation. Demonstrates a general understanding of audience and uses mostly appropriate vocabulary, language structures, and tone when addressing the audience. Demonstrates a limited understanding of audience, and generally uses simple vocabulary and language to address the audience. Not clear which audience is intended for this presentation.
Body Language Excellent physical presence and use of body language to effectively communicate with the audience including eye contact, and gestures to underscore important points during the presentation. Overall satisfactory physical presence and use of body language at times to communicate with the audience, although a certain distance can be noted at times because the speaker is caught up in reading, rather than presenting information. Limited use of physical presence and body language to communicate to the audience including very little eye contact. Little to no use of body language and eye contact to communicate with the audience, with very little care given to physical presence.
Pronunciation Pronunciation shows a clear understanding of stress and intonation with few basic errors in pronunciation at the level of individual words. Pronunciation contained some individual word pronunciation errors. Presenter made a strong attempt at using stress and intonation during the course of the presentation. Presenter made numerous individual word pronunciation errors with little attempt at the use of stress and intonation to underline meaning. Numerous pronunciation errors during the course of presentation with no attempt made at the use of stress and intonation.
Content Uses clear and purposeful content with ample examples to support ideas presented during the course of the presentation. Uses content which is well structured and relevant, although further examples might improve the overall presentation. Uses content which is generally related to the theme of the presentation, though audience needs to make many of the connections for itself, as well as having to accept presentation on face value due to an overall lack of evidence. Uses content which is confusing and at times seems unrelated to overall presentation theme. Little or no evidence is provided during the course of the presentation.
Visual Props Includes visual props such as slides, photos, etc. which are on target and helpful to the audience while not distracting. Includes visual props such as slides, photos, etc. which are on target, but may be slightly confusing of distracting at times. Includes few visual props such as slide, photos, etc. which at times are distracting or seem to have little relevance to the presentation. Uses no visual props such as slides, photos, etc. or props that are poorly linked to presentation.
Fluency Presenter is in firm control of the presentation and communicates directly with the audience with little or no direct reading from prepared notes. Presenter is generally communicative with the audience, although he or she finds it necessary to often refer to written notes during the presentation. Presenter sometimes communicates directly with the audience, but is mostly caught up in reading and/or referring to written notes during the presentation. Presenter is entirely tied to notes for presentation with no real contact established with the audience.
Grammar and Structure Grammar and sentence structure sound throughout the entire presentation with only a few minor mistakes. Grammar and sentence structure mostly correct, although there are a number of minor grammar mistakes, as well some mistakes in sentence structuring. Grammar and sentence structure lacking coherence with frequent mistakes in grammar, tense use and other factors. Grammar and sentence structure are weak throughout the entire presentation.
Linking Language Varied and generous use of linking language used throughout the presentation. Linking language used in the presentation. However, more variation could help improve the overall flow of the presentation. Limited use of very basic linking language applied throughout the presentation. Overall lack of even basic linking language used during the presentation.
Interaction with Audience Presenter communicated effectively with audience soliciting questions and providing satisfactory responses. Presenter generally communicated with the audience, though he or she became distracted from time to time and was not always able to provide a coherent answer to questions. Presenter seemed to be slightly distant from the audience and was not able to adequately respond to questions. Presenter seemed to have no connection with the audience and made no attempt to solicit questions from the audience.
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Your Citation
Beare, Kenneth. "ESL Presentation Rubric." ThoughtCo, Aug. 27, 2020, Beare, Kenneth. (2020, August 27). ESL Presentation Rubric. Retrieved from Beare, Kenneth. "ESL Presentation Rubric." ThoughtCo. (accessed February 9, 2023).