Recent analyses of common public-speaking rubrics, grading practices, and course content have found widespread bias and inequities. This article contributes to the efforts to remedy some of the causes of these biases. It begins with a discussion of the disciplinary biases and institutional pressures that reinforce discriminatory assessment practices. It then details principles and methods for creating more inclusive, equitable, and accessible rubrics and demonstrates how they can be implemented. Shifting how we create and use rubrics for public-speaking courses can contribute to the discipline's broader move toward inclusion, diversity, equity, and accessibility.