Presentations are a valuable tool for measuring students’ synthesis of learning, but assessing a presentation in an online course can be challenging. Many of us can remember instructions such as “make eye contact” and “stand tall at the podium.” These do not apply when recording a presentation through a web camera and screen capture software. As well, these elements identify very specific behaviors that not all students may be able to achieve due to physical disabilities. This article is not specifically about speech or debate course content; it is focused on using presentations as an assessment method in other content areas where the exact mode of speech delivery is not the focus of the presentation. This article will identify some communication skills related to speech delivery that avoid ableist measurements.

Table of Contents

1 How to assess a presentation without ableist criteria
2 Examples
- 2.1 Sample Inclusive Presentation Rubric
- 2.2 Table of Inclusive Considerations for Presentation Assignments
3 References

How to assess a presentation without ableist criteria

Communication Skills

Higher education considers oral communication an essential skill that should be taught across the curriculum for students to be more successful as employees and citizens (Newberger, 1996). The National Communication Association (NCA) identified communication skills that are important for students to learn, and then developed The Competent Speaker Speech Evaluation Criteria (Morreale et. al., 1998):

being able to choose an appropriate topic and restrict it according to the purpose and the audience
communicating the purpose of the speech in a manner appropriate for the audience and the occasion
using appropriate supporting material to fulfill the purpose of the oral discourse
using an organizational pattern appropriate to the topic, audience, and occasion
employing language appropriate to the designated audience
employing vocal variety in rate, pitch, and intensity
articulating clearly, and using correct grammar and pronunciation
demonstrating nonverbal behavior that supports the verbal message

The Web Accessibility Initiative (W3C) outlines some excellent guidelines for accessible presentations. Their suggestions during the presentation are:

Speak clearly
Use simple language
Give people time to process information
Be visible
Use a microphone
Ensure that all relevant sound is audible through the sound system
Cover all displayed text
Describe pertinent parts of graphics, videos, and other visuals
Describe other visual information

Some of these could be challenging based on the student’s accommodation needs, so we need to fairly adapt our criteria based on the abilities of our students.

Common Rubric Categories with Ableist Language

Using ableist language for rubric categories may exclude some students unfairly. Consider if these categories are necessary for your assessment. Rouse (2024) analyzed public speaking rubrics and identified the common categories with ableist language that assume the speaker has the ability to perform these to the standard of American society:

Eye contact
Gestures
Attire/Appearance
Posture/Poise
Facial Expressions
Movement
Rate/Pitch/Volume/Vocal Variety
Vocalized Pauses
Extemporaneous Style

Evaluating Content Over Delivery

Consider whether presentations should be primarily evaluated on the content and how the student engages the audience with the message. The content and audience connection are most important in any presentation; perhaps the other criteria can be dropped -- especially when dealing with a variety of cultures, levels of presenter comfort and experience, and differences between audience and evaluator perception.

Universal Design for Learning

Consider Universal Design for Learning guidelines that honor and value multiple forms of expression and communication. (UDL 5.4). When possible, do your best to give students options for how they share their knowledge. This could be a demonstration, slideshow, speech, essay, or video.

Examples

It’s important to consider each element of your rubric and how it might be adapted. Here is an example of how you might revise a criteria:

Starting Example: "You (a.) spoke clearly and confidently with appropriate (b.) pace and volume. You demonstrated effective (c.) eye contact and body language."
Potential Revision: "You (a.) communicated well, demonstrating preparedness and comfort. Your (b.) delivery allowed the audience to process and follow the topic. You effectively (c.) engaged attendees to maintain their attention."

Sample Inclusive Presentation Rubric

Rubric for assessing the quality of a presentation and how well it meets the following criteria.

