informal oral presentation rubric

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Oral Presentation Example Rubric

Oral Presentation Example Rubric Outcome: Students will graduate with the ability to give professional presentations. Work Product: Oral presentation

Rubric is a modification of one presented by: Northwest Regional Educational Laboratory. (1998).  Oral presentation rubric . Retrieved October 23, 2008 from  http://www.nwrel.org/assessment/pdfRubrics/oralassess.PDF

Rubrics for Oral Presentations

Introduction.

Many instructors require students to give oral presentations, which they evaluate and count in students’ grades. It is important that instructors clarify their goals for these presentations as well as the student learning objectives to which they are related. Embedding the assignment in course goals and learning objectives allows instructors to be clear with students about their expectations and to develop a rubric for evaluating the presentations.

A rubric is a scoring guide that articulates and assesses specific components and expectations for an assignment. Rubrics identify the various criteria relevant to an assignment and then explicitly state the possible levels of achievement along a continuum, so that an effective rubric accurately reflects the expectations of an assignment. Using a rubric to evaluate student performance has advantages for both instructors and students.  Creating Rubrics

Rubrics can be either analytic or holistic. An analytic rubric comprises a set of specific criteria, with each one evaluated separately and receiving a separate score. The template resembles a grid with the criteria listed in the left column and levels of performance listed across the top row, using numbers and/or descriptors. The cells within the center of the rubric contain descriptions of what expected performance looks like for each level of performance.

A holistic rubric consists of a set of descriptors that generate a single, global score for the entire work. The single score is based on raters’ overall perception of the quality of the performance. Often, sentence- or paragraph-length descriptions of different levels of competencies are provided.

When applied to an oral presentation, rubrics should reflect the elements of the presentation that will be evaluated as well as their relative importance. Thus, the instructor must decide whether to include dimensions relevant to both form and content and, if so, which one. Additionally, the instructor must decide how to weight each of the dimensions – are they all equally important, or are some more important than others? Additionally, if the presentation represents a group project, the instructor must decide how to balance grading individual and group contributions.  Evaluating Group Projects

Creating Rubrics

The steps for creating an analytic rubric include the following:

1. Clarify the purpose of the assignment. What learning objectives are associated with the assignment?

2. Look for existing rubrics that can be adopted or adapted for the specific assignment

3. Define the criteria to be evaluated

4. Choose the rating scale to measure levels of performance

5. Write descriptions for each criterion for each performance level of the rating scale

6. Test and revise the rubric

Examples of criteria that have been included in rubrics for evaluation oral presentations include:

• Knowledge of content
• Organization of content
• Presentation of ideas
• Research/sources
• Visual aids/handouts
• Language clarity
• Grammatical correctness
• Time management
• Volume of speech
• Rate/pacing of Speech
• Mannerisms/gestures
• ​​​​​​​Eye contact/audience engagement

Examples of scales/ratings that have been used to rate student performance include:

• Strong, Satisfactory, Weak
• Beginning, Intermediate, High
• Exemplary, Competent, Developing
• Excellent, Competent, Needs Work
• Exceeds Standard, Meets Standard, Approaching Standard, Below Standard
• Exemplary, Proficient, Developing, Novice
• Excellent, Good, Marginal, Unacceptable
• Advanced, Intermediate High, Intermediate, Developing
• Exceptional, Above Average, Sufficient, Minimal, Poor
• Master, Distinguished, Proficient, Intermediate, Novice
• Excellent, Good, Satisfactory, Poor, Unacceptable
• Always, Often, Sometimes, Rarely, Never
• Exemplary, Accomplished, Acceptable, Minimally Acceptable, Emerging, Unacceptable

Grading and Performance Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Creating and Using Rubrics Carnegie Mellon University Eberly Center for Teaching Excellence & Educational Innovation

Using Rubrics Cornell University Center for Teaching Innovation

Building a Rubric University of Texas/Austin Faculty Innovation Center

Building a Rubric Columbia University Center for Teaching and Learning

Creating and Using Rubrics Yale University Poorvu Center for Teaching and Learning

Types of Rubrics DePaul University Teaching Commons

Creating Rubrics University of Texas/Austin Faculty Innovation Center

Examples of Oral Presentation Rubrics

Oral Presentation Rubric Pomona College Teaching and Learning Center

Oral Presentation Evaluation Rubric University of Michigan

Oral Presentation Rubric Roanoke College

Oral Presentation: Scoring Guide Fresno State University Office of Institutional Effectiveness

Presentation Skills Rubric State University of New York/New Paltz School of Business

Oral Presentation Rubric Oregon State University Center for Teaching and Learning

Oral Presentation Rubric Purdue University College of Science

Group Class Presentation Sample Rubric Pepperdine University Graziadio Business School

Oral Presentation Rubric

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Use this rubric when assessing your students' oral presentations. Adaptable to any oral presentation context!

