Assignment 3

Elevator Speech & Script Rubrics

CSE 3314—Professional Practices

Rubric for Elevator Speech - ABET Student Outcome Factors EAC 3 & CAC 3
Area of Assignment #3: Assessment Level, Range & Description
Evaluation Unacceptable Poor Satisfactory Good Excellent
1 2 3 4 5
(60%) (>=60% < 70%) (>=70% < 80%) (>=80% < 90%) (>=90%)
Professional Casual ware that is inappropriate Casual ware that is the Business Casual clothing Normal business attire such Formal Business meeting attire
Dress for an average business equivalent of sportswear with (slacks/skirt or dress, polo as slacks/skirt or dress, (Suit & tie for men, suits or dress
environment such as shorts & t- athletic shirts or t-shirts with shirts/blouse, button-up open collar button up shirt for women with appropriate
shirt, sandals or flip flops. inappropriate messaging; may shirts or equivalent) with or blouse, coat without tie footwear - dress shoes)
Clothing that has holes that are a include open toed shoes that shoes that are not open with appropriate footwear -
part of the design. are inappropriate for work toed dress shoes
place
Delivery (Score it Wooden, inaudible, little to no Some personality showing Elevator speech delivery Delivery of elevator speech Delivery superbly organized and
based upon 1 to articulation of words, pace too through, difficult or was smooth and orderly was smooth with crisp use executed from introductions to
rapid or too slow, no personality inappropriate language used, with minimal of transitional words from conclusion. Personality used as a
5 points
showing through, awkward body spoke a little too fast or slow discontinuities. Personality one phase/topic to the delivery tool - very engaging and
possible, then posturing or movement, difficult with some effort to properly of individual showed and next. Leveraged personality charismatic. Questions and light
multiply Delivery terminology or inappropriate articulate. Spoke a little too was positively received by when making important use of humor effectively used to
score by 2 when language used - struggled with loudly or softly; audience. Pace of delivery points using appropriate acquire and keep audience
adding up total clarity of messaging. Periodically Uncomfortable with body was appropriate for the articulation, pace and tone attention. Speech was articulate
score to be lost train of thought with "do posture not sure what to do audience and topic. of voice. Effectively used and superbly paced with one
overs" evident in his/her speech with hands, awkward Student articulated and gestures to make his/her point easily transitioning to the
recorded and
- clearly student did not practice, gesturing, easily distracted used tone, volume and point. Leveraged humor in next. Audience led through
given to student) with occasional loss of train of gestures to emphasize delivery but not overly so. speech in such a way as to allow
thought, little to no evidence important points without Handled disruptions easily for and encourage anticipation
of preparation overdoing it; message was without getting off track to of what was next. Delivery of
easily and clearly delivered point being made. Over-all speech supported and enhanced
without ambiguity. a speech that showed by structure of content. Over-all
Handled interruptions significant care and delivery showed indications of
without being distracted. preparation - professionally significant care and preparation.
executed.

Content (Score it No structure in content of Some structure evident in the Structure of speech clear Structure of speech clearly Structure of speech clearly
based upon 1 to speech evident; delivery filled content, but more effort and easily followed with evident and easily followed evident and easily followed in its
with disjointed ideas and stream required to ensure intent of good use of transitional in its support of topic. Very support of topic. Superb use of
5 points
of consciousness. No clear message clearly understood. devices. Content logically good use of transitional appropriate transitional devices
possible, then introduction or body of message, Poor transition between presented with strong use devices such as memorable such as memorable words,
multiply Content with no clear conclusion - just sections with ambiguous of professional language. words, phrases or phrases or anecdotes. Ambiguity
score by 2 when abrupt termination. Difficult to terminology. Difficult to Occasional use of anecdotes. Ambiguity avoided while being aware of
adding up total ascertain what the speech was follow with some points ambiguous terminology avoided while not overly not overtly detailing
score to be about and why it was important. appearing to be in conflict but not in critical areas. detailing with minutia. inconsequential minutia.
No clear points or “carry aways” with others. Conclusion Important points made in Content logically organized Content logically and distinctly
recorded and
from presentation as it related to section of presentation clearly each section of with previous section organized with previous section
given to student) the intent of the presentation. identified but its content off presentation supported by supporting and easily supporting and easily
Little effort clearly made in on another tangent not previous content. transitioning to the next. transitioning to the next.
producing a quality product. germane to the topic. More Presentation told a story Conclusions reinforced Conclusions superbly executed
work and effort required. that was well crafted and intended message while while reinforcing intended
supported the intent of the pointing to desired results. message, pointing to desired
desired outcome. Language, punctuation, results. Language, punctuation,
Conclusion was well word usage professionally word usage professionally
executed restating executed for either executed commensurate to the
presentation purpose and business or academic need of either business or
how that purpose was met. environment academic environment