Criterion	Initial (1)	Emerging (2)	Developed (3)	Highly Developed (4)	Score

Criterion	Initial (1)	Emerging (2)	Developed (3)	Highly Developed (4)
Organization	Does not contain a central message or identifiable organizational structure.	Contains a basic central message, but is unclear or challenging to follow; basic organizational flow but requires more refinement, clarity, or segmentation.	Contains identifiable central message; sections of the presentation may vary in organizational pattern or segments, with room to improve audience comprehension of the central message.	Contains a clear central message and clearly-identifiable sections featuring a purposeful organizational structure (e.g., chronological, problem-solution, analysis of parts, etc.)
Content	Does not contain valid or relevant information for the purpose or intended audience.	Contains valid information, but not explicitly related to the purpose or intended audience. Significant improvement needed to align and/or proportion content with the purpose.	Contains valid and relevant information, with room to improve or expand alignment with the purpose or intended audience, and/or opportunity to refine, shorten, or better target the content in some segments.	All information was valid, relevant, and appropriate to the purpose and intended audience.
Delivery	Delivery challenged audience comprehension and/or attention: difficult for attendees to receive the content; presented with multiple or significant unexpected or unintended distractors or interruptions; presenter perceived as distracted, disinterested, uncertain, unprepared, and/or unprofessional. Did not meet length or time considerations.	Some delivery challenges which impacted audience comprehension and attention: attendees experienced some challenges receiving or processing the content in select segments; several unexpected or unintended distractors or interruptions; presenter perceived as partially distracted, disinterested, uncertain, unprepared, or unprofessional. Improvement needed to meet length or time considerations.	Effective delivery with good audience comprehension and attention: attendees experienced few challenges receiving or processing the content; some minor unexpected or unintended distractors or interruptions; presenter perceived as mostly engaged, prepared, and professional with some room for improvement. Only slightly outside the parameters for length or time considerations.	Highly effective delivery with strong audience comprehension and attention: attendees experienced no challenges receiving or processing the content; no or very few unexpected or unintended distractors or interruptions; presenter perceived as fully engaged, prepared, and professional. Fulfilled length or time considerations.
Engagement	Little or no engagement with the audience. Poor assessment of audience needs or attention. Unprepared or unable to address audience inquiries.	Additional moments of audience engagement required. Some assessment of audience needs or attention. More preparation needed; some difficulty addressing audience inquiries.	Good audience engagement and assessment of audience needs or attention. Mostly prepared with only a few difficulties addressing audience inquiries.	Effective audience engagement and assessment of audience needs or attention. Fully prepared with no difficulties addressing audience inquiries.
Supporting Materials	Little or no message support provided for key concepts, ideas, facts, or supporting materials. Documentation or supporting content missing, irrelevant, or inadequate. Sources or references missing, incomplete, inadequate, and/or unreliable.	Some message support provided for key concepts, ideas, facts, and supporting materials. Minimal sources or references, or sources not current, inconsistent, or require improvement.	Good message support provided for key concepts, ideas, facts, and supporting materials. Sources or references are adequate and mostly current.	Effective message support provided key concepts, ideas, facts, and supporting materials. Offers multiple sources or references that are current and relevant.

Adapted by Alan Regan, Sr. Director, IT Client Services, Pepperdine University, from the following sources:

Table of Inclusive Considerations for Presentation Assignments

The following table offers terms, alternatives, and considerations or examples related to phrasing requirements for presentation assignments.

Original Term(s)	Word Class	Alternatives	Explanation or Consideration

Original Term(s)	Word Class	Alternatives	Explanation or Consideration
Eye-contact	Noun	Audience engagement, connects with the audience, engages the audience, gains and maintains audience attention, etc.	We can be captivating, dynamic, and engaging through different means; there are many ways to connect with our audience, whether they are online or in-person, and with or without technology.
Listen(s)	Verb	Receive(s), process(es), comprehend(s), etc.	We receive and process information in different ways. Focus on the task (receiving a message) over the method (listening with ears or implants, reading with eyes/Braille, etc.).
Listener(s)	Noun	Attendee(s), audience, participant(s), recipient(s), etc.	An audience may receive or process information in many ways. See Listen(s) for more explanation.
Speak(s)	Verb	Communicate(s), present(s), etc.	We communicate or deliver information in many ways. Focus on the task (delivering a message) over the method (speaking with one's mouth or through computer-assisted audio, sending a text message, projecting audio or video content, etc.).
Speaker(s)	Noun	Presenter(s), lecturer(s), etc.	A presenter can communicate in many ways. See Speak(s) for more explanation.
Speech	Noun	Communication, delivery, presentation, etc.	See Speak(s) for more explanation.
Voice(s)	Verb or noun	See Speak(s) or Speech.	See Speak(s) or Speech.

References

Morreale, S. P., Moore, M. R., Taylor, K. P., Surges-Tatum, D., & Hulbert-Johnson, R. (1993). The competent speaker speech evaluation form. Annandale, VA: Speech Communication Association. The Competent Speaker Speech Evaluation Form
Newburger, C. (1996). SCANS and the “Goals 2000-Educate America Act:” External validation for expanding communication instruction requirements across the undergraduate core curriculum. Journal of the Association for Communication Administration, 1, 70–74.
Rouse, Miranda N. (2024) "Assessment ‘ResponsAbilities’ in the Basic Course: Evaluating Public Speaking Rubrics," Basic Communication Course Annual: Vol. 36, Article 5.

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Assessing Presentations without Ableist Language