Pointers covered include:

• Time Management
• Preparedness
• Speaking clearly
• Creativity.

Students are assessed on a scale of 4 points to give you a clear idea of their ability level and simplify the reporting process.

Want some help putting your oral presentation project together? Make it easy with our Oral Presentation Package!

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Informal Speech/Presentation Rubric (ELA CC 11-12) Standards Based

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Presentation Grading Rubric | Printable PDF

Use this FREE rubric to provide students with clear expectations for their next oral presentation or speech! Public speaking is difficult for everyone, especially students. Getting up and speaking in front of the class is the last thing many of our students want to do. Help students prepare for their speech or presentation with a clear set of guidelines. 

Rubrics provide students with…

• a clear set of criteria for evaluation
• objective benchmarks for assessment
• constructive feedback for improvement

Use this grading rubric for public speaking, presentations, and speeches. Download it for FREE today!

Criteria to Include in a Presentation Rubric:

• Content & Organization
• Time & Pacing
• Eye Contact
• Clear & Audible Voice

CLICK HERE TO DOWNLOAD THE FREE ORAL PRESENTATION RUBRIC!

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Rubric: Oral Communication - Global Citizenship Program

Rubric-based strategies for proficient oral communication, distinguishing between oral and written communication competence, evaluating speech activities.

• Organization
• Reasoning and Support
• Central Message
• Additional Activities

There are a number of ways oral communication can be integrated into any course curriculum. Formal speeches are the most obvious means for teaching oral communication, but by no means are they the only strategy. What follows are activities and suggestions for emphasizing each of the five elements of the oral communication rubric endorsed by the GCP Committee. Additionally, general speech assignments and suggestions for adapting oral communication into any course are provided.

General Suggestions and Considerations

1.       Understand the uniqueness of oral communication

There are a number of important differences between oral and written communication. Discussing these differences is valuable, but understanding them as you assign and discuss oral communication is essential. Bullet points outlining some of these differences are provided.

2.       Codify a time limit for presentations and activities.

Oral presentations take up more class time than other activities. It is important that activities have a set time limit. This not only helps achieve equity and clarity for grading and performance, but it also helps with course planning and time management.

3.       Make the formality of presentation commensurate with goals of the activity.

There are formal and informal ways to orally present information. If the goal of the activity is to promote better delivery skills and confront apprehension, formal presentations are better choices. Either way, the activity should ask students to put themselves in front of the group in a way that highlights the oral delivery of information.

4.        Promote apprehension as normal.

Help students understand that apprehension is really adrenaline, or energy, that needs to be directed and controlled. It is natural and positive that they feel a bit anxious because the energy is a resource that can be channeled into their presentation. The likelihood of the anxiety preventing them from delivering their speech is unlikely. (As an example, in my 29 years of teaching public speaking I have only had two students not able to complete their speech, and in each case (1) they admitted to not practicing ahead of time, and (2) completed their speech in the next class session.)

5.        Provide samples and include critiquing as preparation.

Students will feel much more comfortable with speaking assignments if they see samples of the assignment  when completed. While this is not always possible, it is a good idea to offer a general speech for students to critique. Engaging a discussion of what is effective oral communication through their own insights can be both comforting and empowering.

6.       General suggestions for speech evaluation

A list of suggestions for assigning and evaluating oral presentations is included.