Interaction with Student did not formally or Student introduced him or Engaged with the audience Continuously engaged with Engaged continuously with
Audience informally introduce him or herself, acknowledged the with good eye contact, the audience from start to audience from introductions to
herself to the audience, did not audience but did not approaching them and finish. Opened with conclusions while encouraging
(Score it based
directly address audience, did entertain or ask questions, did addressing their questions. introductions and their active response to what he
upon 1 to 5 not ask questions of audience, not visually embrace audience Ask questions of the questions to the audience or she was saying. Continually
points possible, spoke to floor or ceiling making making little eye contact, audience as a way of encouraging responses. scanned the audience to ensure
then multiply no eye contact with audience, physically did not approach bringing them into his Made excellent eye contact that they held their attention.
Audience did not approach audience audience. Did little in the way presentation. while reading the audience Approached audience and/or
Interaction score placing barriers between of reading and reacting to Demonstrated awareness in terms of interest and individual when questions were
themselves and the audience. audience questions or body of audience and/or receipt of message. asked and directly answered.
by 2 when
Did not adjust to are react to the language. Student did poor individual body language Handled interruptions well Keenly aware of own body talk,
adding up total body language of the audience. job in responding to questions using this to gage need for while ensuring own body using it as a tool for emphasizing
score to be from the audience. emphasis or restating of language (gestures and important content or
recorded and previous content using posturing) was not personalizing responses to
given to student) different approach. subtracting from the individual members of the
Effectively used personality intended messaging. Used audience. Superbly leveraged
in putting audience at ease. an engaging personality to personality to engage and relate
convey message/purpose to audience ensuring message
effectively to audience. was successfully conveyed and
received.

Continued Next Page

 Assignment 3
Elevator Speech & Script Rubrics

Assignment #3: Assessment Level, Range & Description

Unacceptable Poor Satisfactory Good Excellent
Area of
Evaluation 1 2 3 4 5
(60%) (>=60% < 70%) (>=70% < 80%) (>=80% < 90%) (>=90%)

Time Elevator Speech duration = x: x < Elevator Speech duration = x; Elevator Speech duration = Elevator Speech duration =
Management 1 ½ minutes 1 ½ minutes to < 2 minutes x; 2 minutes to < 2 ½ x; 2 ½ minutes < 3 minutes
with some allowances for Q's minutes with some with some allowances for
& A's allowances for Q's & A's Q's & A's
Elevator Speech duration = x: x Elevator Speech duration = x; Elevator Speech duration = Elevator Speech duration = Elevator Speech was 3 minutes
>= 4 ½ minutes 4 minutes to < 4 ½ minutes x; 3 ½ minutes to < 4 x; >3 minutes to Less than 3
with some allowances for Q's minutes with some ½ minutes with some
& A's allowances for Q's & A's allowances for Q's & A's

Rubric for Elevator Speech Script - ABET Student Outcome Factors EAC 3 & CAC 3
Area of Assignment #3: Assessment Level, Range & Description
Evaluation Unacceptable Poor Satisfactory Good Excellent
1 2 3 4 5
(60%) (>=60% < 70%) (>=70% < 80%) (>=80% < 90%) (>=90%)
Written Content No structure in content of Some structure evident in Structure of script clear Structure of speech clearly Structure of script clearly
speech text; filled with the script, but more effort and easily followed with evident and easily evident and easily followed in
disjointed ideas and stream of required to ensure intent of good use of transitional followed in its support of its support of topic. Superb use
consciousness. No clear message clearly understood. devices. Content logically topic. Very good use of of appropriate transitional
introduction, body of message, Poor transition between organized with strong use transitional devices such devices such as memorable
and no clear conclusion - just sections with ambiguous of professional language. as memorable words, words, phrases or anecdotes.
abrupt terminations. Difficult to terminology. Difficult to Occasional use of phrases or anecdotes. Ambiguity avoided while being
follow. No clear points or “take follow with some points ambiguous terminology Ambiguity avoided while aware of not overtly detailing
aways” from script, no central appearing to be in conflict but not in critical areas. not overly detailing with inconsequential minutia.
message as it related to the with others. Conclusion Important points made in minutia. Content logically Content logically and distinctly
intent of the presentation. Little section of script clearly each section of script organized with previous organized with previous section
attention paid to quality of identified but its content off supported by previous section supporting and supporting and easily
product. Text did not support on another tangent not content. Presentation told easily transitioning to the transitioning to the next.
the topic of the presentation. germane to the topic. More a story that was well next. Conclusions Conclusions superbly executed
work and effort required. crafted and supported the reinforced intended while reinforcing intended
Text was less than adequate intent of the desired message while pointing to message, pointing to desired
in supporting topic of outcome. Conclusion was desired results. Language, results. Language, punctuation,
presentation. well executed restating punctuation, word usage word usage professionally
presentation purpose and professionally executed executed commensurate to the
how that purpose was for either business or need of either business or
met. All text was academic environment. academic environment. Text
purposeful to topic of Text was on point in was superbly written with clear
presentation. supporting message of understanding of reason for
Topic. talk.
Professional/ Script written with language Script written in language Script used professional Very good use of precision Superbly written with
Academic Language that was ambiguous and using words that were language with occasional in language used - overall, professional/academic
common. Used language that somewhat ambiguous and use of the common concisely written with language having no ambiguity.
was nebulous and slang like. No not well thought out. Some vernacular but not too little to no ambiguity. Precision of language was
use of transitional phrasing. use of transitional phrasing intrusive or distracting. Transitional phrasing used excellent and easily
used. Adequate attention paid that does good job in understood. Excellent use of
to transitional techniques connecting one section to transitional phrasing, with
from one section to the the next. excellent coherence in body of
next. script. Avoided use of the
common vernacular.
Time Constraint Clearly no attention paid during Some attention paid during Script written in such a Script crafted in such a Superbly crafted and structured
script creation of 3 minutes creation of script but still a way that made it possible way so as 3 minutes script that was succinct in
Sufficiency time limit. bit of a random walk making to complete in 3minutes exactly achievable, but language without ambiguity
it well short of or above but too much introduced some concepts making critical points while
required time limit if content/lack of focus require explanations not meeting time restraint exactly.
delivered in a professional makes it more likely to be contained in script
pace for a diverse audience. over or under time limit