ORAL DEFENSE RUBRIC
Student: ___________________________________________ Date of Defense:
________________________
Thesis Title:
__________________________________________________________________________________
Grade and Section: __________________________________
Instructions for Thesis Members:
Each member should complete the thesis section before the defense and the oral defense
section immediately after the defense. The chair will average the results followed by
discussion and a pass/fail determination.
For the rubric, complete both sections below by marking an (x) in the appropriate box for
each rubric line. The chair will summarize the rubric scores on form 2252 Thesis Defense
Report.
Instructions for Thesis Committee Chair:
For each rubric row (i.e. Organization Rubric, Presentation Rubric, etc.),
1. Assign a numeric score, listed at the top of the column, depending on the committee
member’s choice (i.e., Excellent = 4, Very Good = 3, etc.).
2. Total the scores from each committee member’s rubric form for that rubric row, then
average them. E.g. Committee Member A scored a 4, Member B scored a 3, Member C
scored a 4, so their total is 11 and the average is 3.67.
3. Record this average score on the Thesis Defense Report form in the appropriate “Score
by area” cell.
Oral Defense:
Excellent (4) Very Good Satisfactory Unsatisfactor
(3) (2) y (1)
Very logical, Generally logical, A bit scattered but Rather hard to
coherent, complete mostly coherent, acceptable, follow, significant
generally complete somewhat coherent, omissions and/or
Organizatio occasionally substitutions
n Rubric scrambled, some
noticeable
omissions but still
understandable
Score:
Clear, precise, Mostly clear, good Occasional A lot of confusion,
convincing, grasp of material, confusion or lack of not in control of
articulate, good only occasional clarity, occasional facts and key
Presentatio
audience stumbles, minor gaps in theory or details, very
n Rubric
connection uncertainty on important details, nervous and stiff,
some facts or somewhat nervous frequently at a loss
details or jittery for words
Score:
Quickly grasped Occasionally Some Frequently
questions, clear misunderstood a misunderstanding misunderstood a
and apt responses, question, of questions, question, incorrect
good control of responses usually responses may be or inadequate
Public Q&A both theory and good though vague or responses, lack of
Rubric findings occasionally vague, inaccurate, did confidence in
generally apt grasp not always give a response,
of question and full response, may argumentative
how to answer answer a different
question
Score:
Clearly Adequate Weak but Lacked adequate
understood both understanding of acceptable understanding of
research findings research findings, understanding of theory, research
and underlying generally theory, could findings not always
theory, could understood present research understood,
aptly underlying findings but not confused or
Interactio contextualize or theory, perhaps a always clear on uncertain about the
n with interpret findings bit reluctant to implications, implications of
material in light of theory, attempt to occasionally findings,
Rubric when appropriate extend theory or confused details or contradictions or
may have explain important findings confusion evident in
suggested how contradictory how material
theory might be findings handled
extended based
on research
results
Score:
Quickly grasped Occasionally Some Frequently
questions, clear misunderstood a misunderstanding misunderstood a
Response
and apt responses, question, of questions, question, incorrect
to
good control of responses usually responses may be or inadequate
Committ
both theory and good though vague or responses, lack of
ee
findings occasionally vague, inaccurate, did confidence in
question
generally apt grasp not always give a response,
s
of question and full response, may argumentative
Rubric
how to answer answer a different
question
Score:
TOTAL SCORE:
_________________
Name and Signature of Panel: _______________________________
Date: __________________
Noted by: ____________________________
Research Teacher