A great number of similarities exist between oral and written communication.  Both are audience driven.  Both demand a great deal of attention to language choice and style.  The effectiveness and appropriateness of both are determined by context.  At the same time, there are critical differences, such as…

·         Audiences must be engaged through both verbal and nonverbal language, making considerations such as appearance important

·         Command of language requires greater clarity and less complexity for oral channels

·         The role of listener should be promoted, ideally through peer criticism and audience feedback

·         Communication is more temporary

·         Students should be encouraged to recognize and replace informal communication behaviors that may be distraction as presentational behaviors

·         The level of preparation is greater for oral communication than in other forms of communication

·         Time is an important factor

There are also similarities between oral and written communication, such as…

·         Good communicators attempt to uncover audience needs and interests prior to communicating with them

·         Good communicators monitor feedback and adjust communication in order to ensure being understood

·         Good communicators adapt their choices to the given context

·         Rules of effective organization and language choice tend to be similar for all communication endeavors

The Communication Process

The key to understanding this diagram is to realize that communication occurs as meaning becomes shared.  Each participant in the communication process brings to the communication situation fields of experience, or frames of reference.  While these are different, through communication, they may begin to overlap one another.  As this occurs, meaning becomes shared.  The more shared the meaning, the more effective the communication effort has been.  These fields of experience overlap as feedback occurs.  It is important to realize that feedback is continuous, interference is constant, and that shared meaning is not automatic.  It takes effort to overcome differences and interference and more toward a shared meaning.

Perhaps the most significant thing to keep in mind when evaluating speeches is the mindset of the average student. They are feeling more anxiety toward this activity than the assignments in most of their other classes. Likewise, students probably have less experience with this type of activity than other assignments they are completing in other classes. In light of these realities, consider these suggestions.

Include Demonstrations or Video Samples of Speeches

·         Be clear to the students that they are not expected to meet the standards of the demonstration or video sample

·         The demonstration may work better due to the interaction that can take place after the sample presentation

Include All Details in the Assignment—And Provide Written Versions of the Project

·         There is a propensity that students will pay more attention to the details of this assignment because of their anxiety and lack of familiarity with speaking in public

·         More detail and control in the hands of the student can alleviate anxiety

Include a Copy of the Evaluation Form

·         Again, students will feel less anxious if they fully understand how they will be evaluated

Provide Brief Oral Comments Immediately After Each Speech

·         Using the rules for delivering constructive criticism, positive comments immediately after the speech can put speakers to ease—both the person being evaluated and those yet to speak

Objectify and Compartmentalize Evaluation Forms as Much as Possible

·         Controlling the subjectivity of oral presentations is made easier if the speech is broken into components

·         Assigning an objective point scale to each component can place weight on aspects of the assignment that are more or less important to achieving class objectives

·         Evaluating in a compartmental manner can prevent strong aspects of the assignment overshadowing weaker aspects of the performance

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Rubrics are a set of criteria to evaluate performance on an assignment or assessment. Rubrics can communicate expectations regarding the quality of work to students and provide a standardized framework for instructors to assess work. Rubrics can be used for both formative and summative assessment. They are also crucial in encouraging self-assessment of work and structuring peer-assessments. 

Why use rubrics?

Rubrics are an important tool to assess learning in an equitable and just manner. This is because they enable:

• A common set of standards and criteria to be uniformly applied, which can mitigate bias
• Transparency regarding the standards and criteria on which students are evaluated
• Efficient grading with timely and actionable feedback 
• Identifying areas in which students need additional support and guidance 
• The use of objective, criterion-referenced metrics for evaluation 

Some instructors may be reluctant to provide a rubric to grade assessments under the perception that it stifles student creativity (Haugnes & Russell, 2018). However, sharing the purpose of an assessment and criteria for success in the form of a rubric along with relevant examples has been shown to particularly improve the success of BIPOC, multiracial, and first-generation students (Jonsson, 2014; Winkelmes, 2016). Improved success in assessments is generally associated with an increased sense of belonging which, in turn, leads to higher student retention and more equitable outcomes in the classroom (Calkins & Winkelmes, 2018; Weisz et al., 2023). By not providing a rubric, faculty may risk having students guess the criteria on which they will be evaluated. When students have to guess what expectations are, it may unfairly disadvantage students who are first-generation, BIPOC, international, or otherwise have not been exposed to the cultural norms that have dominated higher-ed institutions in the U.S (Shapiro et al., 2023). Moreover, in such cases, criteria may be applied inconsistently for students leading to biases in grades awarded to students.

Steps for Creating a Rubric

Clearly state the purpose of the assessment, which topic(s) learners are being tested on, the type of assessment (e.g., a presentation, essay, group project), the skills they are being tested on (e.g., writing, comprehension, presentation, collaboration), and the goal of the assessment for instructors (e.g., gauging formative or summative understanding of the topic). 

