Office of Assessment and Evaluation TO BE USED FOR CLASSROOM INSTRUCTION officialsg/sl/8-10gradespeakingOregon Department of Education • September 1996 1SPEAKING SCORING GUIDE: Eighth and Tenth Grade Student VersionIdeas and ContentCommunicating knowledge of the topic,including relevant examples, facts, anecdotes and details6The content is extremely clear, focused and well-suitedto the audience and purpose. Main ideas easily standout and are developed by strong supporting details.The speaker has• extremely clear, focused purpose and main ideas.• carefully selected details that are significant and catchthe audience’s attention.• insightful, complex connections or conclusions thatmay include more than one point of view.• carefully chosen information from a variety ofconventional and creative sources, appropriately cited,that provides accurate and credible support.• creative and impressive ways to adapt content anddetails to fit the audience and purpose. 5 The content is clear, focused, and well-suited to theaudience and purpose. Main ideas stand out and aredeveloped by strong supporting details. The speakerhas• a very clear purpose and main ideas that stay on topic.• strong supporting details that contribute to theaudience’s understanding.• insightful connections or conclusions, although onlyone point of view may be considered.• chosen and cited resources, when appropriate, thatprovide strong, accurate and credible support.• a highly successful attempt to adapt the content anddetails to the audience and purpose. 4 The content is clear, focused and appropriate to theaudience and purpose. Support is present but may belimited or general. The speaker has• a clear purpose and main ideas.• supporting details that are relevant, but may not beconsistently strong or credible.• valid connections or conclusions, although only onepoint of view may be included.• chosen and cited resources, when appropriate, thatprovide accurate and adequate support.• a successful attempt to adapt content and details to theaudience and purpose. 3 The audience can understand the main ideas, althoughthey may be overly broad or unfocused. Supportingdetail is often limited. The speaker has• a purpose and main ideas that can be identified, butmay be slightly out of focus.• supporting details that are often limited, overly general,or slightly off-topic.• connections or conclusions that seem to echoobservations heard elsewhere and offer no newinsights.• information from resources that do not provideconsistently strong, accurate, or credible support; theymay be based on clichés, stereotypes or sources that arebiased or unreliable for other reasons.• an attempt to adapt content and details to the audienceand purpose, but one that may not be effective. 2 The audience must work to understand the main ideasand purpose of the speech. Development is attemptedbut is unclear or unsuited to the audience. The speakerhas• an unclear purpose and/or main ideas. Content islimited.• too little supporting detail or too much unrelated,inaccurate, or repeated material.• connections or conclusions that are contradictory orinconsistent.• information from questionable sources, or that relies onmany clichés and/or stereotypes and unsupportedthoughts.• minimal or unsuccessful attempts to adapt content anddetails to the audience and purpose. 1 The content lacks an apparent purpose or central idea.The speaker has• no apparent purpose or main ideas.• confusing or no supporting detail; the speech may betoo short to show the development of an idea.• a lack of knowledge and/or understanding of the topic.• inaccurate interpretation of a resource or disregard forresources other than personal experience or opinions.• no apparent attempt to adapt content and details to theaudience and purpose.Speaking Scoring Guide - Eighth and Tenth Grade Student VersionOffice of Assessment and Evaluation TO BE USED FOR CLASSROOM INSTRUCTION officialsg/sl/8-10gradespeakingOregon Department of Education • September 1996 2 Organization Structuring information in logical sequence, making connections and transitions among ideas, sentences and paragraphs 6 The organization strengthens and clarifies the mainideas. The order and structure support the audience’sunderstanding. The speaker has• a strong, creative introduction that creates a desire tohear more.• clear, complex organizational structure that helpsexplain the purpose and message.• smooth, well-designed transitions that easily move thespeech and listener from point to point and motivatesthe audience to hear more.• details that are clearly related to key points and placedcarefully for the greatest impact.• an imaginatively designed conclusion that matches thecontent and purpose of the speech. 5 The organization has an effective order that helps theunderstanding of the main ideas. The speaker has• a highly effective introduction that brings the audienceto the topic.• clear organizational structure that helps explain thepurpose and message.• smooth transitions that easily move the listener frompoint to point in the speech.• details that are related to key points and are placed forimpact.• a well-designed conclusion that matches the contentand purpose of the speech. 4 The organization is easy to follow but may seem overlyobvious or not consistently effective. The speaker has• an effective introduction that brings the audience to thetopic.• clear organizational structure that is relatively easy tofollow.• transitions that work, but that may be basic orpredictable.• details that fit within a planned structure.• a planned conclusion that may lack refinement, butmatches the content and purpose of the speech. 3 The organization is clear and can be followed for themost part, but the overall organization may sometimesbe ineffective or too obvious. The speaker has• an introduction that is either underdeveloped orawkward.• attempts to structure organization, but the order orrelationship among ideas is sometimes unclear.• transitions that usually work but are unclear,repetitive or not consistently effective; overuse of thesame few transitional devices (“and,” “but,” “for,”“so,” numbering).• placement of details that sometimes leaves theaudience confused.• a conclusion that is underdeveloped, obvious, or failsto match the content and purpose of the speech. 2 The organization
View Full Document
Unlocking...