Podcast rubric: grades K–2, 3–5 and 6–8
This podcast rubric scores a short recorded episode: the content, how the episode is planned from opening to close, the speaking voice, and the sound quality. Grades 3–5 and 6–8 use four levels with points, with content counting twice; K–2 uses three levels in plain words a young child can follow, with no points. Print it, or open it in the rubric maker to change any cell before you hand it out.
Podcast rubric, grades K–2
3 levels, 3 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| My topic | I say my topic at the start and share two or more facts. | I say my topic and share one fact. | Listeners cannot tell what my show is about. |
| Start and end | I say hello, my name and my topic, and I end with a goodbye. | I have a start or an end, but not both. | My show starts and stops with no hello or goodbye. |
| My voice | Every word is clear, slow and easy to hear. | Most words are clear. | My voice is too fast, too quiet or hard to hear. |
- I can tell listeners what my show is about.
- I can say hello at the start and goodbye at the end.
- I can talk slowly and clearly into the microphone.
Podcast rubric, grades 3–5
4 levels, 4 criteria, 20 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Contentcounts ×2 | Shares three or more accurate facts or ideas and explains why they matter to the listener. | Shares two or three accurate facts or ideas on the topic. | Facts are few, off topic or partly wrong. | Little information, or most of it is wrong. | / 8 |
| Planning and script | Opening names the show and topic, the middle follows a clear order, and the closing sums up. | Has an opening, a middle and a closing. | Missing an opening or a closing, or the middle jumps around. | No plan can be heard; the episode wanders. | / 4 |
| Speaking voice | Clear, well paced and full of expression; sounds like talking, not reading. | Clear and easy to follow, with some expression. | Sometimes rushed, flat or hard to understand. | Hard to understand for most of the episode. | / 4 |
| Sound | No background noise, steady volume, and any music or sound effects help the topic. | Mostly quiet with a steady volume. | Noise or uneven volume makes parts hard to hear. | Recording is too noisy or quiet to follow. | / 4 |
- I can share accurate, interesting information on my topic.
- I can plan an opening, a middle and a closing for my episode.
- I can speak clearly with expression so listeners stay interested.
- I can record in a quiet place so every word is easy to hear.
Podcast rubric, grades 6–8
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Content and researchcounts ×2 | Accurate, well-chosen information from credible sources named aloud, with insight beyond the basics. | Accurate information with sources named. | Information is thin, partly wrong or unsourced. | Little accurate information; no sources. | / 8 |
| Structure | A hook, clearly signposted segments, smooth transitions, and a closing that returns to the main idea. | A clear opening, segments in a logical order, and a closing. | Segments are loosely ordered or transitions are missing. | No clear structure; the listener loses the thread. | / 4 |
| Delivery | Natural and conversational, with varied tone and pace that suit the audience and topic. | Clear and engaging, with only brief stretches that sound read. | Sounds read aloud for much of the episode; pace or tone is flat. | Hard to follow because of pace, volume or mumbling. | / 4 |
| Audio production | Clean audio, mistakes edited out, any music used with permission, and the length fits the task. | Clean audio with few distractions and a fitting length. | Noise, long pauses or uneven levels distract. | Audio is hard to hear or far too long or short. | / 4 |
| Audience | Names who the episode is for and keeps them listening with questions, stories or examples. | Speaks to a clear audience with some examples. | Audience is unclear; few examples. | No sense of who is listening. | / 4 |
- I can present accurate, researched information and name my sources aloud.
- I can structure an episode with a hook, segments and transitions.
- I can speak in a natural, engaging voice suited to my audience.
- I can record and edit so the audio is clean and the length fits.
- I can speak to a clear audience and keep them listening.
When to use it
- A recorded episode on any topic: a book talk, a science explainer, an interview with a classmate.
- As a planning sheet while students write the script, before anyone presses record.
- For partner or small-group episodes, scored once per voice for speaking and once for the whole episode.
What to say to students
- Listeners cannot see you, so your words have to paint the picture.
- Write a short opening that tells us the topic and who is talking.
- Record one practice take and listen back before the real one.
- Find a quiet corner. Background noise makes it hard to hear you.
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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.