Determine the specific criteria or dimensions to assess in the assessment. These criteria should align with the learning objectives or outcomes to be evaluated. These criteria typically form the rows in a rubric grid and describe the skills, knowledge, or behavior to be demonstrated. The set of criteria may include, for example, the idea/content, quality of arguments, organization, grammar, citations and/or creativity in writing. These criteria may form separate rows or be compiled in a single row depending on the type of rubric.

(See row headers  of  Figure 1 )

Create a scale of performance levels that describe the degree of proficiency attained for each criterion. The scale typically has 4 to 5 levels (although there may be fewer levels depending on the type of rubrics used). The rubrics should also have meaningful labels (e.g., not meeting expectations, approaching expectations, meeting expectations, exceeding expectations). When assigning levels of performance, use inclusive language that can inculcate a growth mindset among students, especially when work may be otherwise deemed to not meet the mark. Some examples include, “Does not yet meet expectations,” “Considerable room for improvement,” “ Progressing,” “Approaching,” “Emerging,” “Needs more work,” instead of using terms like “Unacceptable,” “Fails,” “Poor,” or “Below Average.”

(See column headers  of  Figure 1 )

Develop a clear and concise descriptor for each combination of criterion and performance level. These descriptors should provide examples or explanations of what constitutes each level of performance for each criterion. Typically, instructors should start by describing the highest and lowest level of performance for that criterion and then describing intermediate performance for that criterion. It is important to keep the language uniform across all columns, e.g., use syntax and words that are aligned in each column for a given criteria. 

(See cells  of  Figure 1 )

It is important to consider how each criterion is weighted and for each criterion to reflect the importance of learning objectives being tested. For example, if the primary goal of a research proposal is to test mastery of content and application of knowledge, these criteria should be weighted more heavily compared to other criteria (e.g., grammar, style of presentation). This can be done by associating a different scoring system for each criteria (e.g., Following a scale of 8-6-4-2 points for each level of performance in higher weight criteria and 4-3-2-1 points for each level of performance for lower weight criteria). Further, the number of points awarded across levels of performance should be evenly spaced (e.g., 10-8-6-4 instead of 10-6-3-1). Finally, if there is a letter grade associated with a particular assessment, consider how it relates to scores. For example, instead of having students receive an A only if they received the highest level of performance on each criterion, consider assigning an A grade to a range of scores (28 - 30 total points) or a combination of levels of performance (e.g., exceeds expectations on higher weight criteria and meets expectations on other criteria). 

(See the numerical values in the column headers  of  Figure 1 )

Figure 1:  Graphic describing the five basic elements of a rubric

Note : Consider using a template rubric that can be used to evaluate similar activities in the classroom to avoid the fatigue of developing multiple rubrics. Some tools include Rubistar or iRubric which provide suggested words for each criteria depending on the type of assessment. Additionally, the above format can be incorporated in rubrics that can be directly added in Canvas or in the grid view of rubrics in gradescope which are common grading tools. Alternately, tables within a Word processor or Spreadsheet may also be used to build a rubric. You may also adapt the example rubrics provided below to the specific learning goals for the assessment using the blank template rubrics we have provided against each type of rubric. Watch the linked video for a quick introduction to designing a rubric . Word document (docx) files linked below will automatically download to your device whereas pdf files will open in a new tab.

Types of Rubrics

In these rubrics, one specifies at least two criteria and provides a separate score for each criterion. The steps outlined above for creating a rubric are typical for an analytic style rubric. Analytic rubrics are used to provide detailed feedback to students and help identify strengths as well as particular areas in need of improvement. These can be particularly useful when providing formative feedback to students, for student peer assessment and self-assessments, or for project-based summative assessments that evaluate student learning across multiple criteria. You may use a blank analytic rubric template (docx) or adapt an existing sample of an analytic rubric (pdf) . 

Fig 2: Graphic describing a sample analytic rubric (adopted from George Mason University, 2013)

These are a subset of analytical rubrics that are typically used to assess student performance and engagement during a learning period but not the end product. Such rubrics are typically used to assess soft skills and behaviors that are less tangible (e.g., intercultural maturity, empathy, collaboration skills). These rubrics are useful in assessing the extent to which students develop a particular skill, ability, or value in experiential learning based programs or skills. They are grounded in the theory of development (King, 2005). Examples include an intercultural knowledge and competence rubric (docx)  and a global learning rubric (docx) .

These rubrics consider all criteria evaluated on one scale, providing a single score that gives an overall impression of a student’s performance on an assessment.These rubrics also emphasize the overall quality of a student’s work, rather than delineating shortfalls of their work. However, a limitation of the holistic rubrics is that they are not useful for providing specific, nuanced feedback or to identify areas of improvement. Thus, they might be useful when grading summative assessments in which students have previously received detailed feedback using analytic or single-point rubrics. They may also be used to provide quick formative feedback for smaller assignments where not more than 2-3 criteria are being tested at once. Try using our blank holistic rubric template docx)  or adapt an existing sample of holistic rubric (pdf) . 

Fig 3: Graphic describing a sample holistic rubric (adopted from Teaching Commons, DePaul University)

These rubrics contain only two levels of performance (e.g., yes/no, present/absent) across a longer list of criteria (beyond 5 levels). Checklist rubrics have the advantage of providing a quick assessment of criteria given the binary assessment of criteria that are either met or are not met. Consequently, they are preferable when initiating self- or  peer-assessments of learning given that it simplifies evaluations to be more objective and criteria can elicit only one of two responses allowing uniform and quick grading. For similar reasons, such rubrics are useful for faculty in providing quick formative feedback since it immediately highlights the specific criteria to improve on. Such rubrics are also used in grading summative assessments in courses utilizing alternative grading systems such as specifications grading, contract grading or a credit/no credit grading system wherein a minimum threshold of performance has to be met for the assessment. Having said that, developing rubrics from existing analytical rubrics may require considerable investment upfront given that criteria have to be phrased in a way that can only elicit binary responses. Here is a link to the checklist rubric template (docx) .

Fig. 4: Graphic describing a sample checklist rubric

A single point rubric is a modified version of a checklist style rubric, in that it specifies a single column of criteria. However, rather than only indicating whether expectations are met or not, as happens in a checklist rubric, a single point rubric allows instructors to specify ways in which criteria exceeds or does not meet expectations. Here the criteria to be tested are laid out in a central column describing the average expectation for the assignment. Instructors indicate areas of improvement on the left side of the criteria, whereas areas of strength in student performance are indicated on the right side. These types of rubrics provide flexibility in scoring, and are typically used in courses with alternative grading systems such as ungrading or contract grading. However, they do require the instructors to provide detailed feedback for each student, which can be unfeasible for assessments in large classes. Here is a link to the single point rubric template (docx) .

Fig. 5 Graphic describing a single point rubric (adopted from Teaching Commons, DePaul University)

Best Practices for Designing and Implementing Rubrics

When designing the rubric format, descriptors and criteria should be presented in a way that is compatible with screen readers and reading assistive technology. For example, avoid using only color, jargon, or complex terminology to convey information. In case you do use color, pictures or graphics, try providing alternative formats for rubrics, such as plain text documents. Explore resources from the CU Digital Accessibility Office to learn more.

Co-creating rubrics can help students to engage in higher-order thinking skills such as analysis and evaluation. Further, it allows students to take ownership of their own learning by determining the criteria of their work they aspire towards. For graduate classes or upper-level students, one way of doing this may be to provide learning outcomes of the project, and let students develop the rubric on their own. However, students in introductory classes may need more scaffolding by providing them a draft and leaving room for modification (Stevens & Levi 2013). Watch the linked video for tips on co-creating rubrics with students . Further, involving teaching assistants in designing a rubric can help in getting feedback on expectations for an assessment prior to implementing and norming a rubric. 

When first designing a rubric, it is important to compare grades awarded for the same assessment by multiple graders to make sure the criteria are applied uniformly and reliably for the same level of performance. Further, ensure that the levels of performance in student work can be adequately distinguished using a rubric. Such a norming protocol is particularly important to also do at the start of any course in which multiple graders use the same rubric to grade an assessment (e.g., recitation sections, lab sections, teaching team). Here, instructors may select a subset of assignments that all graders evaluate using the same rubric, followed by a discussion to identify any discrepancies in criteria applied and ways to address them. Such strategies can make the rubrics more reliable, effective, and clear.

Sharing the rubric with students prior to an assessment can help familiarize students with an instructor’s expectations. This can help students master their learning outcomes by guiding their work in the appropriate direction and increase student motivation. Further, providing the rubric to students can help encourage metacognition and ability to self-assess learning.

Sample Rubrics

Below are links to rubric templates designed by a team of experts assembled by the Association of American Colleges and Universities (AAC&U) to assess 16 major learning goals. These goals are a part of the Valid Assessment of Learning in Undergraduate Education (VALUE) program. All of these examples are analytic rubrics and have detailed criteria to test specific skills. However, since any given assessment typically tests multiple skills, instructors are encouraged to develop their own rubric by utilizing criteria picked from a combination of the rubrics linked below.

• Civic knowledge and engagement-local and global
• Creative thinking
• Critical thinking
• Ethical reasoning
• Foundations and skills for lifelong learning
• Information literacy
• Integrative and applied learning
• Intercultural knowledge and competence
• Inquiry and analysis
• Oral communication
• Problem solving
• Quantitative literacy
• Written Communication

Note : Clicking on the above links will automatically download them to your device in Microsoft Word format. These links have been created and are hosted by Kansas State University . Additional information regarding the VALUE Rubrics may be found on the AAC&U homepage . 

Below are links to sample rubrics that have been developed for different types of assessments. These rubrics follow the analytical rubric template, unless mentioned otherwise. However, these rubrics can be modified into other types of rubrics (e.g., checklist, holistic or single point rubrics) based on the grading system and goal of assessment (e.g., formative or summative). As mentioned previously, these rubrics can be modified using the blank template provided.

• Oral presentations  
• Painting Portfolio (single-point rubric)
• Research Paper
• Video Storyboard

Additional information:

Office of Assessment and Curriculum Support. (n.d.). Creating and using rubrics . University of Hawai’i, Mānoa

Calkins, C., & Winkelmes, M. A. (2018). A teaching method that boosts UNLV student retention . UNLV Best Teaching Practices Expo , 3.

Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies In Educational Evaluation , 53, 69-76

Haugnes, N., & Russell, J. L. (2016). Don’t box me in: Rubrics for àrtists and Designers . To Improve the Academy , 35 (2), 249–283. 

Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment , Assessment & Evaluation in Higher Education , 39(7), 840-852 

McCartin, L. (2022, February 1). Rubrics! an equity-minded practice . University of Northern Colorado

Shapiro, S., Farrelly, R., & Tomaš, Z. (2023). Chapter 4: Effective and Equitable Assignments and Assessments. Fostering International Student Success in higher education (pp, 61-87, second edition). TESOL Press.

Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (second edition). Sterling, VA: Stylus.

Teaching Commons (n.d.). Types of Rubrics . DePaul University

Teaching Resources (n.d.). Rubric best practices, examples, and templates . NC State University 

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success . Peer Review , 8(1/2), 31-36.

Weisz, C., Richard, D., Oleson, K., Winkelmes, M.A., Powley, C., Sadik, A., & Stone, B. (in progress, 2023). Transparency, confidence, belonging and skill development among 400 community college students in the state of Washington . 

Association of American Colleges and Universities. (2009). Valid Assessment of Learning in Undergraduate Education (VALUE) . 

Canvas Community. (2021, August 24). How do I add a rubric in a course? Canvas LMS Community.

 Center for Teaching & Learning. (2021, March 03). Overview of Rubrics . University of Colorado, Boulder

 Center for Teaching & Learning. (2021, March 18). Best practices to co-create rubrics with students . University of Colorado, Boulder.

Chase, D., Ferguson, J. L., & Hoey, J. J. (2014). Assessment in creative disciplines: Quantifying and qualifying the aesthetic . Common Ground Publishing.

Feldman, J. (2018). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms . Corwin Press, CA.

Gradescope (n.d.). Instructor: Assignment - Grade Submissions . Gradescope Help Center. 

Henning, G., Baker, G., Jankowski, N., Lundquist, A., & Montenegro, E. (Eds.). (2022). Reframing assessment to center equity . Stylus Publishing. 

 King, P. M. & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity . Journal of College Student Development . 46(2), 571-592.

Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. Lanham, MD: Rowman & Littlefield.

The Institute for Habits of Mind. (2023, January 9). Creativity Rubrics - The Institute for Habits of Mind . 

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• Formal vs. Informal Assessment: 15 Key Differences & Similarities

When should teachers choose formal assessments over informal evaluation and vice-versa? It all comes down to understanding the critical differences between these two forms of educational assessment . When you nail these, then you can make the right decision. 

Distinguishing formal evaluation from informal assessment can be challenging. For one, both methods use similar tools like quizzes and surveys . But how they apply these tools to specific questions separates one from the other. 

In this article, we will consider 15 key similarities and differences between formal and informal assessments. 

What is a Formal Assessment? 

Formal assessments include multiple data-driven methods that teachers depend on for student evaluation . These types of evaluation often use a standard grading system that allows teachers to score every student objectively. 

Depending on the context, formal assessments can be norm-referenced or criterion-referenced. For example, if you want to know how a learner’s score compares to the average class score, then a norm-referenced is your best bet. 

What is Informal Assessment?

Informal assessment is an intuitive evaluation method, where the teacher assesses students without measuring their performance against some rubric or metric. The structure of informal evaluation methods allows teachers to observe the student’s progress at different points in the learning period. 

Informal assessments take different forms in the classroom. For example, a teacher can ask students to fill out an exit survey with closed-ended questions at the end of a lesson. In this survey, the students can highlight any difficulties they experienced in the class and the most important things they learned. 

The instructor can also ask students to take part in group quizzes or brief presentations about a particular subject. Informal assessments allow instructors to provide immediate feedback to students and address any learning gaps in time. 

Read: Motivation Assessment: Definitions, Types, Tools + [Questionnaire Examples]

Differences Between Formal and Informal Assessments

Definitions  .

A formal assessment is an evaluation method that uses a grading system to score a student’s level of knowledge. Typically, students respond to the same questions under the same conditions, and the instructor grades them based on the extent to which they satisfied pre-defined requirements. 

An informal assessment measures students’ progress and performance with no standard grading criteria. The instructor uses different methods that allow students to show their knowledge while providing feedback on learning gaps. 

Common types of informal assessment include quizzes, writing samples, and project-based assignments. In informal assessment, quizzes are used to improve class engagement and participation. So, you’d find the instructor splitting the class into groups while every student has a go at the questions. 

Project-based assignments and writing samples are intertwined. For example, the teacher can ask students to create a science project and write a summary of their ideas for the project. 

There are two major types of formal assessment, namely norm-referenced assessments, significantly, and criterion-referenced tests. In norm-referenced evaluation, the teacher measures a student’s performance based on the average performance in their class. Criterion-referenced tests are the opposite—the student’s performance is judged individually, using a rubric or some other standards. 

Common examples of formal assessment include tests, quizzes, surveys, and questionnaires. Exit surveys, observation, and oral presentations are examples of informal assessment. 

In some sense, formal and informal assessments can use the same methods. What matters is how the instructor applies these methods to achieve specific objectives. For example, the structure of a quiz for formal assessment significantly differs from a quiz for informal evaluation. 

When to Use

Teachers use formal assessments when they want to determine students’ knowledge based on specific standards and criteria. Instructors use traditional assessment methods when they need factual data that qualifies a student for the best learning phase, for example, moving from high school to college. 

Use informal assessment methods to gather immediate feedback on what a student has learned so far. Informal assessments help the instructor identify learning gaps and guide instruction. You can think of it as a preparation for formal evaluation. 

Advantages of Formal Assessment Over Informal Assessment

Since formal assessments have standard evaluation criteria, there’s little or no opportunity for examiner bias. This differs significantly from informal evaluations, where the instructor’s subjectivity determines how they rate the student and the type of feedback given. 

Another advantage of formal assessment over informal evaluation is it spurs students to pay keener attention during classes. Since a formal assessment is high stakes, it motivates students to perform better to get higher grades. 

Also, formal evaluation determines whether a student moves to the next phase in the learning process. An individual who wants to gain admission into college needs to ace the required promotional examination. 

Advantages of Informal Assessment Over Formal Assessments

To some extent, formal assessments are a game of luck—a student can ace an exam because of the question selection. With informal evaluation, the instructor has a better picture of a learner’s abilities. The teacher can observe a student’s performance at different points in the learning process. 

Also, informal assessment gives room for improvement, unlike one-off tests. Since there’s little or nothing at stake, students can make mistakes and improve their knowledge without undue pressure. Informal evaluation methods allow students to explore different angles of a particular subject. 

Use of a Grading System

The significant difference between both forms of assessment is while formal evaluation uses a rubric or standard assessment criteria, the other doesn’t. A rubric is an assessment tool used for judging a particular type of work. More than stating different grade levels, a rubric provides details on the requirements for each grade. 

During informal assessments, the instructor doesn’t use a set of predetermined criteria for grading. Instead, they compare a student’s performance with their past presentations to know if they’ve made any progress.  

Purpose of Assessment 

The formal evaluation aims to assess a student’s overall knowledge, usually at the end of a learning experience. Sometimes, formal assessments allow the instructor to compare a student’s performance with others in the same age group or class. 

Informal assessment is used to track learners’ progress and identify any challenges they might face with the subject. 

Formal assessments provide a broad view of a student’s knowledge, while informal assessments provide detailed information. In formal evaluation, the instructor measures a student’s performance at the surface level. The aim is to have enough evidence for assigning a specific score and grade to the learner. 

Informal assessments are different. It allows the instructor to do a thorough analysis of the specific experiences of individual students. The teacher can make adjustments to instructional methods based on the specialized needs of each learner. 

Flexibility  

The instructor can adjust informal assessments based on context and the specific needs or set of students. For example, if a student cannot communicate their thoughts via summary writing, the teacher might ask them to give an oral presentation. 

A formal assessment uses well-defined criteria for performance evaluation. So, the instructor cannot deviate from the grading system, even if this system doesn’t work for some students. 

Score Comparison 

Depending on the type of formal assessment, the instructor might compare students’ performances in the same class or age group. However, for informal evaluation, the instructor assesses students individually. While the instructor might compare a student’s present performance with their past ones, there’s no room for student-to-student comparison. 

For formal assessments, an essential tool is a rubric or some other well-defined grading system. Formal assessments also use online quiz platforms, surveys, questionnaires, or presentation tools like Google Slides and PowerPoint. Teachers use straw polls, exit surveys, and observation methods for informal assessment on the flip side. 

Read Also – Assessment Tools: Types, Examples & Importance

Similarities Between Informal and Formal Assessment  

Both formal and informal assessments provide an opportunity for instructors to give feedback on a student’s performance. However, while informal evaluation methods include feedback, summative assessment can happen without feedback. 

Another thing to note here is feedback is always personalized in informal assessment, while formal assessment can provide generic feedback to students at different grades. For example, the instructor can send a general feedback email to everyone who scored a “B” in a test. 

Educational Assessment

Formal and informal assessments are part of educational evaluation. An educational assessment encompasses different methods of discovering how much a student knows , their skills, strengths, and weaknesses. Educational assessment methods use data to validate various aspects of the learning process. 

Instructional Needs

Teachers use formal and informal assessments to improve their instructional methods. Based on results and feedback from both forms of educational assessment, educational stakeholders can change the subject curriculum, grading system, and instructional design for the classes. 

How to Use Formplus as an Online Assessment Tool  

Formplus allows you to create quizzes , polls, surveys, and questionnaires for formal and informal evaluation as an online assessment tool. Here is a simple step-by-step guide on how to do this. 

Step 1: Log into your Formplus account. 

Step 2: On the dashboard, choose the “create new form” button. This takes you to the form builder. 

Step 3: On the left side of the builder, you’d find different form field options like rating scales, text fields, and other advanced fields like signature and payment fields. 

Step 4: Click any field you’d want to add to your form. Alternatively, you can drag-and-drop fields into the work area from the builder’s inputs section. 

Step 5: After adding the fields, click on the edit icon beside each to access the editing tab. Here, you can add the specific questions to each field and make other changes like setting fields as “compulsory” or “read-only.” 

Step 6: Click on the “save” icon, so you don’t lose all the changes you’ve made. This also takes you to the builder’s customization section automatically. 

Step 7: Use the different options in the customization section to change the appearance of your form. Since you’re using this for assessments, it’s a great idea to add your school’s logo to the survey or questionnaire. You can also create a custom theme from scratch for your form. 

Step 8: Go to the “share” section and choose your preferred form sharing option. You can copy the form link or share it via email invitations. 

Conclusion  

When it’s time to choose one form of educational assessment over the other, the most important thing teachers should consider is context. Ask questions like, “what do I want to achieve with this?” and “how does this fit into the existing learning system?”

In many cases, teachers combine formal and informal assessment methods for evaluation. During the learning process, informal evaluation methods like concept mapping and straw polls help the instructor track each student’s progress. At the end of the learning period, the instructor uses formal evaluations like end-of-term examinations to assess each student’s knowledge and make high-stakes decisions. 

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